Last Updated on Tuesday, March 06, 2007 at 5:17 AM
Knox Co. shared this exemplary High School Science Curriculum Map and description.
Knox Co. Curriculum Map
High School Science
During school year 1999-2000, the faculty of Knox Co. Schools responded to a district wide survey, which was used to help the administration assess and prioritize the needs of our district. The development of a district curriculum for preschool through grade twelve, aligned with Kentucky Core Content, Program of Studies and Academic Expectations was identified as a priority need.
The superintendent gave the charge to begin the work. District instructional program directors, under the direction of the Assistant Superintendent, began research and planning. Task one was to study various approaches and formats from other school districts. Once we decided on the elements to be included and the format to be used, the instructional program directors were appointed to serve as content facilitators. Teachers from every school were appointed to content committees according to their area of expertise.
The committee work began in the summer of 2000. The first phase was the development of a curriculum matrix for P-12 in each of the core content areas. The matrix contains the "Key Concepts" to be taught and the grade level at which each Key Concept is "I" (Introduced), "R" (Reinforced), "M" (Mastered), and "E" (Extended). The second phase of work included the development of "Descriptors/Activities" teachers could use to teach each of the "Key Concepts". Another item added to the document during this phase was the critical vocabulary lists for each sub-domain. The third phase was the development of curriculum maps, which include clusters of key concepts that are to be taught in identified time periods of the school year.
Each year since the development of the district curriculum document, content committees reassemble to review and make refinements as needed. We have posted the curriculum on our district web page and have provided each school with a hard copy.
We are currently focusing on the use of effective instructional strategies through the structure of "Instructional Team Leaders" or "I Teams". We are beginning the second year of training on the use of Silver, Strong and Marzano's "Thoughtful Education". The development of units of study that will include the recommended strategies is in the plans for the 2004-05 school year.
Knox County Schools
Curriculum Mapping Project
(Assessment at Grade 11)
Spring 2002 Revision-Physical Science—Lynn Camp High School
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Grade 9
Physical Science |
Topic: |
Key Concepts |
Activities/ Demonstrators/ Connections |
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August |
Scientific Inquiry and Process Skills
Applicat-ions and Connect-ions |
Students will formulate testable hypotheses and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment.
Students will use equipment (e.g., microscopes, lasers), tools (e.g., beakers), techniques (e.g., microscope skills), technology (e.g., computers), and mathematics to improve scientific investigations and communications.
Students will use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models.
Students will design and conduct different kinds of scientific investigations for a wide variety of reasons.
Students will communicate and defend the designs, procedures, observations, and results of scientific investigations.
Students will review and analyze scientific investigations and explanations of other investigations including peers.
Science and Technology
Students will apply scientific theory and conceptual understandings to solving problems of technological design (e.g., Styrofoam cups, transistors, computer chips) and examine the interaction between science and technology.
Science in Personal and Social Perspective
Students will explore the impact of scientific knowledge and discoveries on personal and community health; recognize how science influences human population growth, use science to analyze the use of natural resources by an increasing human population; investigate how science can be used to solve environmental quality problems; use science to investigate natural and human-induced hazards; and analyze how science and technology are necessary but not sufficient for solving local, national, and global issues.
History and Nature of Science
Students will analyze the role science plays in everyday life and compare different careers in science; recognize that scientific knowledge comes from empirical standards; logical arguments, and skepticism, and is subject to change as new evidence becomes available; and investigate advances in science and technology that have important and long-lasting effects on science and society. |
Skills to be introduced and integrated throughout all units all year.
As a reference/resource, please look at link below to Jefferson County's curriculum work:
http://www.jefferson.k12.ky.us/corecontent
Click on "Search the Core Content Guide".
Search "Course"
Level – "High"
Grade "9"
Core Content Area – "Science"
Click on "Start Search"
Click on "9th Science"
"Units" by skill domains
Appendix contain:
Performance Standards
Sample Open Response Questions
Scoring Guide
Sample Lesson Plans and MORE!!
Password: ccg2001 |
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Sept.-
Mid. Oct. |
Motions and Forces |
Students will investigate forces and the effects of forces on the motions of objects.
(I,,R, M) Objects change their motion only when a net force is applied. Laws of motion are used to describe the effects of forces on the motions of objects. (SC-H-1.4.1)
(I, R, M) Gravity is a universal force that each mass exerts on every other mass.
