Science Competencies

Each of the Gateways below represents a phase (early elementary, intermediate, middle, high schools) of learners' path through our PK-12 system. By thinking of them as "gateways" rather than building levels, we can begin to re-imagine learning as the constant and time as the variable.

The competencies on this page represent a sampling of the exemplars that have been drafted to date. Some include corresponding scoring guides. If you are interested in learning more and/or in engaging in professional learning associated with these and other competencies, please contact us to see how we might personalized this learning experience with you.

HIGH SCHOOL (Gateway 4)

High School Life Science Clusters:

Organic Molecules and Cells

Structure and Function: LS1-1, LS1-2, LS1-3
Matter and Energy: LS1-5, LS1-6, LS1-7
Organisms and Ecosystems: LS2-3, LS2-4, LS2-5

Genetics

LS1-1, LS1-4, LS3-1, LS3-2, LS3-3

Evolution

LS4-1, LS4-2, LS4-3, LS4-4, LS4-5, LS4-6, LS2-7

Ecology

LS2-1, LS2-2, LS2-6, LS2-8

Embed throughout:

ETS 1-1, 1-2, 1-3, 1-4

BIOLOGY

Organic Molecules and Cells

Structure and Function (LS1-1, LS1-2, LS1-3): Develop a solution to a phenomenon by examining and describing feedback in a system to impact the health and well-being of an organism.

Matter and Energy in Organisms and Ecosystems (LS1-5, LS1-6, LS1-7): Construct an argument by using models that demonstrate how inputs and outputs help produce or transfer energy to show that cellular processes allow all life to exist.

Ecology (LS2-1, LS2-2, LS2-6, LS2-8)

Genetics (LS1-1, LS3-1, LS3-2, LS3-3)

Synthesize possible repercussions by evaluating technological and medical advances to advocate for treatment or lifestyle changes that lead to healthier living.

Evolution (LS4-1, LS4-2, LS4-3, LS4-4, LS4-5, LS4-6, LS2-7) (SCORING GUIDE)

Develop an argument to show how a species has changed over time due to environmental and human factors by investigating multiple sources of evidence about evolution to show that science is founded on evidence but does not, by itself, provide answers and solutions to ethical issues.

High School Physical Science Clusters:

HS-PS2-1, HS-PS2-2, HS-PS2-3

PHYSICS

(PS2) (HS-PS2-1, HS-PS2-2, HS-PS2-3)

Explain and predict motion using verbal, graphical, and algebraic methods to influence scientific and/or social/cultural factors within the context of an individual’s environment.

PHYSICAL SCIENCE

(PS2) (HS-PS2-1, HS-PS2-2, HS-PS2-3)

Explain and predict motion using verbal and graphical methods to influence scientific and/or social/cultural factors within the context of an individual’s environment.

MIDDLE LEVEL (Gateway 3)

8th Grade Clusters:

LS 2-5; ESS 3-3, 3-4, 3-5
PS 2-1, 2-2 , 3-1
LS 4-1, 4-2, 4-3, 4-4, 4-5, 4-6
ESS 2-4, 2-5, 2-6
PS 1-3, 3-3- MS-ETS1-1, MS- ETS1-4
PS 4-1, 4-2, 4-3

8th GRADE LIFE SCIENCE

(LS4-1, LS4-2, LS4-3, LS4-4, LS4-5, LS4-6)

Construct an argument using evidence of evolution to make sense of the implications of artificial selection by applying concepts of genetic variations in a population to predict how system(s) will change as a result of this knowledge.

7th Grade Clusters:

LS 2-1, 2-2, 2-4
LS 1-6, 1-7, 2-3
PS 2-3, 2-4, 2-5
ESS 1-1, 1-2, 1-3, 1-4
LS 1-4, 1-5, 3-1
PS 3-2, 3-4, 3-5

7th GRADE LIFE SCIENCE

(LS2-1, LS2-2, LS2-4) (SCORING GUIDE)

Construct an argument to explain how an ecosystem could be/was impacted by a change in/to a system by providing evidence of the interdependence of living and non-living things to identify potential consequences of change on a system.

(LS1-6, LS1-7, LS2-3)

Create a model of living and nonliving parts of an ecosystem by defining the boundaries of that ecosystem through the transfer of energy to demonstrate how systems have an order that can be utilized or impacted.

(LS1-4, LS1-5, LS3-1)

Predict an outcome where reproduction and growth are affected by the nature of the organism and/or the environment by depicting multiple scenarios where the human lens might view biological changes as harmful, beneficial, or neutral to demonstrate that perspectives might change over time with additional information or as a result of technological advancements.

6th Grade Clusters:

LS 1-1, 1-2
LS 1-3, 1-8
ESS 2-1, 2-2, 2-3
ESS 2-1, 3-1, 3-2
PS 1-1, 1-4, 1-2, 1-5, 1-6

6th GRADE LIFE SCIENCE

(LS1-1, LS1-2, LS1-3)

Model that organisms are made of one or more cells that carry out specialized life functions by investigating organelles to provide evidence that structure influences function within a system.

(LS1-3, LS1-8)

Argue that structure influences function within and across body systems by gathering and synthesizing information to support or refute a claim that the interrelation of systems affect the effectiveness/efficiency of the organism/organization.

INTERMEDIATE LEVEL (Gateway 2)

ELEMENTARY PHYSICAL SCIENCE

Construct learner models and conduct inquiry investigations concerning trends observed in an object's speed or direction using a student-selected array of pushes and pulls to achieve desired changes in an object's motion.

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