Planned Course Documents

Course: Kindergarten Science

Standards: This course is aligned to the standards within the follow  Department of Education PA STEELS Standards

3.1 Life Science Standards

3.2 Physical Science Standards

3.3 Earth & Space Science Standards

3.5 Technology & Engineering Standards     

Course Description:

The Science curriculum in Kindergarten is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Life Science and Earth and Space Science. It encompasses an integrated curriculum of Play Lab Units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards. The Play Lab Units that focus on science standards are: Launch, Apples & Pumpkins, KinderGarden, Ocean Animals, The Pond, and Weather & Me. 

In these various units, students will learn the importance of cooperation, problem solving, and using materials safely and responsibly. 

In all Play Lab Units, students will use existing and new knowledge to critically and creatively engage in observations and research. Students will make connections, collaborate and communicate with their peers.  

For example, in the Ocean Unit, students will learn what marine animals need to survive and how they are similar and different. They will problem solve solutions to help animals survive in their habitats. 

In the Weather & Me Unit, students will learn about and develop and understanding of weather, climate, predictions of weather patterns, and use weather-related information to make daily decisions. 

Common skills student will develop in all science units are making a claim by observations, providing evidence (with the use of data) and sharing that evidence with their peers. 

Throughout the year, students also use Bee- bots. Bee-bots are friendly robots that enable students to create simple algorithms while developing their problem solving skills, learning word parts and using storytelling in a fun learning environment.

Related courses: Social Studies, math and ELA connections

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core STEELS Standards for Science as outlined in the Scope and Sequence for Science, Kindergarten.

 Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers and literature to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, relationships, and comparisons
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, student observations, questioning, practice problems, laboratory activities, worksheets, review activities, and performance assessments. Summative assessments include hands-on activities and a tree and weather unit packet.

Estimated Instructional Time: 

Teachers will integrate ELA, Math, Science and Social Studies. Science and Social Studies. 90 minutes a week between Social Studies and Science.

Resources:

Text Resources: 

“What Do Plants and Animals Need to Live?” Smithsonian Science kit and reader: Wander & Wonder developed by the Smithsonian Science Education Center in collaboration with the Smithsonian Institution and the National Academy of Sciences, distributed by Carolian Biological Supply Co.; 2021  

Smithsonian Science Education Center; 2021. ISBN: 978-1-7357196-6-5 

“How Can We Be Ready for the Weather?” Smithsonian Science kit and reader: “What’s the Weather?” developed by the Smithsonian Science Education Center in collaboration with the Smithsonian Institution and the National Academy of Sciences, distributed by Carolian Biological Supply Co.; 2021 

 Smithsonian Science Education Center; 2021. ISBN: 978-1-7357196-0-3 

Supplemental readers: National Geographic Science K (Physical Science: Observing Objects) Big Ideas Big Book 9781285465838, (Earth Science: Weather and Seasons)  

Big Ideas, Big Book 780736272483, 9781305119628 (Life Science: Plants),  

Exploring Science K, (Earth Science)  Big Book 9781337911627, (Let’s Do Science) Big Book 9781337911603, (Life Science) Big Book 9781337911610 

Technology: Bee- bots Scholastic Book Flix, World Book Kids

Other Resources: Weather, Season and Life Science National Geographic Learning, Cengage. Exploring Science K: Big Books: Supplemental readers: National Geographic Science K (Physical Science: Observing Objects) Big Ideas Big Book 9781285465838, (Earth Science: Weather and Seasons) Big Ideas, Big Book 780736272483, 9781305119628 (Life Science: Plants), Exploring Science K, (Earth Science) Big Book 9781337911627, (Let’s Do Science) Big Book 9781337911603, (Life Science) Big Book 9781337911610

Bee-bots curricular resource

Photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments and investigations.

