Utah
Science Core Curriculum
Earth
Systems Science
Science is a way of knowing, a process
for gaining knowledge and understanding of the natural world. The Science Core
Curriculum places emphasis on understanding and using skills. Students should
be active learners. It is not enough for students to read about science; they
must do science. They should observe, inquire, question, formulate and test
hypotheses, analyze data, report, and evaluate findings. The students, as
scientists, should have hands-on, active experiences throughout the instruction
of the science curriculum.
The Science Core describes what students
should know and be able to do at the end of each course. It was developed,
critiqued, piloted, and revised by a community of Utah science teachers,
university science educators, State Office of Education specialists,
scientists, expert national consultants, and an advisory committee representing
a wide diversity of people from the community.
The Core reflects the current philosophy of science education that is
expressed in national documents developed by the American Association for the
Advancement of Science and the National Academies of Science. This Science Core has the endorsement of the
Utah Science Teachers Association. The Core
reflects high standards of achievement in science for all students.
The Core is designed to help teachers
organize and deliver instruction.
Elements of the Core include the following:
ü Each
grade level begins with a brief course description.
ü The
INTENDED LEARNING OUTCOMES (ILOs) describe the goals for science skills and
attitudes. They are found at the
beginning of each grade, and are an integral part of the Core that should be
included as part of instruction.
ü The
SCIENCE BENCHMARKS describe the science content students should know. Each grade level has three to five Science
Benchmarks. The ILOs and Benchmarks
intersect in the Standards, Objectives and Indicators.
ü A
STANDARD is a broad statement of what students are expected to understand.
Several Objectives are listed under each Standard.
ü An
OBJECTIVE is a more focused description of what students need to know and be
able to do at the completion of instruction. If students have mastered the
Objectives associated with a given Standard, they are judged to have mastered
that Standard at that grade level. Several Indicators are described for each
Objective.
ü An
INDICATOR is a measurable or observable student action that enables one to
judge whether a student has mastered a particular Objective. Indicators are not
meant to be classroom activities, but they can help guide classroom
instruction.
ü SCIENCE
LANGUAGE STUDENTS SHOULD USE is a list of terms that students and teachers
should integrate into their normal daily conversations around science
topics. These are not vocabulary
lists for students to memorize.
Seven
Guidelines Were Used in Developing the Science Core
Reflects the Nature of Science: Science
is a way of knowing, a process for gaining knowledge and understanding of the
natural world. The Core is designed to produce an integrated set of Intended
Learning Outcomes (ILOs) for students.
As described in these ILOs, students
will:
·
Use science process and thinking skills.
·
Manifest science interests and attitudes.
·
Understand important science concepts and
principles.
·
Communicate effectively using science language
and reasoning.
·
Demonstrate awareness of the social and
historical aspects of science.
·
Understand the nature of science.
Coherent:
The Core has been designed so that, wherever possible, the science ideas taught
within a particular grade level have a logical and natural connection with each
other and with those of earlier grades. Efforts have also been made to select
topics and skills that integrate well with one another and with other subject
areas appropriate to grade level. In addition, there is an upward articulation
of science concepts, skills, and content.
This spiraling is intended to prepare students to understand and use
more complex science concepts and skills as they advance through their science
learning.
Developmentally Appropriate: The Core takes into account the psychological
and social readiness of students. It builds from concrete experiences to more
abstract understandings. The Core describes science language students should
use that is appropriate to their grade level.
A more extensive vocabulary should not be emphasized. In the past, many educators may have
mistakenly thought that students understood abstract concepts (such as the nature
of the atom) because they repeated appropriate names and vocabulary (such as
“electron” and “neutron”). The Core resists the temptation to describe abstract
concepts at inappropriate grade levels; rather, it focuses on providing
experiences with concepts that students can explore and understand in depth to
build a foundation for future science learning.
Encourages Good Teaching Practices: It is impossible to
accomplish the full intent of the Core by lecturing and having students read
from textbooks. The Science Core emphasizes student inquiry. Science process
skills are central in each standard.
Good science encourages students to gain knowledge by doing science:
observing, questioning, exploring, making and testing hypotheses, comparing
predictions, evaluating data, and communicating conclusions. The Core is
designed to encourage instruction with students working in cooperative
groups. Instruction should connect
lessons with students’ daily lives. The Core directs experiential science
instruction for all students, not just those who have traditionally succeeded
in science classes. The vignettes listed on the Utah Science Home Page at http://www.usoe.k12.ut.us/curr/science
for each of the Core standards provide examples, based on actual practice, that
demonstrate that excellent teaching of the Science Core is possible.
