Holmdel Township Public Schools

FOREWORD

The purpose of this guide is to provide the instructor with a scope and sequence and the course objectives. In order to understand how these objectives are to be achieved, a sequence of topics is listed for each unit. Space is provided on each page to allow for notes and recommendations. The New Jersey Core Curriculum Content Standards are infused throughout the curriculum.

This guide applies to all students and meets the Affirmative Action guidelines.

Written by: Mr. Donald Simon

Teacher of Science

HOLMDEL TOWNSHIP PUBLIC SCHOOLS

SCIENCE EDUCATION PHILOSOPHY

Science is a way of experiencing and relating to our world and building a methodology for processing life situations and searching for possible solutions. Too often, science is viewed as a repository of vast, complex knowledge with little relevance to life outside the classroom. To dispel such misconceptions, the curriculum should reflect a realistic endeavor to cover content in terms of an organized approach which emphasizes thinking skills, student involvement and relation to “the real world.”

The students will actively participate in exploring the scientific learning process in a sequential kindergarten to twelfth grade curriculum. Emphasis will be placed on safety rules, current scientific issues, problem solving and creativity using conceptual thinking skills, logical reasoning, multimodal opportunities and an interdisciplinary approach. Teachers will continually motivate students by fostering a positive attitude toward science and by using a variety of techniques and instructional materials.

The ultimate goal of the Science Education curriculum in the Holmdel Township Public Schools is to develop scientifically literate students who possess a genuine excitement for science.

HOLMDEL HIGH SCHOOL

SCIENCE DEPARTMENT

COURSE PROFICIENCIES

EXPERIMENTAL BIOLOGY

I Course Description:

Experimental Biology is a second level Biology course that requires students to solve problems through original laboratory research using scientific principles and methods employed by biologists

II Unit Topics:

Meaning of Science

Hypothesis & Experimental Design

Control of Variables

Measurement

Science, Technology & Society

Organization & Analysis of Data

Scientific Research and Literature in Biology

Experiments & Ideas

III Objectives:

*1. To understand the nature of inquiry

*2. To understand the interaction of experiments and ideas

*3. To involve students in the activities and endeavors of science

*4. To understand the interrelationship between science and society

*5. To understand that science is both an organized body of knowledge, and a logical method of finding answers to questions

*6. To be able to solve problems by forming hypotheses, designing experiments and collecting and interpreting data

*7. To become familiar with primary source literature and journals in Biology

*8. To understand the importance of statistics in the interpretation of data

*9. To encourage independent student research and investigation in Biology

*10. To provide laboratory experiences through which students can gain firsthand acquaintance with scientific techniques and observations

*11. To understand the importance of the environmental impact of technology and industry

*12. To foster student awareness of possible careers in Experimental Biology and related fields

* Aligned with New Jersey Core Curriculum Content Standards

IV Expectations:

1. The students will study and do homework assignments and lab work regularly.

2. The students will maintain a system of class notes required by teacher.

3. The students will participate daily and pay full attention in class.

4. The students will be responsible for acceptable performance such as class attendance, make-up work and testing.

5. The students will solve problems through the use of the scientific method.

6. The students will become familiar with primary science literature.

7. The students will be able to perform independent laboratory research using methods and techniques consistent with those actually performed in the laboratory or research facility.

V Types of Evaluation:

1. Tests, quizzes, lab reports and/or projects

2. Homework and classwork

VI Standard of Evaluation:

80% of the students will demonstrate on a quarterly basis a satisfactory performance of a "C” or better on the stated objectives.

VII Method of Evaluation:

The marking period grade will be determined as follows:

Marking Periods 1 and 2:

80% Tests, quizzes, lab reports and/or projects

20% Homework and classwork

Marking Periods 3 and 4:

10 % Tests, quizzes, lab reports and/or projects

90% Independent research project

VIII Textbook:

BSCS Curriculum Study Group. (1983). Biological science: Interaction of experiments and ideas. Englewood Cliffs, NJ: Prentice Hall.

