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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