Science Standards

In the past year, standards have become very important to the Thompson R2-J School District. Standards make sure that students are getting the skills they need to be productive later in life. Some standards are district-wide, but there are other, more specific standards tailored to certain grades, and even certain classes.

• District Standards

• Ninth Grade Standards

• Tenth Grade Standards

    Standard 1: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

     1.1 Understand the processes of scientific investigation.

     1.2 Design and conduct scientific investigations.

     1.3 Communicate ideas about scientific investigation.

     1.4 Evaluate scientific investigation.

    Standard 2: Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus on Physics and Chemistry)

    2.1 Know that matter has characteristic properties, which are related to its composition and structure.

    2.2 Know that energy appears in different forms, and can move (be transferred) and change (be transformed).

     2.3 Understand that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.

    Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus on Biology--Anatomy, Physiology, Botany, Zoology, Ecology)

   3.1 Know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment.

   3.2 Know and understand interrelationships of matter and energy in living systems.

   3.3 Know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.

   3.4 Know and understand how organisms change over time in terms of biological evolution and genetics.

    Standard 4: Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus on Geology, Meteorology, Astronomy, Oceanography)

    4.1 Know and understand the composition of Earth, its history, and the natural processes that shape it.

   4.2 Know and understand the general characteristics of the atmosphere and fundamental processes of weather.

   4.3 Know major sources of water, its uses, importance, and cyclic patterns of movement through the environment.

   4.4 Know the structure of the solar system, composition and interactions of objects in the universe, and how space is explored.

    Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

   5.1 Know and understand the interrelationships among science, technology and human activity.

   5.2 Understand how science, technology and human activity can affect the world.

    Standard 6: Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

   6.1 Understand that science involves a particular way of knowing.

   6.2 Understand common connections among scientific disciplines.

Nineth Grade Proficiencies

    1.1.1 * Explain and apply how observation, testing, hypothesis, and theory are related to solving science problems. (e.g. experimental design)

    1.1.2 * Explain the difference between a scientific theory and a scientific hypothesis (e.g. Ice Age)

    1.1.3 * Ask questions and state hypotheses using prior scientific knowledge to help guide their development (e.g. temperature effect on rate of dissolution as used to predict the rate of weathering)

    1.2.1 * Describe and apply correct lab procedures to insure proper safety and control during labs.

    1.2.2 * Select and use appropriate technology/equipment (e.g. balances, spreadsheets) to gather, process, and analyze data and to report information related to an investigation

    1.2.3 * Create a written plan of action for a scientific investigation (e.g. construct an experimental design diagram)

    1.3.1 * Communicate scientific thinking that leads to particular conclusions (e.g. extinction of dinosaurs, plate tectonics)

    1.4.1 * Construct and revise scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables

    1.4.2 * Evaluate scientific thinking that leads to particular conclusions (e.g. continental drift)

    1.4.3 * Recognize and analyze alternative explanations and models (e.g. global warming)

    1.4.4 * Identify major sources of error or uncertainty within an investigation (e.g. particular measuring devices and experimental procedures)

    2.1.1 * Examine, describe, measure, classify, and predict common     properties of substances (e.g. minerals)

    2.1.2 * Describe and explain properties and composition of samples of matter using models (e.g. atomic and molecular structure, the periodic table)

    2.1.3 * Separate substances based on their chemical and physical properties (e.g. color, density, oil refining, mineral processing)

    2.2.1 * Identify, measure, calculate, and analyze quantitative relationships involved with energy forms (e.g. heat transfer in a system involving mass, specific heat, and change in temperature of matter)

    2.2.2 * Identify, measure, calculate, and analyze qualitative and quantitative relationships associated with energy transfer or energy transformation (e.g. changes in temperature, velocity, potential energy, kinetic energy, conduction, convection, radiation, voltage, current)

    2.3.1 * Describe and explain physical interactions of matter using conceptual models (e.g. particles)

    2.3.2 * Identify, describe, and explain physical and chemical changes involving the conservation of matter and energy (e.g. nuclear reaction)

    2.3.3 * Observe, measure, and calculate quantities to demonstrate conservation of matter and energy in chemical changes (e.g. heating oxide ore, chemical erosion), and physical interactions of matter (e.g. physical erosion, specific heat)

    2.3.4 * Describe and predict chemical changes (e.g. simple chemical reactions, acid rain), and physical interactions of matter (e.g. glacial erosion, global warming, metamorphic rock) using word or symbolic equations