 

Course: Grade 1 Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Unit- Organisms
• 3.2 Physical Science: Unit- Sound & Light, Balance & Weighing
• 3.3 Earth & Space: Unit- Air & Weather 
• 3.4 Environmental Literacy & Sustainability Standards: Unit Organisms
• 3.5 Technology & Engineering Standards: Sound & Light

Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of the five domains of the Department of Education PA STEELS Standards. It encompasses four main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

In the Sound & Light unit, students focus on Physical Sciences with a secondary focus on engineering and design. This module provides experiences to strengthen the life science ideas about information processing—that animals have ears and eyes that detect and convey different kinds of information important to survival. Students develop a strong understanding of how sound and light interacts with objects. Students engage in science and engineering practices by collecting data, designing, and using tools to solve problems. Students investigate concepts in patterns, cause and effect and systems and models. There are two embedded STEELS challenges in this module where student’s guiding questions are how can we communicate sound over long distances and how can we communicate with light?

In the Organisms unit there is a Life Science focus, and students observe and compare living things to identify their characteristics and resource needs. Students are encouraged to use their own observations to support their ideas about the similarities and differences between plants and animals. Students explore life cycles through their own observations and questions about the diversity of living organisms. Students apply principles of sustainability, ecosystems and habitats as they create and share models to represent key concepts. Students compare and contrast animal habitats and human habitats to develop and strengthen connections between the two.

The Air & Weather unit consists of investigations designed to introduce students to concepts in Earth & Space. The investigations provide opportunities for students to explore the natural world by using simple tools to observe and monitor change. 

In the final unit, Balance & Motion, students explore stable (balanced) and unstable systems, use counter weighting to manipulate center of gravity, and investigate two classes of motion-spinning, and rolling. Through practical and engaging investigations and activities, students apply scientific knowledge to real-world scenarios.

Overall, this course aims to equip students with a broad scientific foundation, while emphasizing critical thinking. In all units, students safely use tools to complete tasks. Students demonstrate skills of the engineering design process while analyzing how things work. Throughout all units, students use critical thinking and analytical skills to solve problems and make observations. They utilize data and test models to construct arguments using an inquiry based approach to learning.

Related courses: N/A

 Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 1 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources for science, grade 1.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, and laboratory activities.

Estimated Instructional Time: Alternating six-week blocks for 30 minutes per day or alternating lessons every other day with Science & Social Studies for 30 minutes per day.

Resources: Text Resources: Organisms, STC (Science & Technology for Children) Science Kit; developed by the National Science Resource Center in collaboration with both the Smithsonian Institution and the National Academy of Sciences distributed by Carolina Biological; 2002

“How Do Living Things Stay Safe & Grow?”, Smithsonian Science for the Classroom science kit; Developed by

The Smithsonian Science Education Center in collaboration with the Smithsonian Institution and the National Academy of Sciences, distributed by Carolina Biological Supply Co., 2020. ISBN 978-1-4350-1809-9 (pilot 2023-24SY)

Sound & Light, FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education: 2016. ISBN 978-1-62571-277-6

Balancing & Motion, FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2002

Weather, FOSS (Full Option Science System), Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2002

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology: Carolina/Smithsonian Science online resources, FOSS/School Specialty/ThinkLink online resources

Scholastic Book Flix, World Book Kids

Other Resources: Science Kits (FOSS/Delta/Smithsonian Science/STC), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.

Course: Grade 2 Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Unit: How can we find the best place to grow a plant?
• 3.2 Physical Science: Unit: Solids & Liquids and Unit Balance & Weighing
• 3.3 Earth & Space: Unit: How can we map land and water on Earth?
• 3.4 Environmental Literacy & Sustainability: Unit: How can we find the best place to grow a plant?
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

 Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Life Science and Environmental Literacy & Sustainability Standards. It encompasses three main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

How can we find the best place to grow a plant? concentrates on life science, which introduces students to the life cycles of plants. Students plan and conduct investigations to determine if plants need sunlight and water to grow. They develop a simple model that mimics an animal in dispersing seeds or pollinating plants. Students observe the interdependence of living things, as they cross-pollinate the flowers with dried honeybees. They make observations of plants and animals to compare the diversity of life in different habitats. Students learn Environmental Literacy Standards when they investigate why Grand Spider Orchid populations are declining and they discuss environmental reasons for their decline.

