The DRAFT High School Progression – Next Gen Science Partners

High School Streamlined Science Curriculum

In considering a proposal for a high school streamlined science curriculum progression for TCSD the unique characteristics of the Jackson Hole community as well as the needs of TCSD teachers and administrators were taken into account. Four main criteria were utilized in the following order of importance:

Focus on a classroom-based approach
Logical transitions between scientific disciplines and their associated WyCPS
Elements of place-based education and phenological opportunities
Availability of instructors from partner organizations

Firstly, a focus on classroom-based learning was used because of the relative ease of implementation in most cases, the higher cost in both money and time involved with busing students to different locations, and the relative ease of representatives from partner organizations to visit the classrooms.

Secondly, logical transitions between some scientific disciplines and the associated WyCPS for each grade level were identified and used as a basic structure for the progression whenever possible during one year and between years.

Next, whenever feasible and when deemed necessary to achieve the optimal result from the lessons, elements of place-based education and phenological opportunities were proposed. Those later decisions follow a 40-year legacy in Jackson Hole begun by Jackson Hole High School science teacher Ted Major who began taking his students outside to learn geology, biology, life science, and ecology. To ignore the incredible potential of bringing students inside Grand Teton National Park, the surrounding National Forests, and Wildlife Refuges would be a huge missed learning opportunity. Moreover, we took into account the key times of year when teaching lessons outside would increase their relevance.

Some small deviations from the “best fit” progression using the first three criteria were necessary to take into account the availability of instructors from partner organizations. Currently, programs are being offered in-person and virtually because of COVID-19.

Partner Organizations

The 13 partner organizations identified as contributors to science lessons in TCSD K-5th grade classrooms included (in alphabetical order):

Programs

The 13 partner organizations implemented roughly 150 programs in TCSD K-5th grade classrooms during the 2018-2019 school year.

8 of those programs were for Kindergarten
10 of those programs were for 1st grade
32 of those programs were for 2nd grade
39 of those programs were for 3rd grade
26 of those programs were for 4th grade
34 of those programs were for 5th grade

Standards

The 2016 Wyoming Science Content and Performance Standards (WyCPS) include:

72 Science Standards for Kindergarten through 5th grade
6 multi-grade level Engineering, Technology, & Applications of Science (ETS) Standards:
- Three for K-2nd grade
- Three for 3rd-4th grade

Of the 78 total WyCPS, 75 (96%) are addressed to some extent in the current programming being offered by NGSP organizations. The 75 standards addressed included:

ALL 13 of the Kindergarten Science Standards
ALL nine 1st grade Science Standards
Nine of the 11 2nd grade Science Standards
ALL 18 3rd grade Science Standards and the 3rd-5th ETS Standard
ALL 14 4th grade Science Standards
ALL 13 of the 5th grade Science Standards;

How to use the following Progression:

The following is meant to be a resource and a tool for educators, administrators, nonprofits, government organizations, and the general public to help them explore how the current lessons and programs offered by partner organizations in Teton County Public K-5th Grade classrooms aligns with the Wyoming State Science Standards.

The Progression is organizaed in nested levels with grade as the upper level, followed by time of year, then by standard, and finally by partner organization. The standards, partner organizations, and their lessons are all hyperlinked so that intersted individuals can see the following:

Clicking on a hyperlinked standard will show all of the offered lessons that align with that standard.
Clciking on a hyperlinked partner organization name will show all of the lessons offered by that partner organization.
Clicking on a hyperlinked lesson name will show all of the standards that lesson addresses.

The Progression: 9th Grade

August-October

November-December

January-February

March-April

May-June

HS-ESS1-1 Earth’s Place in the Universe: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-2 Earth’s Place in the Universe: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3 Earth’s Place in the Universe: Communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-4 Earth’s Place in the Universe: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

HS-ESS1-5 Earth’s Place in the Universe: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6 Earth’s Place in the Universe: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

HS-ESS2-1 Earth’s Systems: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

HS-ESS2-2 Earth’s Systems: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-3 Earth’s Systems: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-4 Earth’s Systems: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS2-5 Earth’s Systems: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS2-6 Earth’s Systems: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7 Earth’s Systems: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

HS-ESS3-1 Earth and Human Activity: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-2 Earth and Human Activity: Evaluate competing design solutions for developing, managing, and using energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3 Earth and Human Activity: Use computational tools to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-4 Earth and Human Activity: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ESS3-5 Earth and Human Activity: Analyze data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impact s to Earth systems.

