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AK.A1.Science as Inquiry and Process (SA1, SA2, SA3)
Science as Inquiry and Process (SA1, SA2, SA3)
[11] SA1.1. The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[11] SA1.2. The student develops an understanding of the processes of science by recognizing and analyzing multiple explanations and models, using this information to revise their own explanation or model if necessary. (L)Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.B1.Concepts of Physical Science (SB1, SB2, SB3, SB4)
Concepts of Physical Science (SB1, SB2, SB3, SB4)
[11] SB1.1. The student demonstrates an understanding of the structure and properties of matter by predicting the properties of an element (i.e., reactivity, metal, non-metal) using the periodic table and verifying the predictions through experimentation. (L)
[11] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by demonstrating energy (e.g., nuclear, electromagnetic, chemical, mechanical, thermal) transfers and transformations by comparing useful energy to tota
[11] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by predicting how an atom can interact with other atoms based on its electron configuration and verifying the results.
[11] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by researching applications of nuclear reactions in which a small amount of matter is converted directly into a huge a
[11] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by conducting an experiment to explore the relationship between magnetic forces and electric forces to show that they can be thought of as diff
AK.C1.Concepts of Life Science (SC1, SC2, SC3)
Concepts of Life Science (SC1, SC2, SC3)
[11] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by relating the structure of DNA to characteristics of an organism.
[11] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by researching how the processes of natural selection cause changes
[11] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship
[11] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependencies of the organs within the immune system and within the endocrine s
[11] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by relating the carbon cycle to global climate change.
[11] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by analyzing the potential impacts of changes (e.g., climate change, habitatQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
AK.D1.Concepts of Earth Science (SD1, SD2, SD3, SD4)
Concepts of Earth Science (SD1, SD2, SD3, SD4)
[11] SD1.1. The student demonstrates an understanding of geochemical cycles by creating a model to demonstrate the rock cycle. (L)Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[11] SD1.2. The student demonstrates an understanding of geochemical cycles by integrating knowledge of the water cycle and biogeochemical cycling to explain changes in the Earth's surface. (L)
[11] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.Quiz, Flash Cards, Worksheet, Game Rocks
[11] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.
[11] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by describing causes, effects, preventions, and mitigations of human impact on climate.Quiz, Flash Cards, Worksheet, Game Climate
[11] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by exploring causes and effects related to phenomena (e.g., the aurora, solar winds, Coriolis effect). (L)
[11] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing phenomena in the universe (i.e., black holes, nebula)
[11] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by using evidence to explain how the position of stars changes in the expanding universe.
[11] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory and exploring the evidence that supports it. (L)
AK.E1.Science and Technology (SE1, SE2, SE3)
Science and Technology (SE1, SE2, SE3)
[11] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by researching a current problem, identifying possible solutions, and evaluating the impact of each solution. (L)
AK.G1.History and Nature of Science (SG1, SG2,SG3, SG4)
History and Nature of Science (SG1, SG2,SG3, SG4)
[11] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by investigating instances when scientists' observations were not in accord with prevailing ideas of the time. (L)
AK.RST.11-12.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and StructureRST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
Integration of Knowledge and IdeasRST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon or concept, resolving conflicting information when possible.Quiz, Flash Cards, Worksheet, Game Sound
AK.SA.Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SB.Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.
SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.
SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.
AK.SC.Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.Quiz, Flash Cards, Worksheet, Game Meiosis
SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.
SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.
AK.SD.Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
SD1. Develop an understanding of Earth's geochemical cycles.
SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.
SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.
SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.
AK.SE.Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.
SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SF.Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.
AK.SG.History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.Quiz, Flash Cards, Worksheet, Game Cells
SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural worl
SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).
AK.WHST.11-12.Writing Standards for Literacy in Science, and Technical Subjects
Writing Standards for Literacy in Science, and Technical Subjects
Text Types and PurposesWHST.11-12.1. Write arguments focused on discipline-specific content.WHST.11-12.1.e. Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.11-12.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.11-12.2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST.11-12.2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.2.d. Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertisQuiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.11-12.2.e. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Quiz, Flash Cards, Worksheet, Game Sound
Production and Distribution of WritingWHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound