This course uses the Next Generation Science Standards (NGSS). This is an integrated course, meaning that students will be studying elements of Earth science, life science, and physical science together in this class. Students will also engage in engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.
In this course, students will learn about the following four units of study:
Systems and Subsystems in Earth and Life Science
System Interactions Cause Weather
Earth Causes and Effects of Regional Climates
Effect of Global Warming on Living Systems
Most importantly, your child will be encouraged to make connections between what they are learning, the world, and their personal experiences.
Click here to learn more about the Next Generation Standards.
Fall Semester Science Learning Targets:
1. Scientific Foundations: I can use scientific practices such as the Scientific Method to guide my investigations and conduct experiments.
2. Microbiome and Cells: I can investigate living systems at multiple scales—from molecules to cells to the human body. I can construct scientific arguments about how cells are the basic building blocks of all living things, including the beneficial bacteria in our microbiome, and explain how different types of cells work together to keep our bodies healthy and functioning.
3. Metabolism: I can diagnose a patient by figuring out how our body systems work together to provide molecules to the body’s cells, while using multiple pieces of evidence including articles, system models, videos, and hands-on investigations about macroscale and microscale body processes.
4. Traits and Reproduction: I can write arguments explaining why certain traits can vary among closely related organisms by gathering evidence on inherited traits, the structure and function of protein molecules, gene combinations, and patterns of inheritance.
5. Thermal Energy: I can use mathematical thinking and evidence from articles, experiments, and models to decide which of two heating systems will best heat a fictional school and construct explanations for what causes stability or change in thermal energy and temperature.
6. Ocean, Atmosphere, and Climate: I can construct explanations about why regional climates change during El Niño years by gathering evidence from experiments, articles, maps, and more to explain causes and effects between the atmosphere, ocean, and regional climates.
7. Weather Patterns: I can analyze and interpret data from weather maps, satellite images, and local weather reports to identify patterns in temperature, air pressure, and precipitation, and explain how these factors influence local weather conditions.
8. Earth’s Changing Climate: Students ask questions about climate change and figure out how human activities add greenhouse gasses to the atmosphere, altering the energy flow into and out of Earth’s systems. They explain how specific solutions could reduce climate change.