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- Smoky Hill High School
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Science Department
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“Science—and therefore science education—is central to the lives of all Americans. A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and professional lives.” (from the Next Generation Science Standards)
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The science educators at Smoky Hill High School are committed to empowering ALL students to obtain a rigorous education that inspires a love for lifelong learning in a safe, equitable, inclusive and caring environment. Our mission is to investigate, create, and foster new pathways to science literacy through critical thinking, problem solving and inquiry.
Science Pathway of Purpose:
As part of their science coursework, students will focus on the following Enduring Understandings:
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Experimental Design
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Asking questions and defining problems.
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Planning and carrying out investigations.
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Data Analysis
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Analyzing and interpreting data.
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Conceptual and Mathematical Models
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Developing and using models.
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Using mathematics and computational thinking.
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Scientific Reading and Writing
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Constructing explanations.
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Developing arguments from evidence.
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Obtaining, evaluating, and communicating information.
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Freshmen Pathway
As freshmen, students will develop the following skills:
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Stating a testable question.
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Making predictions about qualitative relationships between variables (hypotheses).
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Identifying independent and dependent variables.
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Using scientific methods to collect a set of data with multiple trials.
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Creating tables and graphs of data.
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Analyzing data to identify patterns (primarily qualitative) and evaluate a hypothesis.
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Describe limitations and improvements to an experimental procedure
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Interpreting a model that describes phenomena.
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Applying math concepts relevant to performing calculations on data.
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Constructing explanations to describe phenomena.
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Using data as evidence to construct claims.
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Reading scientific texts and identifying the central ideas.
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Communicating about scientific concepts in oral or written form using scientific language.
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Using a given reliable source to address a question.
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Sophomore Pathway
As sophomores, students will develop the following skills:
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Stating a testable question that requires scientific evidence to answer.
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Making and discussing my predictions about qualitative relationships between variables (hypotheses).
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Identifying independent, dependent and controlled variables.
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Using scientific methods to collect a set of data with multiple trials in a broad range of values.
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Describing how to manipulate variables and how data will be collected, selecting appropriate tools.
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Creating tables and graphs of data.
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Analyzing data to identify patterns (qualitative and some quantitative) and evaluate a hypothesis.
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Describing limitations and improvements to an experimental procedure with reference to types of errors (random, systematic).
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Developing, interpreting and explaining a model to show relationships and predict or describe phenomena.
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Applying math concepts relevant to answering scientific questions, to performing calculations on data, and to solving problems.
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Constructing explanations of qualitative and quantitative relationships between variables that describe phenomena.
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Using data as evidence to construct and support claims.
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Reading scientific texts and identifying the central ideas and scientific information.
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Communicating about scientific concepts in oral or written form using scientific language.
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Integrating scientific information from multiple reliable sources to address a question.
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Junior & Senior Pathways
As juniors and seniors, students will focus on developing the following skills:
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Stating a testable question that requires scientific evidence to answer.
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Making and discussing my predictions about qualitative relationships between variables (hypotheses).
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Identifying independent, dependent and controlled variables.
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Using scientific methods to collect a set of data with multiple trials in a broad range of values.
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Describing how to manipulate variables and how data will be collected, selecting appropriate tools.
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Creating tables and graphs of data.
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Analyzing data to identify patterns (qualitative and some quantitative) and evaluate a hypothesis.
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Describing limitations and improvements to an experimental procedure with reference to types of errors (random, systematic).
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Developing, interpreting and explaining a model to show relationships and predict or describe phenomena.
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Applying math concepts relevant to answering scientific questions, to performing calculations on data, and to solving problems.
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Using mathematical representations of phenomena to support a claim or design a solution
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Constructing explanations of qualitative and quantitative relationships between variables that describe phenomena.
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Using data as evidence to construct and support claims.
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Comparing and evaluating competing arguments, claims or design solutions.
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Reading scientific texts and identifying the central ideas and scientific information.
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Communicating about scientific concepts in oral or written form using scientific language.
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Integrating scientific information from multiple reliable sources to address a question.
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Science Department: Additional Information
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Science Faculty
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Math Courses
9th Grade:
Integrated Science, Integrated Science Honors
10th Grade:
Biology, Biology Honors, Chemistry, Chemistry Honors, Physics, Physics Honors
11th Grade & 12th Grade:
Chemistry/Honors, Physics/Honors, AP Physics I. Anatomy & Physiology, Earth Science (1.0), Environmental Science (0.5), Forensic Science (0.5), Astronomy (0.5), Ecology (0.5), Honors Anatomy & Physiology (1.0), IB Physics (SL), IB Environmental Systems & Societies (SL), IB Chemistry (SL), IB Sports, Exercise & Health Sciences (SL), IB Biology (SL)