Comprehensive: The Science Core does not cover all topics that
have traditionally been in the science curriculum; however, it does provide a
comprehensive background in science. By emphasizing depth rather than breadth,
the Core seeks to empower students rather than intimidate them with a
collection of isolated and forgettable facts. Teachers are free to add related
concepts and skills, but they are expected to teach all the standards and
objectives specified in the Core for their grade level.
Useful and Relevant: This curriculum
relates directly to student needs and interests. It is grounded in the natural
world in which we live. Relevance of science to other endeavors enables
students to transfer skills gained from science instruction into their other
school subjects and into their lives outside the classroom.
Encourages Good Assessment Practices:
Student achievement of the standards and objectives in this Core is best
assessed using a variety of assessment instruments. The purpose of an assessment should be clear to the teacher as it
is planned, implemented, and evaluated.
Performance tests are particularly appropriate to evaluate student
mastery of science processes and problem-solving skills. Teachers should use a
variety of classroom assessment approaches in conjunction with standard
assessment instruments to inform their instruction. Sample test items, keyed to
each Core Standard, may be located on the Utah Science Home Page http://www.usoe.k12.ut.us/curr/science.
Observation of students engaged in science activities is highly recommended as
a way to assess students’ skills as well as attitudes in science. The nature of the questions posed by
students provides important evidence of students’ understanding of and interest
in science.
Intended
Learning Outcomes for Earth Systems Science
The Intended Learning Outcomes (ILOs) describe
the skills and attitudes students should learn as a result of science
instruction. They are an essential part
of the Science Core Curriculum and provide teachers with a standard for
evaluation of student learning in science.
Instruction should include significant science experiences that lead to
student understanding using the ILOs.
The
main intent of science instruction in Utah is that students will value and use
science as a process of obtaining knowledge based upon observable evidence.
By the end of science
instruction in high school, students will be able to:
1.
Use Science Process and Thinking Skills
a. Observe
objects, events and patterns and record both qualitative and quantitative
information.
b. Use
comparisons to help understand observations and phenomena.
c. Evaluate,
sort, and sequence data according to given criteria.
d. Select
and use appropriate technological instruments to collect and analyze data.
e. Plan
and conduct experiments in which students may:
·
Identify a problem.
·
Formulate research questions and hypotheses.
·
Predict results of investigations based upon
prior data.
·
Identify variables and describe the
relationships between them.
·
Plan procedures to control independent
variables.
·
Collect data on the dependent variable(s).
·
Select the appropriate format (e.g., graph,
chart, diagram) and use it to summarize the data obtained.
·
Analyze data, check it for accuracy and
construct reasonable conclusions.
·
Prepare written and oral reports of
investigations.
f.
Distinguish between factual statements and
inferences.
g. Develop
and use classification systems.
h. Construct
models, simulations and metaphors to describe and explain natural phenomena.
i.
Use mathematics as a precise method for showing
relationships.
j.
Form alternative hypotheses to explain a problem.
2.
Manifest Scientific Attitudes and Interests
a. Voluntarily
read and study books and other materials about science.
b. Raise
questions about objects, events and processes that can be answered through
scientific investigation.
c. Maintain
an open and questioning mind toward ideas and alternative points of view.
d. Accept
responsibility for actively helping to resolve social, ethical and ecological
problems related to science and technology.
e. Evaluate
scientifically related claims against available evidence.
f.
Reject pseudoscience as a source of scientific
knowledge.
3.
Demonstrate Understanding of Science Concepts, Principles and Systems
a. Know
and explain science information specified for the subject being studied.
b. Distinguish
between examples and non‑examples of concepts that have been taught.
c. Apply
principles and concepts of science to explain various phenomena.
d. Solve
problems by applying science principles and procedures.
4. Communicate Effectively Using Science Language and Reasoning
a.
Provide relevant data to support their
inferences and conclusions.
b.
Use precise scientific language in oral and
written communication.
c.
Use proper English in oral and written reports.
d.
Use reference sources to obtain information and
cite the sources.
e.
Use mathematical language and reasoning to
communicate information.
5. Demonstrate
Awareness of Social and Historical Aspects of Science
6.