The second unit (Solids & Liquids) shifts the focus to Physical Science. Students conduct an investigation where they describe and classify different kinds of materials based on their observations. Students construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Products used in everyday life are used as examples for students to describe their different qualities.

The third unit (How can we map land and water on Earth?) allows students to compare maps from different cultures and historical periods. They observe patterns, conduct investigations to observe properties of sold and liquid water on Earth and use information where solid water can be found on Earth. Students apply what they have learned about patterns as evidence to describe they types of land and water one could expect to find in various places and develop and compare maps of the land and water in a particilar place on Earth.  The emphasis of this unit is Earth & Space.     

In all units, students safely use tools to complete tasks using an inquiry based approach to learning. Overall, this course aims to equip students with a broad scientific foundation, emphasizing critical thinking, problem-solving, and the application of science to various domains. The curriculum enables students to explore the intricate workings of physical science, astronomical science, life science and technological aspects of the world around them.

Related courses: N/A

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 2 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources for Science, grade 2.

 Instructional Strategies:

Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, and laboratory activities.

Estimated Instructional Time:  Alternating six-week blocks for 30 minutes per day or alternating lessons every other day with Science & Social Studies for 30 minutes per day.

Resources:

Text Resources:

• Solids & Liquids, FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2020, ISBN 978-1-62571-305-6
• How Can We Find the Best Place for a Plant to Grow? Smithsonian Science Kit and reader: Blossoms, Bees, and Seeds. Smithsonian Science Education Center; 2020, ISBN 978-1-7324199-6-4
• Insects, FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2002 (live cards)
• “How Can We Map Land & Water on Earth?”, Smithsonian Science for the Classroom science kit Developed by the Smithsonian Science Education Center in collaboration with the Smithsonian Institution and the National Academy of Sciences, distributed by Carolian Biological Supply Co.; 2020, 2nd edition kit and reader: Mapping Earth ISBN: 978-1-7324199-5-7

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology:

• Student Chromebooks, Scholastic Book Flix, World Book Kids
• Carolina/Smithsonian Science online resources, FOSS/School Speciality/ThinkLink online resources

Other Resources: Science Kits (FOSS/Delta/Smithsonian Science), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.

 

Course:  Grade 3 Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science- Unit: How can we protect animals when their habitat changes?
• 3.2 Physical Science: Unit: Motion & Matter
• 3.3 Earth & Space: Unit: How do weather and climate affect our lives?
• 3.4 Environmental Literacy & Sustainability Standards: Unit: How can we protect animals when their habitat changes? &  How do weather and climate affect our lives?
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Life Science and Earth and Space Science. It encompasses three main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

In the unit, How do weather and climate affect our lives?, students focus on Earth and Space Science Standards with a secondary focus on engineering. Students carry out investigations regarding weather. They analyze the function of an anemometer in order to adjust its structure and improve the function. They use data from bar graphs to identify annual weather patterns, analyze and interpret patterns in climate, and make predictions about weather and climate. Students use engineering skills to design, build, and test a roof to withstand the effects of a climate with heavy precipitation.

In the Motion and Matter unit, the main focus is on Physical Science Standards. Students examine physical science core ideas dealing with forces and interactions, matter and its interactions, and engineering design. Throughout this module, students explore the forces of magnetism and gravity using magnets. Wheel-and-axle systems, flying spinners, and student-designed tops are used to investigate the interactions and variables involved in motion. They use their knowledge of science to enter the engineering design process and, through this process, refine their science understanding while building on the science concepts of matter and its interactions.

