Chapter 8 High School Four-Course Model

Chapter 8

High School

Four-Course Model

2016 Science Framework

FOR CALIFORNIA PUBLIC SCHOOLS

Kindergarten Through Grade Twelve

Adopted by the California State Board of Education

November 2016

Published by the California Department of

Education Sacramento, June 2018

To view the remaining sections of the 2016 California Science Framework on the CDE website, go to:



Items in this document that relate to crosscutting concepts

are highlighted in green and followed by the abbreviation

CCC in brackets, [CCC] , with a number corresponding to the

concept. The same items that correspond to the science and

engineering practices are highlighted in blue and followed

by the abbreviation SEP in brackets, [SEP] , with a number

corresponding to the practice.

The Web links in this document have been replaced with

links that redirect the reader to a California Department

of Education (CDE) Web page containing the actual Web

addresses and short descriptions. Here the reader can access

the Web page referenced in the text. This approach allows

CDE to ensure the links remain current.

CHAPTER 8

High School Four-Course Model

Introduction to Grades Nine Through Twelve

1021

High School Four-Course Model Introduction

1021

High School Four-Course Model: Life Science/Biology

1027

Life Science/Biology Instructional Segment 1:

Structure and Function

1032

Life Science/Biology Instructional Segment 2:

Growth and Development of Organisms

1037

Life Science/Biology Instructional Segment 3:

Organization for Matter and Energy Flow in Organisms

1040

Life Science/Biology Instructional Segment 4:

Interdependent Relationships in Ecosystems

1045

Life Science/Biology Instructional Segment 5:

Cycles of Matter and Energy Transfer in Ecosystems

1048

Life Science/Biology Instructional Segment 6:

Ecosystem Dynamics, Functioning, and Resilience

1055

Life Science/Biology Instructional Segment 7:

Social Interactions and Group Behaviors

1058

Life Science/Biology Instructional Segment 8:

Inheritance of Traits

1062

Life Science/Biology Instructional Segment 9:

Variation of Traits

1066

Life Science/Biology Instructional Segment 10:

Evidence of Common Ancestry and Diversity

1069

Life Science/Biology Instructional Segment 11:

Natural Selection

1075

Life Science/Biology Instructional Segment 12:

Adaptation and Biodiversity

1080

Concept Map of Life Science Disciplinary Core Ideas

1097

High School Four-Course Model: Chemistry

Chemistry Instructional Segment 1:

Properties of Matter

2016 California Science Framework

Chapter 8

CHAPTER

8

1098

1102

1019

Chemistry Instructional Segment 2:

Structure of Matter

1108

Chemistry Instructional Segment 3:

Understanding Chemical Reactions

1115

Chemistry Instructional Segment 4:

Modifying Chemical Reactions

1124

Chemistry Instructional Segment 5:

Conservation of Energy and Energy Transfer

1145

Concept Map of Chemistry Disciplinary Core Ideas

1153

High School Four-Course Model: Physics

1154

Physics Instructional Segment 1:

Forces and Motion

1157

Physics Instructional Segment 2:

Types of Interactions

1167

Physic Instructional Segment 3:

Energy

1178

Physics Instructional Segment 4:

Waves and Electromagnetic Radiation

1198

Concept Map of Physics Disciplinary Core Ideas

1207

High School Four-Course Model: Earth and Space Sciences

Earth and Space Sciences Instructional Segment 1:

Oil and Gas

1214

Earth and Space Sciences Instructional Segment 2:

Climate

1221

Earth and Space Sciences Instructional Segment 3:

Mountains, Valleys, and Coasts

1233

Earth and Space Sciences Instructional Segment 4:

Water and Farming

1242

Earth and Space Sciences Instructional Segment 5:

Causes and Effects of Earthquakes

1249

Earth and Space Sciences Instructional Segment 6:

Urban Geoscience

1256

Earth and Space Sciences Instructional Segment 7:

Star Stuff

1274

Earth and Space Sciences Instructional Segment 8:

Motion in the Universe

1286

Concept Map of Earth and Space Science Disciplinary Core Ideas

1294

References

1020

1208

1295

Chapter 8

2016 California Science Framework

Introduction to Grades Nine Through Twelve

T

he National Research Council¡¯s A Framework for K¨C12 Science

Education: Practices, Crosscutting Concepts, and Core Ideas (NRC

Framework) outlined a significant new vision for science education

The California Next Generation Science Standards (CA NGSS), aided by the

Science Framework for California Public Schools Kindergarten Through Grade

Twelve (CA Science Framework), are just the first step toward translating

that vision into practice

Before schools and districts can fully implement the CA NGSS, they

must organize the high school grade-banded performance expectations into

courses This chapter describes ways in which the performance expectations

for high school could be bundled together into instructional segments to

form an appropriate sequence of courses This chapter describes one of two

high school course sequences: the High School Four-Course Model The High

School Three-Course Model is described in chapter 7 Additionally, appendix

4 in this framework outlines an integrated three-year high school model

called Every Science, Every Year

High School Four-Course Model Introduction

The High School Four-Course Model is based on the Science Domains

Model in which one course is assigned to one domain of the CA NGSS: life

science (LS), physical science (PS), and Earth and space science (ESS) The

physical science performance expectations have been further subdivided

to define a chemistry course and a physics course The High School ThreeCourse Model contains the Living Earth, Chemistry in the Earth System, and

Physics of the Universe courses The three-course model combines all high

school performance expectations into three courses To highlight the nature

of Earth and space sciences (ESS) as an interdisciplinary pursuit with crucial

importance in California, the three courses present an integration of Earth

and space science and one of the other high school disciplines

Organization Within Courses

The performance expectations are the expected outcomes of a sequence

of instructional segments (IS) that reinforce one another as students

1021

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