Standard 1 Science As Inquiry:
As a result of their activities in grades 9-12, all students will develop the abilities necessary to do scientific inquiry and understandings about scientific inquiry.
Benchmark 1
Students will demonstrate the fundamental abilities necessary to do scientific inquiry.
Indicator 1
The students will develop a rich understanding and curiosity of the natural material) world through experience.
Indicator 2
The students will develop questions and identify concepts that guide scientific investigations.
Indicator 3
The students will design and conduct scientific investigations.
Indicator 4
The students will use technology and mathematics to improve investigations and communications.
Indicator 5
The students will formulate and revise scientific explanations and models using logic and evidence.
Indicator 6
The students will recognize and analyze alternative explanations and models.
Indicator 7
The students will communicate and defend a scientific argument
Chemistry: Experiences in grades 9-12 will allow all students to develop an understanding of the structure of atoms, chemical reactions, and the interactions of energy and matter.
Benchmark 1
The student will understand the structure of the atom.
Indicator 1
The students will understand the nucleus of an atom is composed of protons and neutrons, which determine the mass of the atom.
As a result of their activities in grades 9-12, all students will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
Benchmark 1
Students will demonstrate an understanding of the structure and function of the cell.
Indicator 1
Students will understand that cells are composed of a variety of specialized structures that carry out specific functions. Every cell is surrounded by a membrane that separates it from the outside environment and controls the flow of materials into and out of the cell. Proteins embedded in the membrane help to carry out specific life processes. In eukaryotes, similar membranes and their associated proteins help to compartmentalize and isolate the various chemical environments of the cell into organelles. Organelles are specialized to carry out specific life functions for the cell such as protein synthesis, protein processing and packaging, energy transformation, communication, etc.
Indicator 2
Students will understand that most cell functions involve specific chemical reactions.
Food molecules taken into cells provide the chemicals needed to synthesize other molecules. Enzymes catalyze both breakdown and synthesis in the cell. In eukaryotes these reactions take place in membrane-bound organelles.
Indicator 3
Students will understand that cells function and replicate as a result of information stored in DNA and RNA molecules.
Proteins and gene expression regulate cell functions. This regulation allows cells to respond to their environment and to control and coordinate cell division.
Indicator 4
Students will understand that cells can differentiate, thereby enabling complex multicellular organisms to form.
In the development of most multicellular organisms, a fertilized cell forms an embryo that differentiates into an adult. Differentiation is regulated through expression of different genes and leads to the formation of specialized cells, tissues, and organs.
Benchmark 2
Students will demonstrate an understanding of the behavior of animals.
Indicator 1
The students will understand that most multicellular animals have nervous systems that underlie behavior.
Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.
Benchmark 3
Students will demonstrate an understanding of structure, function, and diversity of organisms.
Indicator 1
The students will recognize the basic biology, diversity, anatomy, ecology and medical effects of major animal groups.
Animals vary; this variation is important in understanding the function of animals in farming, medical research, etc. Understanding the biology of animals underlies a scientific understanding of ecology.
Indicator 2
The students will recognize that humans can be thought of as complex, soft machines that require many systems to operate properly.
Organ systems have specific structures and functions; they interact with each other. Infections, developmental problems, trauma, and aging result in specific diseases and disorders.
Indicator 3
The students will understand the structures and processes of development and reproduction. Reproduction is essential to all ongoing life and is accomplished with wide variation in life cycles and anatomy. Understanding of basic mechanisms of reproduction and development, as well as changes of aging, is critical to leading a healthy life, parenting, and making societal decisions. Environmental factors e.g. radiation, chemicals) can cause inherited gene mutations that directly alter development or cellular repair mechanisms, leading to the development of various cancers. Changes to non-reproductive cell lines are not passed to the next generation.
Benchmark 4
Organization of the body
Indicator 1
The students will define anatomy and physiology and describe their subdivisions.
Indicator 2
The students will name different levels of structural organization that makes up the human body, and explain their relationships.
Indicator 3
The students will define homeostasis and explain its importance using such terms as positive feedback, negative feedback, and disease.
Indicator 4
The students will use appropriate anatomical terminology to describe body directions, regions, cavities, body planes and/or sections.
Indicator 5
The students will list and classify the structural and functional characteristics of the four basic tissue types.
Benchmark 5
Movement Of The Body - Bones and Bone Tissues
Indicator 1
The students will list and describe five important functions of bones.
Indicator 2
The students will compare and contrast the structure of the four bone classes and provide examples of each class.
Indicator 3
The students will describe the gross anatomy of a typical long bone.
Indicator 4
The students will compare and contrast the two types of bone formation: intramembranous and endochondral ossification.
Indicator 5
The students will compare the locations and functions of the osteoblasts, osteocytes and osteoclasts in remodeling.
Indicator 6
The students will explain how hormonal controls and physical stress regulate bone remodeling.
Indicator 7
The students will contrast the disorders of bone remodeling seen in osteoporosis osteomalacia and Paget's disease.