    3.1.1 * Describe evidence that reveals changes in groups of organisms over geologic time (e.g. dinosaurs)

    3.1.2 * Analyze the dynamic equilibrium of ecosystems including interaction among living and nonliving components (e.g., Mount St. Helen's eruption had impact on the local ecosystems)

    3.4.1 * Describe how mutation, natural selection, and reproductive isolation can lead to new species and explain the planet's biodiversity (e.g. continental drift and volcanic island)

    4.1.1 * Describe the composition and structure of Earth's interior (e.g. slide show of layers, build model of layers)

    4.1.2 * Use the theory of plate tectonics to explain the relationships among earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches (e.g. sea floor spreading model, clay models of sea floor, ocean floor maps, Pangea puzzle/model)

    4.1.3 * Use evidence (e.g. fossils, rock layers, ice cores, radiometric dating, sea floor spreading model) to investigate how Earth has changed or remained constant over short and long periods of time (e.g., Mount St. Helen's eruption, calculation of half lives)

    4.1.4 * Evaluate the feasibility of predicting and controlling natural events (e.g. earthquakes, floods, landslides, dam proposal project)

    4.1.5 * Analyze the costs, benefits, and consequences of natural resource exploration, development, and consumption (e.g. recycling, dam proposal project, analysis of current magazine articles)

    4.1.6 * Explain relationships and interactions between living things and Earth systems (e.g. the atmosphere, geosphere, and hydrosphere, greenhouse effect lab, water cycle model)

    4.1.7 * Identify and predict natural hazards using historical data (e.g. earthquakes, flash floods, Big Thompson flood research project, epicenter locating computer activity)

    4.1.8 * Construct a geological time scale illustrating major eras, epochs and periods including predominant climates and life-forms (geological time tape)

    4.1.9 * Describe the composition and physical characteristics of oceans (e.g. currents, wave lab, ocean floor maps)

    4.2.1 * Describe the structure of, and changes in, the atmosphere and its significance for life on Earth (e.g. greenhouse effect lab, planetary atmosphere comparison)

    4.2.2 * Explain and analyze general weather patterns by collecting, plotting, and interpreting data (e.g. weather maps, tornado alley, weather cycles, atmospheric pipeline, Hurricane Andrew & Diane predictions)

    4.2.3 * Describe how energy transfer within the atmosphere influences weather (e.g. the role of conduction, radiation, convection, and heat of condensation in clouds, precipitation, winds, storms)

    4.2.4 * Investigate and explain the occurrence and effects of weather on human populations and the environment (e.g. Big Thompson flood)

    4.2.5 * Describe and explain factors that may influence weather and climate (e.g. proximity to oceans, prevailing winds, fossil fuel burning, volcanic eruptions)

    4.2.6 * Predict possible climatic changes and their effects based on past and present climatic data (e.g. ice age)

    4.3.1 * Identify and explain factors that influence the quality of water needed to sustain life (e.g. erosion)

    4.3.2 * Identify and analyze the costs, benefits, and consequences of using water resources (e.g. drip irrigation)

    4.3.3 * Explain interactions between water and other Earth systems (e.g. the biosphere, lithosphere, and atmosphere)

    4.3.4 * Explain the interrelationships between the circulation of oceans and weather and climate (e.g. Gulf stream) * Identify and explain factors that influence the quality of water needed to sustain life (e.g. pollution)

    4.4.1 * Explain the causes of and model the varied lengths of day, seasons, and phases of the moon and time zones

    4.4.2 * Describe the effect of gravitation on the motions observed in the solar system and beyond

    4.4.3 * Describe electromagnetic radiation produced by the sun and other stars (e.g. x-ray, ultraviolet, visible light, infrared, radio)

    4.4.4 * Compare the sun with other stars (e.g. size, color, temperature)

    4.4.5 * Identify and describe the every day impact of recent space technology (e.g. more sophisticated computers, remote sensing, medical imaging)

    4.4.6 * Describe the life cycle of a star

    4.4.7 * Describe evidence that supports past and current scientific theories of the origin of the universe

    5.1.1 * Analyze benefits, limitations, costs, and consequences involved in using resources (e.g. oil reserves)

    5.1.2 * Analyze how the introduction of a new technology has affected or could affect human activity (e.g. invention of the telescope)

    5.1.3 * Demonstrating the interrelationships between science and technology (e.g. satellite weather prediction)

    5.1.4 * Explain the use of technology in an occupation (e.g. weather forecasting)

    5.2.1 * Explore the scientific and technological aspects of contemporary problems (e.g. issues related to air quality, natural resources)

    5.2.2 * Describe careers related to science (e.g., geologist, meteorologist)

    6.1.1 * Evaluate print and visual media for scientific evidence, bias, or opinion

    6.1.2 * Explain that the scientific way of knowing uses a critique and consensus process (e.g. peer review, openness to criticism, logical arguments, skepticism)

    6.1.3 * Use graphs, equations, or other models to analyze systems involving change and constancy (e.g. comparing the geologic time scale to shorter time frames)

    6.1.4 * Identify and test a model to analyze systems involving change and constancy (e.g. earth, sun, moon model)

    6.1.5 * Explain an exponential model (e.g. Richter scale)

    6.1.6 * Refine a hypothesis based on an accumulation of data over time (e.g. melting of polar ice caps)

    6.1.7 * Related small-scale phenomena to large-scale properties (e.g. erosion tables)

    6.1.8 * Trace development of an invention, theory, or discovery to demonstrate the dynamic nature of science (e.g. telescope, weather stations)

    6.2.1 * Analyze and compare models of cyclic change as used within and among scientific disciplines (e.g. water cycle)

    6.2.2 * Identify and describe the dynamics of natural systems (e.g. weather systems)

    6.2.3 * Identify and predict cause-effect relationships within a system (e.g. ozone hole)

Tenth Grade Proficiencies

    1.1.1 * Ask questions and state hypotheses using prior scientific knowledge to help guide their development (e.g. what affects pulse rate)

    1.1.2 * Explain the difference between a scientific theory and a scientific hypothesis (e.g. cell theory)

    1.2.1 * Create a written plan of action for a scientific investigation (e.g. scientific method)

    1.2.2 * Select and use appropriate technology/equipment (e.g. microscopes) to gather, process, and analyze data and to report information related to an investigation

    1.3.1 * Communicate scientific thinking that leads to particular conclusions (e.g. dominance verses recessiveness)

    1.4.1 * Construct and revise scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables (e.g. scientific method)

    1.4.2 * Evaluate scientific thinking that leads to particular conclusions (e.g. population dynamics)

    1.4.3 * Recognize and analyze alternative explanations and models (e.g. charts & graphs)

    2.1.1 * Use word and chemical equations to relate observed changes in matter to its composition and structure (e.g. photosynthesis, respiration)

    2.3.1 * Distinguish among different types of constancy (e.g. dynamic equilibrium, symmetry) and different types of change (e.g. osmosis, carbon cycle, water cycle)

    2.3.2 * Describe and predict chemical changes (e.g. simple chemical reactions, photosynthesis) and physical interactions of matter (e.g. O₂/CO₂ transport in the cardiovascular cycle) using word or symbolic equations

    3.1.1 * Demonstrate knowledge of Linnaean Classification System by developing and/or using a dichotomous key for various organisms. (insect & flower keys, dichotomous key performance assessment)

    3.1.2 * Use and produce a variety of classification systems for organisms (e.g. the five kingdom classification, classification based on structure)

    3.1.3 * Predict and describe the interactions of populations and ecosystems (e.g. migration, predator/prey cycles)

    3.1.4 * Explain how adaptations (e.g. structure, behavior) of an organism determine its niche (role) in the environment (e.g. termite)

    3.1.5 * Explain how changes in an ecosystem can affect biodiversity and how biodiversity contributes to an ecosystem's stability (e.g. rain forest)

    3.1.6 * Analyze the dynamic equilibrium of ecosystems, including interactions among living and nonliving components (e.g. beaver dams, coral reefs, the effect of altitude on zonation)

    3.1.7 * Describe how, over long periods of time, ecosystems can remain stable and, if altered by factors such as climatic change, return to stability (e.g. forest fire)

    3.1.8 * Explain how the rate of environmental change may exceed the capacity of organisms to respond to change, leading to the extinction of species (e.g. black-footed ferret)

    3.2.1 * Compare and contrast the processes of photosynthesis and respiration (e.g. in terms of energy and products)

    3.2.2 * Explain how simple molecules can be built into larger molecules within organisms (e.g. amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis)

    3.2.3 * Explain how large molecules (e.g. starch and protein) are broken down into smaller molecules, serving as an energy source or as basic building blocks in organisms (e.g. digestion)

    3.2.4 * Explain how energy is used in the maintenance, repair, growth, and development of tissues (e.g. the production of new skin cells requires energy)

    3.2.5 * Describe the cycling of matter and the movement and change of energy through the ecosystem (e.g. food chains, food webs, and energy pyramids)