Demonstrate Understanding of the Nature of Science
|
Science language students should use: |
generalize, conclude, hypothesis, theory,
variable, measure, evidence, data, inference, infer, compare, predict,
interpret, analyze, relate, calculate, observe, describe, classify,
technology, experiment, investigation, tentative, assumption, ethical,
replicability, precision, skeptical, methods of science |
Life and physical science content are integrated
in a curriculum with two primary goals:
(1) students will value and use science as a process of obtaining
knowledge based on observable evidence, and (2) students’ curiosity will be
sustained as they develop the abilities associated with scientific inquiry.
This course builds upon students’ experience with integrated science in grades
seven and eight and is the springboard course for success in biology,
chemistry, geology, and physics.
The theme for Earth Systems Science is systems.
The "Benchmarks" in the Earth Systems Science Core
emphasize “systems” as an organizing concept to understand life on Earth,
geological change, and the interaction of atmosphere, hydrosphere, and
biosphere. Earth Systems Science
provides students with an understanding of how the parts of a system
interact. The concept of matter cycling
and energy flowing is used to help understand how systems on planet Earth are
interrelated.
Throughout this course students experience
science as a way of knowing based on making observations, gathering data,
designing experiments, making inferences, drawing conclusions, and
communicating results. Students see
that the science concepts apply to their lives and their society. This course will provide students with
science skills to make informed and responsible decisions. Students will learn how to explain cosmic and
global phenomena in terms of interactions of energy, matter, and life. These explorations range from the
realization that all elements heavier than helium were made in stars to an
understanding of how rain influences a desert ecosystem.
Good science instruction
requires hands-on science investigations in which student inquiry is an
important goal. Teachers should provide
opportunities for all students to experience many things. Students in Earth Systems Science should
design and perform experiments and value inquiry as the fundamental scientific
process. They should be encouraged to
maintain an open and questioning mind to pose their own questions about
objects, events, processes, and results. They should have the opportunity to
plan and conduct their own experiments, and come to their own conclusions as
they read, observe, compare, describe, infer, and draw conclusions. The results of their experiments need to be
compared for reasonableness to multiple sources of information. It is important for students at this age to
begin to formalize the processes of science and be able to identify the
variables in an experiment.
Earth Systems Science Core concepts should be
integrated with concepts and skills from other curriculum areas. Reading,
writing, and mathematics skills should be emphasized as integral to the
instruction of science. Personal
relevance of science in students’ lives is an important part of helping
students to value science and should be emphasized at this grade level.
Developing students' writing skills in science should be an important part of
science instruction in the ninth grade.
Students should regularly write descriptions of their observations and
experiments. Lab journals are an
effective way to emphasize the importance of writing in science.
Providing opportunities for students to gain
insights into science related careers adds to the relevance of science
learning. The topics in Earth Systems
Science introduce students to fundamental concepts related to careers in
geology, hydrology, meteorology, and ecology.
This is an excellent opportunity for students to broaden their
understanding of careers in these areas.
Resources related to careers in science may be found at the Utah Science
Home Page at http://www.usoe.k12.ut.us/curr/science
.
Value for honesty, integrity, self-discipline,
respect, responsibility, punctuality, dependability, courtesy, cooperation,
consideration, and teamwork should be emphasized as an integral part of science
learning. These relate to the care of
living things, safety and concern for self and others, and environmental
stewardship. Honesty in all aspects of
research, experimentation, data collection, and reporting is an essential
component of science.
This Core was designed using the American
Association for the Advancement of Science’s Project 2061: Benchmarks For
Science Literacy and the National Academy of Science’s National Science
Education Standards as guides to determine appropriate content and skills.
The Earth Systems
Science Core has three online resources designed to help with classroom
instruction. These resources include
the Sci-ber Text, an electronic science textbook; web resources listed
by Core objective; and the science test item pool. This pool includes multiple-choice questions, performance tasks,
and interpretive items aligned to the standards and objectives of the
Core. These resources are all aligned
to the Core and available on the Utah Science Home Page at http://www.usoe.k12.ut.us/curr/science.
The hands-on nature of science learning increases the need for teachers to use appropriate precautions in the classroom and field. Proper handling and disposal of chemicals is crucial for a safe classroom.