Life Science Standards are addressed in the unit How can we protect animals when their habitat changes? In this unit, students explore the topic of what animals need to survive and how animals are affected when their habitat changes through resources such as texts, videos, and data. After learning about animal resource needs and looking at how animals respond to natural and man-made changes to the ecosystem, students engage in a two-part summative assessment. Students analyze data and construct explanations about how well different animals survive in a city, and what fossils can tell us about habitat change. Students are then challenged to apply what they have learned about science and engineering to build and test a tunnel that can stop salamanders from being harmed when crossing roads.

In all units, students safely use tools to complete tasks. Overall, this course aims to equip students with a broad scientific foundation, emphasizing critical thinking, problem-solving, and the application of science to various domains. The curriculum enables students to explore the intricate workings of life science, physical science and astronomical and technological aspects of the worlds around them, using an inquiry-based approach to learning.

Related courses: N/A

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 3 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources for Science, grade 3.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: Tests or quizzes of units, projects, and laboratory activities.

Estimated Instructional Time: Alternating six-week blocks for 30 minutes per day or alternating lessons every other day with Science & Social Studies for 30 minutes per day.

Resources: Text Resources:

How can we protect animals when their habitat changes? Smithsonian Science Kit and reader: Changing Habitats. Smithsonian Science Education Center: 2018, 978-0-9985286-4-9

How do weather & climate affect our lives?  Smithsonian Science Kit and reader: Raindrops and Rooftops. Smithsonian Science Education Center: 2018, 978-0-9985287-0-0

Motion & Matter, Foss Science Kit; developed at the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2015, ISBN 978-1-62571-312-4

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology:

• Carolina/Smithsonian Science online resources
• FOSS/School Specialty/ThinkLink online resources
• TrueFlix
• ScienceFlix
• Scholastic Book Flix
• World Book Kids

Other Resources: Science Kits (FOSS/Delta/Smithsonian Science), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.

Course: Grade 4 Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Unit: How can animals use their senses to communicate?
• 3.2 Physical Science Standards: Unit: Energy
• 3.3 Earth & Space Standards: Unit: Soil,Rocks, & Landforms
• 3.4 Environmental Literacy & Sustainability Standards: Units: Incorporated into above units throughout the year   
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year     

Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Life Science and Earth and Space Science. It encompasses three main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.  

In the Soils, Rocks & Landforms Unit, students study Earth and Space Standards by investigating our planet's Earth materials and natural resources. This module provides students with firsthand experiences with soils, rocks, and minerals, and modeling experiences to study changes to rocks and landforms at Earth's surface. There are several scientific investigations that are carried out by students that include soils & weathering, landforms, mapping the Earth's surface, and natural resources. 

In the Energy Unit, the focus is on Physical Science concepts of energy. Investigations focus on the concept that energy is present whenever there is motion, electric current, sound, light or heat and that energy can transfer from one place to another. Students engage in engineering design while learning useful applications of electromagnetism in everyday life. Students conduct controlled experiments by changing variables to determine how to make an electromagnet stronger and how energy changes occur. Students interpret data from graphs to build explanations from evidence and make predictions of future events and their impacts on the environment in regard to renewable and nonrenewable resource use. They develop models to represent how energy moves from place to place in electric circuits and in waves. Students gain experiences that will contribute to the understanding of concepts of patterns; cause and effect; systems and models; and energy and matter. 

A third unit has the main focus on Life Science Standards. In this unit, How can animals use their senses to communicate?, students investigate how animals, including humans, use their internal and external structures to sense the world around them, process and communicate information, and react accordingly. They explore how different types of animal eyes and the brain work together to process information through experiencing optical illusions and analyzing data from research into how birds can learn to avoid distasteful insects. Students also investigate how animals such as fiddler crabs can communicate with each other using a variety of signals in social and nonsocial contexts. Students also consider problems in communication by studying nightingales and explore how humans can communicate over great distances.