SCIENCE

Standard 5.1 (Scientific Processes) All Students Will Develop Problem-Solving, Decision-Making And Inquiry Skills, Reflected By Formulating Usable Questions And Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting And Analyzing Data, Drawing Conclusions, And Communicating Results.

Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe-skills that are an essential and ongoing part of learning science.

Standard 5.2 (Science And Society) All Students Will Develop An Understanding Of How People Of Various Cultures Have Contributed To The Advancement Of Science And Technology, And How Major Discoveries And Events Have Advanced Science And Technology.

Descriptive Statement: Science is a human endeavor involving successes and failures, trials and tribulations. Students should know that great numbers of people from many cultures have contributed to our understanding of science and that science has a rich and fascinating history. This standard encourages students to learn about the people and events that have shaped or revolutionized important scientific theories and concepts.

Standard 5.3 (Mathematical Applications) All Students Will Integrate Mathematics As A Tool For Problem-Solving In Science, And As A Means Of Expressing And/Or Modeling Scientific Theories.

Descriptive Statement: Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. This standard recognizes the need for students to fully integrate mathematics skills with their learning of science.

Standard 5.4 (Nature And Process Of Technology) All Students Will Understand The Interrelationships Between Science And Technology And Develop A Conceptual Understanding Of The Nature And Process Of Technology.

Descriptive Statement: This standard focuses on developing students’ understanding of the interrelationship between science and technology. It introduces students to and expands their understanding of the nature of technology. In addition, it introduces and develops students’ abilities with technological design including experiences in predicting, decision making, critical thinking, and problem solving.

Standard 5.5 (Characteristics Of Life) All Students Will Gain An Understanding Of The Structure, Characteristics, And Basic Needs Of Organisms And Will Investigate The Diversity Of Life.

Descriptive Statement: The study of science must include the diversity, complexity, and interdependence of life on Earth. Students should know how organisms evolve, reproduce, and adapt to their environments.

Standard 5.6 (Chemistry) All Students Will Gain An Understanding Of The Structure And Behavior Of Matter.

Descriptive Statement: Exploring the nature of matter and energy is essential to an understanding of the physical universe. This standard leads students from their experiences with the states and properties of matter to the development of models of the atom and the underlying principles of chemistry.

Standard 5.7 (Physics) All Students Will Gain An Understanding Of Natural Laws As They Apply To Motion, Forces, And Energy Transformations.

Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of conservation are developed.

Standard 5.8 (Earth Science) All Students Will Gain An Understanding Of The Structure, Dynamics, And Geophysical Systems Of The Earth.

Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about the composition of the Earth and the forces that shape it.

Standard 5.9 (Astronomy And Space Science) All Students Will Gain An Understanding Of The Origin, Evolution, And Structure Of The Universe

Standard 5.10 (Environmental Studies) All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components Affected By Human Activity And Natural Phenomena.

Descriptive Statement: Creating an awareness of the need to protect, conserve, and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems.

CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS

Standard 9.1: (Career And Technical Education) All Students Will Develop Career Awareness And Planning, Employability Skills, And Foundational Knowledge Necessary For Success In The Workplace.

Descriptive Statement: All students will explore career opportunities and make informed choices based on aptitudes and interests. Students will identify and pursue career goals, apply communications skills in work-relevant situations, demonstrate the ability to combine ideas or information in new ways, make connections between unrelated ideas, organize and present information, and allocate financial and other resources efficiently and effectively. Students will identify and use various print and non-print resources in the home, school, and community to seek and plan for employment. They will be able to use the job application process, including resumes, forms, and interviews.

Career and technical education, formerly called practical arts, is the application of life, academic, and occupational skills demonstrated by student-centered experiences in courses related to the sixteen States’ Career Clusters. The intent at the elementary and middle school levels is to prepare all students for the option of further study in career and technical education at the high school level. These courses typically include business education, family and consumer sciences, and other courses related to careers and life skills. Career and technical education programs establish necessary pathways for secondary vocational-technical education programs, entering the world of work, continuing education (such as college, post secondary vocational-technical education, specialized certification and/or registered apprenticeships), and lifelong learning.

