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ND.1.Unifying Concepts: Students understand the unifying concepts and processes of science.
Unifying Concepts: Students understand the unifying concepts and processes of science.
11-12.1.1. Models: Explain how scientists create and use Models to address scientific knowledge
11-12.1.2. Systems: Identify the structure, organization, and dynamics of components within a system (e.g., cells, tissues, organs, organ systems, reactants and products in chemical equilibrium)
11-12.1.3. Constancy and Change: Explain how a system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier's Principle, acid base systems)
11-12.1.4. Form and Function: Explain the relationship between form and function (e.g., atoms and ions, enzymes, aerodynamics)
11-12.1.5. Form and Function: Explain how classification can be based on the relationship between form and function (e.g., polar vs. nonpolar molecules, structure of periodic table , DNA vs. RNA)
ND.2.Science Inquiry: Students use the process of science inquiry.
Science Inquiry: Students use the process of science inquiry.
11-12.2.1. Understandings About Scientific Inquiry: Explain how new knowledge and methods emerge from different types of investigations and public communication among scientists
11-12.2.2. Abilities Necessary To Do Scientific Inquiry: Select and use appropriate instruments, measuring tools, and units of measure to improve scientific investigations
11-12.2.3. Abilities Necessary To Do Scientific Inquiry: Use data from scientific investigations to accept or reject a hypothesis
11-12.2.4. Abilities Necessary To Do Scientific Inquiry: Formulate and revise explanations based upon scientific knowledge and experimental data
11-12.2.6. Abilities Necessary To Do Scientific Inquiry: Analyze data using appropriate strategies (e.g., interpolation, and extrapolation of data, significant figures, dimensional analysis)
SC168 Abilities Necessary To Do Scientific Inquiry: Use technology and mathematics to improve investigations and communications
ND.3.Physical Science: Students understand the basic concepts and principles of physical science.
Physical Science: Students understand the basic concepts and principles of physical science.
11-12.3.1. Atomic Structure and Properties: Explain how the structure of an atom, isotope, or ion relates to its properties
11-12.3.10. Energy Transfer and Transformation: Apply the law of conservation of energy to a variety of situations
11-12.3.11. Energy Transfer and Transformation: Explain how energy is related to physical changes of matter (e.g., phase changes, temperature changes)
11-12.3.12. Vibrations and Waves: Relate wave energy to wavelength and frequency
11-12.3.13. Electricity and Magnetism: Explain how magnetic forces relate to electric forces
11-12.3.2. Atomic Structure and Properties: Identify the basic organization of the periodic table (e.g., elements are listed according to the number of protons [atomic number]; repeating patterns of physical and chemical properties
11-12.3.3. Atoms and Molecules: Compare and contrast the role of electrons in ionic and covalent bonding
11-12.3.4. Atoms and Molecules: Identify the basic bonding characteristics of carbon which lead to a large variety of structures
11-12.3.5. Chemical Reactions: Identify the effect of concentration, temperature, surface area, pressure, and catalysts on reaction rates as it relates to the Kinetic Theory.
11-12.3.6. Chemical Reactions: Write the chemical formula and name for compounds using a table of element names, symbols, and oxidation numbers
11-12.3.7. Chemical Reactions: Balance chemical equations
11-12.3.8. Force and Motion: Identify the principles and relationships influencing forces and motion (e.g., gravitational force, vectors, velocity, friction)
11-12.3.9. Forms of Energy: Explain the relationship among thermal energy, temperature, and the motion of particles
ND.4.Life Science: Students understand the basic concepts and principles of life science.
Life Science: Students understand the basic concepts and principles of life science.
11-12.4.1. Structure and Function: Explain the importance of cell differentiation in the development of tissues, organs, organ systems, and multi-cellular organisms.
11-12.4.2. Genetics and Reproduction: Explain how types of DNA technology (e.g., genetic engineering, forensic science, cloning) may impact society now and in the future.
11-12.4.3. Natural Selection and Biological Evolution: Explain how change through time has ensured adaptation to changing environments
ND.5.Earth and Space Science: Students understand the basic concepts and principles of earth and space science.
Earth and Space Science: Students understand the basic concepts and principles of earth and space science.
11-12.5.1. The Universe: Explain how the Sun and other stars are powered by nuclear reactions (e.g., the fusion of hydrogen to form helium, formation of elements)
11-12.5.3. Geologic Processes, Human Activities, and the Environment: Explain the short-term and long-term effects of chemical processes (e.g., acid rain, CO2 emissions, ozone depletion, run-off) on the environment and society Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game Oceans
ND.6.Science and Technology: Students understand relations between science and technology.
Science and Technology: Students understand relations between science and technology.
11-12.6.1. Technological Design: Select and use appropriate technologies, tools, and techniques to solve a problem (e.g., computer-assisted tools, Internet, research skills, CBL, graphing calculators)
11-12.6.2. Technological Design: Identify examples of how new technologies advance science
11-12.6.3. Technology and Society: Explain how designing and implementing technology requires weighing trade-offs between positive and negative impacts on humans and the environment
ND.7.Science and Other Areas: Students understand relations between science and personal, social, and environmental issues.
Science and Other Areas: Students understand relations between science and personal, social, and environmental issues.
11-12.7.2. Science and Environmental Issues: Explain ways renewable and nonrenewable resources are managed (e.g., land reclamation, forest management, CRP, hunting licenses, energy -conserving technologies) Quiz, Flash Cards, Worksheet, Game Oceans
11-12.7.3. Science and Environmental Issues: Explain the economic and social impact of using alternative energy resources
11-12.7.4. Science and Social Issues: Explain how science and technology can influence personal, industrial, and cultural decision-making (e.g., organ transplants, cloning, stem cell research, genetic manipulation, use of genetic profile, archeological discoveries, land management, resource management)
ND.8.History and Nature of Science: Students understand the history and nature of science.
History and Nature of Science: Students understand the history and nature of science.
11-12.8.1. Scientific Knowledge: Identify the criteria that scientific explanations must meet to be considered valid (e.g., must be based on consistent and repeatable data, be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, report methods and results, be open to question and reexamination, respect rules of evidence)
ND.CC.11-12.RST.Reading Standards for Information Literacy in Science and Technical Subjects
Reading Standards for Information Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas 11-12.RST.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
11-12.RST.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Craft and Structure 11-12.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
ND.CC.11-12.WHST.Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Research to Build and Present Knowledge 11-12.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Production and Distribution of Writing 11-12.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Text Types and Purposes 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 11-12.WHST.2.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
11-12.WHST.2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
11-12.WHST.2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11-12.WHST.2.d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
11-12.WHST.2.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).