HS-ESS3-6 Earth and Human Activity: Use the results of a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-ETS1-1 Engineering, Technology, & Applications of Science: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2 Engineering, Technology, & Applications of Science: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3 Engineering, Technology, & Applications of Science: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

HS-ETS1-4 Engineering, Technology, & Applications of Science: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

HS-ETS1-5 Engineering, Technology, & Applications of Science: Evaluate the validity and reliability of claims in a variety of materials.

HS-LS1-1 From Molecules to Organisms: Structure and Processes: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2 From Molecules to Organisms: Structure and Processes: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multi-cellular organisms.

HS-LS1-3 From Molecules to Organisms: Structure and Processes: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

HS-LS1-4 From Molecules to Organisms: Structure and Processes: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS1-5 From Molecules to Organisms: Structure and Processes: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6 From Molecules to Organisms: Structure and Processes: Construct explanations and revise, as needed, based on evidence for: 1) how carbon, hydrogen, and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules, and 2) how other hydrocarbons may also combine to form large carbon-based molecules.

HS-LS1-7 From Molecules to Organisms: Structure and Processes: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of sugar molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Construct explanations and revise, as needed, based on evidence for: 1) how carbon, hydrogen, and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules, and 2) how other hydrocarbons may also combine to form large carbon-based molecules.

HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics: Construct an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions, and revise as needed.

HS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS2-6 Ecosystems: Interactions, Energy, and Dynamics: Evaluate the claims, evidence, and reasoning that the complex biotic and abiotic interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a modified ecosystem.

HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics: Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts.

HS-LS2-8 Ecosystems: Interactions, Energy, and Dynamics: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS3-1 Heredity: Inheritance and Variation of Traits: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2 Heredity: Inheritance and Variation of Traits: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and /or (3) mutations caused by environmental factors.

HS-LS3-3 Heredity: Inheritance and Variation of Traits: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-1 Biological Evolution: Unity and Diversity: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-2 Biological Evolution: Unity and Diversity: Construct an explanation based on evidence that the process of evolution primarily result s from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species dueto mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3 Biological Evolution: Unity and Diversity: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4 Biological Evolution: Unity and Diversity: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5 Biological Evolution: Unity and Diversity: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-LS4-6 Biological Evolution: Unity and Diversity: Create and/or use a simulation to evaluate the impacts of human activity on biodiversity.

HS-PS1-1 Matter and Its Interactions: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-2 Matter and Its Interactions: Construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties, and revise, as needed.

HS-PS1-3 Matter and Its Interactions: Plan and conduct an investigation to gather evidence to compare the structure of substances at the macroscopic scale to infer the strength of electrical forces between particles.

HS-PS1-4 Matter and Its Interactions: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

HS-PS1-5 Matter and Its Interactions: Apply scientific principles and use evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6 Matter and Its Interactions: Evaluate the design of a chemical system by changing conditions to produce increased amounts of products at equilibrium, and refine the design, as needed.

HS-PS1-7 Matter and Its Interactions: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

HS-PS1-8 Matter and Its Interactions: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

HS-PS2-1 Motion and Stability: Forces and Interactions: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

HS-PS2-2 Motion and Stability: Forces and Interactions: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

HS-PS2-3 Motion and Stability: Forces and Interactions: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

HS-PS2-4 Motion and Stability: Forces and Interactions: Use mathematical representations to predict the gravitational and/or electrostatic forces between objects using Newton’s Law of Gravitation and/or Coulomb’s Law, respectively.

HS-PS2-5 Motion and Stability: Forces and Interactions: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

HS-PS2-6 Motion and Stability: Forces and Interactions: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of materials.

HS-PS3-1 Energy: Create or apply a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-PS3-2 Energy: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

HS-PS3-3 Energy: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-4 Energy: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system.

HS-PS3-5 Energy: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

HS-PS4-1 Waves and Their Applications in Technologies for Information Transfer: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-2 Waves and Their Applications in Technologies for Information Transfer: Evaluate the advantages and disadvantages of using digital transmission and storage of information.

HS-PS4-3 Waves and Their Applications in Technologies for Information Transfer: Evaluate evidence behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-5 Waves and Their Applications in Technologies for Information Transfer: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

The Progression: 10th Grade