In all units, students safely use tools to complete tasks. Overall, students use critical thinking and analytical skills to solve problems and make observations. They utilize data and test models to construct arguments using an inquiry-based approach to learning.

Related courses: N/A

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 4 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources for Science, grade 4.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homeworks warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, laboratory activities, and district assessments including performance tasks.

Estimated Instructional Time: Alternating six-week blocks for 60 minutes per day or alternating lessons every other day with Science & Social Studies for 60 minutes per day.

Resources:

Text Resources:

Energy, FOSS Science Kit; developed at the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2016, ISBN 978-1-62571-330-8​

Soils, Rocks & Landforms, FOSS Science Kit; developed at the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2016, ISBN 978-1-62571-348-3

How Can Animals Use Their Senses to Communicate? Smithsonian Science Kit and reader: Sending Signals. Smithsonian Science Education Center: 2019, ISBN 978-0-9985287-8-6

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology:

• Carolina/Smithsonian Science online resources
• FOSS/School Specialty/ThinkLink online resources
•  TrueFlix
• ScienceFlix
• World Book Kids

Other Resources: Science Kits (FOSS/Delta/Smithsonian Science), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.

Course: Grade 5 Science

Standards: This course is aligned to the standards within the Department of Education PA STEELS Standards:

• 3.1 Life Science: Unit- How can we predict change in ecosystems? 
• 3.2 Physical Science: Unit- Matter & Mixtures
• 3.3 Earth & Space Science: Unit- How can we use the night sky to navigate?

Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Life Science and Earth and Space Science. It encompasses three main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

The first unit (Matter & Mixtures) primarily concentrates on physical science, introducing students to the fundamental concepts surrounding matter and its interactions. Students will explore the nature of matter and learn about its conservation during state changes, dissolutions, and chemical reactions. Hands-on investigations, including working with mixtures, solutions, and material separation, foster an appreciation of key scientific principles and crosscutting concepts.

The second unit (Ecosystems) transitions to life science, with supplementary elements of physical science. Here, students delve into the vital role of plants and animals in ecosystems. Investigations illustrate how plants derive matter from air and water, while animals acquire matter and energy from food. This unit also emphasizes the construction of food web models to understand ecological relationships and the implications of invasive species.

The final unit (How can we use the night sky to navigate?) shifts the focus to Earth and space science, with additional components of physical science and engineering. Students use models and evidence to explore gravity’s role in a spherical Earth, the Earth’s rotation on its axis, and the patterns of celestial bodies. Practical investigations and debates provide opportunities to apply scientific knowledge to real-world scenarios and authentic learning.

In all units, students safely use tools to complete tasks using an inquiry-based approach to learning. Overall, this course aims to equip students with a broad scientific foundation, emphasizing critical thinking, problem-solving, and the application of science to various domains. The curriculum enables students to explore the intricate workings of physical science, astronomical science, life science and technological aspects of the world around them.

Related courses: N/A

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 5 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources for Science, grade 5.

 Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, laboratory activities, and district assessments including performance tasks.

Estimated Instructional Time: Alternating six-week blocks for 60 minutes per day or alternating lessons every other day with Science & Social Studies for 60 minutes per day.

Resources: Text Resources:

Mixtures & Solutions, FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2019 978-1-62571-360-5

How can we predict change in ecosystems?  Smithsonian Science Kit and reader: Go With The Flow. Smithsonian Science Education Center: 2019 978-1-7324198-4-1

How can we use the night sky to navigate? Smithsonian Science Kit and reader: Sailing Under The Stars. Smithsonian Science Education Center: 2019 978-1-7324198-2-7

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology:

• Carolina/Smithsonian Science online resources
• FOSS/School Speciality/ThinkLink online resources
• TrueFlix
•  ScienceFlix
• World Book Kids

Other Resources:

• Science Kits (FOSS/Delta/Smithsonian Science), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.
• Matter, Matter Everywhere; National Geographic; 2008, ISBN 0-7922-8880-7
• You Be the Chemist Challenge
• Mission Biomes

Course: Grade 6 Science

Standards: This course is aligned to the standards within the Department of Education PA STEELS Standards.