Indicator 8
The students will name the major parts and features of bones in the axial and appendicular skeletons.
Indicator 9
The students will classify joints structurally and functionally.
Benchmark 6
Movement Of The Body - Muscle and Muscle Tissue
Indicator 1
The students will compare and contrast the basic types of muscle tissue.
Indicator 2
The students will list four important functions of muscle tissue.
Indicator 3
The students will describe the gross structure of skeletal muscle.
Indicator 4
The students will describe the microscopic structure of skeletal muscle.
Indicator 5
The students will explain how muscle fibers are stimulated to contract, and explain the sliding filament mechanism of skeletal muscle contraction.
Indicator 6
The students will outline the steps necessary to regenerate ATP during muscle contraction - include the concept of oxygen debt and muscle fatigue.
Indicator 7
The students will list and describe factors that influence the force, velocity and duration of skeletal muscle contraction.
Indicator 8
The students will compare and contrast the effects of aerobic and resistance exercise on skeletal muscles and on other body systems.
Indicator 9
The students will describe the embryonic development of muscle tissues and the changes that occur in skeletal muscles with age.
Indicator 10
The students will list and define the criteria used in naming muscles.
Indicator 11
The students will name and identify some representative muscles from the muscular system.
Benchmark 7
Regulation And Intergration Of The Body - Nervous system and Nervous Tissue
Indicator 1
The students will list basic functions of the nervous system.
Indicator 2
The students will describe the important anatomical structures of the neuron and relate structure to a physiological role.
Indicator 3
The students will list the types of supporting cells and cite their functions.
Indicator 4
The students will classify neurons, both structurally and functionally.
Indicator 5
The students will summarize the physiology of neural transmission, paying particular attention to membrane potentials and the neurotransmitters.
Benchmark 8
Regulation And Intergration Of The Body - Central Nervous System CNS)
Indicator 1
The students will describe the gross structure of the brain and relate structures to their function.
Indicator 2
The students will describe the gross and microscopic structure of the spinal cord.
Benchmark 9
Regulation And Intergration Of The Body - Peripheral Nervous System and Reflex Activity (PNS)
Indicator 1
The students will define PNS and list its components.
Indicator 2
The students will name the 12 pares of cranial nerves and describe the body region and structures innervated by each.
Indicator 3
The students will describe the formation of spinal nerves and distinguish between spinal roots and rami.
Indicator 4
The students will define plexus and give examples of the major plexuses.
Indicator 5
The students will distinguish between autonomic and somatic reflexes.
Benchmark 10
Regulation And Intergration Of The Body - Autonomic Nervous System (ANS)
Indicator 1
The students will compare the somatic and autonomic nervous systems relative to effectors, efferent pathways, and neurotransmitters released.
Indicator 2
The students will compare and contrast the general functions of the parasympathetic and sympathetic divisions.
Indicator 3
The students will describe the site of CNS origin, locations of ganglia, and general fiber pathways of the parasympathetic and sympathetic divisions.
Indicator 4
The students will describe aspects of the physiology of the ANS.
Indicator 5
The students will explain the relationship of some types of disorders to autonomic functioning.
Indicator 6
The students will describe the effects of aging on the ANS.
Benchmark 11
Regulation And Intergration Of The Body - Neural Integration Indicator 1 The students will describe sensory integration from reception to perception.
Indicator 2
The students will describe motor integration from intention to effect.
Indicator 3
The students will discuss higher mental functions.
Benchmark 12
Regulation And Intergration Of The Body - The Special Systems Taste and Smell)
Indicator 1
The students will describe the location, structure, and afferent pathways of taste and smell receptors, and explain how these receptors are activated.
Benchmark 13
Regulation And Intergration Of The Body - Eye and Vision
Indicator 1
The students will describe the gross and microscopic anatomy of the eye.
Indicator 2
The students will list accessory organs to the eye.
Indicator 3
The students will summarize the physiology of the vision process.
Indicator 4
The students will discuss the physics of light and optics.
Benchmark 14
Regulation And Intergration Of The Body - The Ear
Indicator 1
The students will describe the gross and microscopic anatomy of the ear.
Indicator 2
The students will summarize the physiology of hearing and balance within the ear.
Benchmark 15
Regulation And Intergration Of The Body - Endocrine System
Indicator 1
The students will indicate important differences between endocrine and neural controls of body functioning.
Indicator 2
The students will list the major endocrine organs, and describe their locations in the body.
Indicator 3
The students will describe how hormones are classified chemically.
Indicator 4
The students will describe the two major mechanisms by which hormones bring about their effects on their target issues, and explain how hormone release is regulated. Indicator 5 The students will describe the structural and functional relationships of the major endocrine organs of the body.
Benchmark 16
Maintenance Of The Body - Blood
Indicator 1
The students will describe the composition and physical characteristics of whole blood and plasma.
Indicator 2
The students will list six functions of blood.
Indicator 3
The students will describe the process of homeostasis as it relates to blood.
Indicator 4
The students will describe changes in sites of blood production and in the type of hemoglobin produced after birth.