(SC-H-1.4.2) |
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Mid-Oct.
Nov. |
Energy and Heat |
Students will examine how energy is transferred (e.g., collisions, light waves) and recognize that the total energy of the universe is constant; distinguish between types of energy (e.g., kinetic energy, potential energy, energy fields); examine how everything tends to become less organized and less orderly over time (e.g., heat moves from hotter to cooler objects).
(I,R,M) The total energy of the universe is constant. Energy can be transferred in many ways, but it can neither be created nor destroyed. (SC-H-1.5.1)
(I,R,M) All energy can be considered to be either kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational). (SC-H-1.5.2)
(I,R,M) Heat is the manifestation of the random motion and vibrations of atoms, molecules, and ions. The greater the atomic or molecular motion, the higher the temperature. (SC-H-1.5.3)
(I,R,M) The universe becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat. (SC-H-1.5.4) |
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Nov.
Mid. Dec. |
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Students will investigate gravitational and electromagnetic forces.
(I,R,M ) The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. (SC-H-1.4.3)
(I, R,M) Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces. Moving magnets produce electric forces. This idea underlines the operation of electric motors and generators.
(SC-H-1.4.4) |
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Jan.
Mid. Feb. |
Waves |
Students will investigate energy transfer caused when waves and matter interact (e.g., atoms and molecules can absorb and emit light waves); investigate electrical energy through matter.
(I, R,M) Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion. (SC-H-1.6.1)
(I, R,M) Electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated. (SC-H-1.6.2) |
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Mid. Feb.
March
Mid. Feb.
March |
Matter
Atoms
States of Matter |
Students will analyze atomic structure and electric forces; examine nuclear structure, nuclear force, and nuclear reactions (e.g., fission, fusion, radioactivity).
(I, R,M) Matter is made up of minute particles called atoms, and atoms are composed of even smaller components. (SC-H-1.1.1)
(I,R,M) The components of an atom have measurable properties, such as mass and electrical charge. (SC-H-1.1.1)
(I,R,M) Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and the electrons holds the atom together. (SC-H-1.1.1)
(I,R,M) The atom's nucleus is composed of protons and neutrons that are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element. SC-H-1.1.2)
(I,R,M) The forces that hold the nucleus together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. (SC-H-1.1.3)
(I,R,M) Fission is the splitting of a large nucleus into smaller pieces. (SC-H-1.1.3)
(I,R,M) Fusion is the joining of two nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the Sun and other stars. (SC-H-1.1.3)
Students will investigate how the structure of matter (e.g., outer electrons, types of bonds) relate to chemical properties of matter; investigate how the structure of matter (e.g., constituent atoms, distances and angles between atoms) relates to physical properties of matter.
(I,R,M) Solids, liquids, and gases differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules, or atoms move almost independently of each other and are relatively far apart. (SC-H-1.2.5)
(I,R,M) In conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semi-conducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons. (SC-H-1.2.6) |
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April
May |
Chemical
Proper-ties |
(I,R,M) Atoms interact with each other by transferring or sharing outermost electrons. These outer electrons govern the chemical properties of the element. (SC-H-1.2.1)
(I,R,M) An element is composed of a single type of atom. (SC-H-1.2.2)
(I,R,M) When elements are listed in order according to the number of protons, repeating patterns of physical and chemical properties identify families of elements with similar properties. The periodic table is a consequence of the repeating pattern of outermost electrons. (SC-H-1.2.2)
(I,R,M) Bonds between atoms are created when outer electrons are paired by being transferred or shared. (SC-H-1.2.3)
(I,R,M) A compound is formed when two or more kinds of atoms bind together chemically. (SC-H-1.2.3)
(I,R,M) The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule including the constituent atoms. (SC-H-1.2.4)
Students will investigate chemical reactions and the release or consumption of energy; examine the transfer of electrons or hydrogen ions between reacting ions, molecules, or atoms.
(I,R,M) Chemical reactions occur all around us and in every cell in our bodies. These reactions may release or consume energy. Rates of chemical reactions vary. Reaction rates depend on concentration, the temperature, and properties of reactants. Catalysts speed up chemical reactions. (SC-H-1.3.1) |
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Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