Appropriate Use of Living Things in the Science Classroom
It is important to maintain a safe, humane
environment for animals in the classroom. Field activities should be well
thought out and use appropriate and safe practices. Student collections should be done under the guidance of the
teacher with attention to the impact on the environment. The number and size of the samples taken for
the collections should be considered in light of the educational benefit. Some organisms should not be taken from the
environment, but rather observed and described using photographs, drawings, or
written descriptions to be included in the student’s collection. Teachers must adhere to the published
guidelines for the proper use of animals, equipment, and chemicals in the
classroom. These guidelines are available on the Utah Science Home Page.
The Most Important Goal
Science
instruction should cultivate and build on students’ curiosity and sense of
wonder. Effective
science instruction engages students in enjoyable learning experiences. Science instruction should be as thrilling
an experience for a student as opening a rock and seeing a fossil, determining
the quality of a water sample by watching the colors change in a chemical
reaction, or observing the consistent sequence of color in a rainbow. Science is not just for those who have
traditionally succeeded in the subject, and it is not just for those who will
choose science-related careers. In a world of rapidly expanding knowledge and
technology, all students must gain the skills they will need to understand and
function responsibly and successfully in the world. The Core encourages
instruction that provides skills in a context that enables students to
experience the joy of doing science.
Earth
Systems Science Core Curriculum
Science Benchmark
Science provides evidence that the universe is more than 10 billion years old. The most accepted science theory states that the universe expanded explosively from a hot, dense chaotic mass. Gravity causes clouds of the lightest elements to condense into massive bodies. The mass and density of these bodies may become great enough for nuclear fusion to occur, creating stars. Nuclear fusion releases energy and fuses light elements into heavier elements. Some stars explode, producing clouds of heavy elements from which other stars, planets, and celestial bodies may form.
STANDARD I:
Students will understand the scientific evidence that supports theories
that explain how the universe and solar system developed.
Objective 1: Describe the big bang theory and evidence
supporting it.
a. Determine
the motion of a star relative to Earth based on a red or blue shift in the
wavelength of light from the star.
b. Explain
how evidence of red and blue shifts is used to determine whether the universe
is expanding or contracting.
c. Describe
the big bang theory and the red shift evidence that supports this theory.
d. Investigate
and report how science has changed the accepted ideas regarding the nature of
the universe throughout history.
e. Provide
an example of how technology has helped scientists investigate the universe.
Objective 2: Relate the structure and composition of the
solar system to the processes that exist in the universe.
a. Compare
the elements formed in the big bang (hydrogen, helium) with elements formed
through nuclear fusion in stars.
b. Relate
the life cycle of stars of various masses to the relative mass of elements
produced.
c. Explain
the origin of the heavy elements on Earth (i.e., heavy elements were formed by
fusion in ancient stars).
d. Present
evidence that the process that formed Earth’s heavy elements continues in stars
today.
e. Compare
the life cycle of the sun to the life cycle of other stars.
f.
Relate the structure of the solar system to the
forces acting upon it.
|
Science
language students should use: |
big
bang theory, blue shift, heavy element, mass, nuclear fusion, red
shift, theory, universe, astronomy |
Science
Benchmark
Earth
supports an interconnected system of living organisms. This system is unique in the solar
system. Biodiversity on Earth is
determined by biotic and abiotic factors.
Throughout Earth’s history, the number and distribution of species have
changed over time in response to environmental changes.
STANDARD
II: Students will understand that the
features of Earth’s evolving environment affect living systems, and that life
on Earth is unique in the solar system.
Objective 1: Describe the unique physical features of
Earth’s environment that make life on Earth possible.
a. Compare
Earth’s atmosphere, solar energy, and water to those of other planets and moons
in the solar system.
b. Compare
the conditions that currently support life on Earth to the conditions that
exist on other planets in the solar system.
c. Evaluate
evidence for existence of life in other star systems, planets, or moons, either
now or in the past.
Objective 2: Analyze how ecosystems differ from each
other due to abiotic and biotic factors.
a. Observe
and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH,
topography) in specific ecosystems.
b. Observe
and list biotic factors (e.g., plants, animals, organic matter) that affect a
specific ecosystem (e.g., wetlands, deserts, aquatic).
c. Predict
how an ecosystem will change as a result of major changes in an abiotic and/or
biotic factor.
d. Explain
that energy enters the vast majority of Earth's ecosystems through
photosynthesis, and compare the path of energy through two different
ecosystems.
e. Analyze
interactions within an ecosystem (e.g., water temperature and fish species,
weathering and water pH).
f.
Plan and conduct an experiment to investigate
how abiotic factors influence organisms and how organisms influence the
physical environment.