Benchmark 17
Maintenance Of The Body - Heart
Indicator 1
The students will describe the gross and microscopic anatomy of the heart.
Indicator 2
The students will name the components of the conduction system of the heart, and trace the conduction pathway.
Indicator 3
The students will draw a diagram of a normal ECG tracing; identify the various electrical events of the diagram.
Indicator 4
The students will describe the timing, events and output of the cardiac cycle.
Indicator 5
The students will name and describe some of the regulatory mechanisms in the cardiac cycle.
Benchmark 18
Maintenance Of The Body - Blood vessels
Indicator 1
The students will describe the gross and microscopic anatomy of a blood vessel.
Indicator 2
The students will list and explain factors that affect the physiology of circulation.
Indicator 3
The students will identify the major arteries and veins within the circulatory system.
Benchmark 19
Maintenance Of The Body - Lymphatic System
Indicator 1
The students will describe the structure and distribution of lymphatic vessels, and note their important functions. Indicator 2 The students will describe the source of lymph and the mechanism(s) of lymph transport.
Benchmark 20
Maintenance Of The Body - Respiratory System
Indicator 1
The students will describe the gross and microscopic anatomy of the respiratory system.
Indicator 2
The students will outline the mechanics of breathing, including muscle action, pressure changes and lung volumes.
Indicator 3
The students will describe, in general terms, differences in composition of atmospheric and alveolar air, and explain these differences.
Indicator 4
The students will describe oxygen and carbon dioxide transport in the blood and explain how loading and unloading is affected by temperature, pH, BPG and PCO 2.
Indicator 5
The students will compare and contrast factors affecting the control of respiration.
Indicator 6
The students will compare the causes and consequences of chronic bronchitis, emphysema and lung cancer.
Benchmark 21
Maintenance Of The Body - Digestive System
Indicator 1
The students will discuss the gross and microscopic anatomy of the digestive system. Differentiate between primary and accessory organs of the digestive system.
Indicator 2
The students will discuss the physiology of chemical digestion and absorption in the digestive tract.
Indicator 3
The students will list the six major nutrient categories. Note important dietary sources and the principal uses of each.
Indicator 4
The students will list minerals essential for health.
Indicator 5
The students will define metabolism. Explain how catabolism and anabolism differ.
Indicator 6
The students will discuss what is meant by body energy balance.
Indicator 7
The students will describe the cause and consequences of the low metabolic rate typical of the elderly.
Benchmark 22
Maintenance Of The Body - Urinary System Indicator 1 The students will describe the gross anatomy of the urinary system.
Indicator 2
The students will discuss the mechanisms of urine formation and its role in fluid, electrolyte and acid-base balance.
Indicator 3
The students will list several changes in the urinary system anatomy and physiology that occur with age.
Benchmark 23
Maintenance Of The Body - Reproductive System
Indicator 1
The students will discuss the gross and microscopic anatomy of the reproductive systems of the male and female.
Indicator 2
The students will describe the physiological processes in the male and female reproductive systems.
Indicator 3
The students will explain the role of hormonal regulation in the development and maintenance of the reproductive systems.
Indicator 4
The students will note the significant events of puberty and menopause.
Benchmark 24
Maintenance Of The Body - Pregnancy and Human Development
Indicator 1
The students will describe the events from egg to embryo.
Indicator 2
The students will describe the events of embryonic and fetal development.
Indicator 3
The students will discuss the effects of pregnancy on the mother including the event of parturition.
Standard 4 Science In Personal And Environmental Perspectives:
As a result of their activities in grades 9-12, all students will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global settings.
Benchmark 1
Students should develop an understanding of the relationship between science, technology, and society.
Indicator 1
The students will understand that science and technology are essential components of modern society. Science and technology indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.
Indicator 2
The students will understand that understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various challenges related to science and technology. Indicator 3 The students will understand that progress in science and technology can be affected by social issues and challenges.
Standard 5 History And Nature Of Science:
As a result of activities in grades 9-12, all students will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.
Benchmark 1
Students will develop an understanding of the nature of scientific knowledge.
Indicator 1
The students will demonstrate an understanding of the nature of scientific knowledge.
Scientific knowledge is generally empirically based, logical, skeptical, and consistent with observable reality._Scientific knowledge is subject to experimental or observational confirmation. _Scientific knowledge is built on past understanding and can be refined and augmented.
Benchmark 2
Students will understand science from the historical perspective.
Indicator 1
The students will demonstrate an understanding of the history of science.
Modern science has been a successful enterprise that contributes to dramatic improvements in the human condition. _Science progresses by incremental advances of scientists or teams of scientists. _Some advances that are fundamental and long-lasting include: Copernican revolution, Newtonian physics, relativity, geological time scale, plate tectonics, atomic theory, nuclear physics, biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, medical and health technology.
USD
250 Home Page
General info:
Vicki Horton
Tech info:
Rick Duling
Webmaster:
Noah Grotheer
©
Pittsburg Public Schools