Those students electing courses in career and technical education should demonstrate both teamwork and problem-solving skills through a structured learning experience. This could consist of an experiential, supervised educational activity designed to provide students with exposure to the requirements and responsibilities of specific job titles or job groupings, and to assist them in gaining employment skills and making career and educational choices. The experience may be either paid or unpaid, depending on the type of activities in which the student is involved. Examples include, but are not limited to: apprenticeships, community service, cooperative education, internships, job shadowing, school-based experiences, vocational student organizations, paid employment, and volunteer activities. Structured learning experiences must meet all state and federal child labor laws and regulations.

Standard 9.2 (Consumer, Family, And Life Skills) All Students Will Demonstrate Critical Life Skills In Order To Be Functional Members Of Society.

Descriptive Statement: All students need to develop consumer, family, and life skills necessary to be functioning members of society. All students will develop original thoughts and ideas, think creatively, develop habits of inquiry, and take intellectual and performance risks. They will recognize problems, devise a variety of ways to solve these problems, analyze the potential advantages and disadvantages of each alternative, and evaluate the effectiveness of the method ultimately selected. Students will understand the components of financial education and make economic choices. Students will demonstrate self-awareness and the ability to respond constructively to criticism and potential conflict. In addition, students will work collaboratively with a variety of groups and demonstrate the essential components of character development and ethics, including trustworthiness, responsibility, respect, fairness, caring, and citizenship. Students apply principles of resource management and skills that promote personal and professional well-being. Wellness, nutrition, child development, and human relationships are an important part of consumer, family, and life skills. However, wellness, nutrition, and human relationship cumulative progress indicators are not listed here as it would duplicate those in Comprehensive Health and Physical Education Standards.

TECHNOLOGY LITERACY

Standard 8.1 (Computer And Information Literacy) All Students Will Use Computer Applications To Gather And Organize Information And To Solve Problems.

Descriptive Statement: Using computer applications and technology tools students will conduct research, solve problems, improve learning, achieve goals, and produce products and presentations in conjunction with standards in all content areas, including career education and consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning.

Standard 8.2 (Technology Education) All Students Will Develop An Understanding Of The Nature And Impact Of Technology, Engineering, Technological Design, And The Designed World As They Relate To The Individual, Society, And The Environment.

Descriptive Statement: The following indicators are based on the Standards for Technological Literacy (STL, 2000) and support the National Academy of Engineering’s (2002) call for students to gain technological literacy. Students will be expected to understand the various facets of technology and the design process. They will analyze and evaluate design options and then apply the design process to solve problems. A systems perspective is employed to emphasize the interconnectedness of all knowledge and the impact of technology and technological change. Students will be expected to use technology as it applies to physical systems, biological systems, and information and communication systems. The intent at the elementary and middle school levels is that all students develop technological literacy and are prepared for the option of further study in the field of technology education. At the elementary level, the foundation for technology education is found in the science standards, particularly standards 5.2 and 5.4.

SCOPE AND SEQUENCE

EXPERIMENTAL BIOLOGY

1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9
Meaning of Science / Hypothesis and Design of Experiments / Control of Variables
10 / 11 / 12 / 13 / 14 / 15 / 16 / 17 / 18
Problems in Measurement / Scientific Research and Literature / Organization and Analysis of Data / Introduction to Experimental Research / Library Research / Midterms
19 / 20 / 21 / 22 / 23 / 24 / 25 / 26 / 27
Library Research / Term Paper Presentation / Experimentation / Presentation of Lab Report / Topic Selection for Independent Research
28 / 29 / 30 / 31 / 32 / 33 / 34 / 35 / 36
Topic Selection for Independent Research / Term Paper Presentation / Experimentation / Presentation of Lab Report / Finals