    3.3.1 * Identify cellular organelles and their function (e.g. the relationship of ribosomes to protein synthesis; the relationship of mitochondria to energy transformation)

    3.3.2 * Differentiate among levels of organization (cells, tissues, and organ systems) and their roles within the whole organism

    3.3.3 * Explain human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (e.g. mechanisms involved in heart rate and breathing)

    3.3.4 * Compare and contrast characteristics of and treatments for various types of medical problems (e.g. accidental, infectious, genetic)

    3.3.5 * Use examples to explain the relationship of structure and function in organisms (e.g. wings, fins, legs)

    3.3.6 * Describe the pattern and process of reproduction and development in several organisms (e.g. asexual organisms like ameba and euglena, paramecium, earthworm, chick, human)

    3.3.7 * Explain specializations that allow different types of cells to perform different functions (e.g. different types of blood cells, special structures in protists)

    3.3.8 * Describe cellular differences by identifying and sketching plant and animal cells

    3.4.1 * Compare and contrast the purpose and process of cell division (mitosis) with the production of sex cells (meiosis)

    3.4.2 * Give examples to show how some traits can be inherited while others are due to the interaction of genes and the environment (e.g. skin cancer triggered by overexposure to sunlight or contact with chemical carcinogens, musical ability, I.Q.)

    3.4.3 * Describe how DNA serves as the vehicle for genetic continuity and the source of genetic diversity upon which natural selection can act (e.g. peppered moth)

    3.4.4 * Describe how mutation, natural selection, and reproductive isolation can lead to new species and explain the planet's biodiversity (e.g. animals of Australia)

    3.4.5 * Explain why variation within a population improves the chances that the species will survive under new environmental conditions (e.g. DDT-resistant mosquitoes, HIV resistance in humans, antibiotic resistance in pathogenic bacteria)

    3.4.6 * Describe the general structure and function of the gene (DNA) and its role in heredity and protein synthesis (e.g. replication of DNA and the role of RNA in protein synthesis)

    3.4.7 * Calculate the probability that an individual will inherit a particular single gene trait (e.g. Punnett square)

    3.4.8 * Describe the role of gene mutations that result in uncontrolled cell division (e.g. cancer)

    3.4.9 * Explain the role of exposure to certain factors (e.g. chemical, biological, radiation) that may increase the rate of mutation, and therefore the incidence of cancer and other diseases (e.g. skin cancer)

    4.1.1 * Explain relationships and interactions between living things and Earth systems (e.g. the biosphere)

    4.3.1 * Identify and explain factors that influence the quality of water needed to sustain life (e.g. pollution)

    5.1.1 * Analyze benefits, limitations, costs, and consequences involved in using technology (e.g. biotechnology, medical technology)

    5.1.2 * Analyze how the introduction of a new technology has affected or could affect human activity (e.g. invention of the microscope, Human Genome Project, cloning)

    5.1.3 * Demonstrating the interrelationships between science and technology (e.g. genetic engineering)

    5.1.4 * Explain the use of technology in an occupation (e.g. medical technology)

    5.2.1 * Explore the scientific and technological aspects of contemporary problems (e.g. issues related to nutrition)

    5.2.2 * Describe careers related to science (e.g., biologist, ecologist)

    6.1.1 * Evaluate print and visual media for scientific evidence, bias, or opinion (newspaper & magazine articles, videos)

    6.1.2 * Explain that the scientific way of knowing uses a critique and consensus process (e.g. peer review, openness to criticism, logical arguments, skepticism)

    6.1.3 * Use graphs, equations, or other models to analyze systems involving change and constancy (e.g. population growth)

    6.1.4 * Identify and test a model to analyze systems involving change and constancy (e.g. design a closed ecosystem such as an aquarium)

    6.1.5 * Explain an exponential model (e.g. population growth)

    6.1.6 * Refine a hypothesis based on an accumulation of data over time (e.g. cell theory)

    6.1.7 * Related small-scale phenomena to large-scale properties (e.g. diffusion)

    6.1.8 * Trace development of an invention, theory, or discovery to demonstrate the dynamic nature of science (e.g. microscope, chromosome theory)

    6.2.1 * Analyze and compare models of cyclic change as used within and among scientific disciplines (e.g. carbon cycle)

    6.2.2 * Identify and describe the dynamics of natural systems (e.g. ecosystems)

    6.2.3 * Identify and predict cause-effect relationships within a system (e.g. effect of carbon dioxide level on global warming)