• 3.2 Physical Science Standards: Unit: Electromagnetic Force
• 3.3 Earth & Space Science Standards: Unit: Earth, Moon, & Sun
• 3.5 Technology & Engineering Standards: Unit Variables & Design 

Course Description:

This course is designed to provide students with a well-rounded and comprehensive understanding of Physical Science, Earth and Space Science and Technology and Engineering Science. It encompasses three main units, each with its distinct focus, ensuring a broad coverage of scientific disciplines that align with Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

The first unit (Variables & Design) primarily concentrates on physical science and the scientific method. Students, acting as scientists, design-controlled experiments to learn about the variables that affect an air-trolley system.  The secondary focus is on students acting as engineers as they find ways to modify the system to meet criteria and constraints.

In the second unit, (Earth, Moon, and Sun) students engage in enduring experiences that lead to an understanding of science and engineering concepts as well as the natural world. Students collect and analyze shadow data, make and interpret a model of the Earth, Moon, and Sun system, as well as observe changes in the Moon’s appearance over time. They also use celestial models to explain day and night; observe and record changes that occur during the Moon’s phase-cycle and use data to develop conclusions about planetary objects.

In the Electromagnetic Force unit, the main focus is on Physical Science Standards. The content of electricity and magnetism allows students to study physics phenomena. Students measure the force of invisible magnetic fields, learn to build a circuit, design an electromagnetic and explain the energy transfers that make it all possible.

In all units, students safely use tools to complete tasks. Overall, this course aims to equip students with a broad scientific foundation, emphasizing critical thinking, problem-solving, and the application of science to various domains. The curriculum enables students to explore the intricate workings of the physical, astronomical and technological aspects of the worlds around them, using an inquiry-based approach to learning.

Related courses: N/A

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Grade 6 Science. Measurable objectives include but are not limited to: teacher assessments (both formative and summative), science notebook entries, benchmark assessments included in the investigation guides and teacher resources.
 

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena as a lesson
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns, and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: pre-assessments, homework, warm-ups and/or exit tickets, questioning, practice problems, laboratory activities, worksheets, review activities, STEM Notebooks and performance assessments. Summative assessments include but are not limited to: tests or quizzes of units, projects, laboratory activities, and district assessments including performance tasks.

Estimated Instructional Time: Alternating six-week blocks for 60 minutes per day or alternating lessons every other day with Science & Social Studies for 60 minutes per day.

Resources:

Text Resources:

Variables & Design FOSS Science Kit; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2020, ISBN 9781625717764

Earth Moon and Sun; Delta C. Haddox-Baldwin, A. Lebofsky, K. Bollinger, J. Cafarella, N. Hayes, L. Mayo, S. Pratt, S. Raney and L. Smith; Kit and reader developed by Education LLC, Foss, 2011, ISBN 978-159242-9035

Upgrade to new edition (Planetary Science, 2024-25)

Electromagnetic Force; Delta Education Science Kit and Reader; developed by the Lawrence Hall of Science, University of California, Berkeley distributed by Delta Education; 2018, 978-1-62571-175-5

Teachers are provided a teacher edition and online resources that provide an overview of the content, kit materials, investigations and assessments.

Technology:

• FOSS
• School Speciality/ThinkLink online resources
• TrueFlix
• ScienceFlix
• World Book Kids

Other Resources:

Science Kits (FOSS/Delta), photographs, animations and standard lab equipment that is appropriate for elementary science students to safely perform experiments.

Course: Grade 7 Academic Science

Standards: This course is aligned to the following standards within the Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Units: The Nature of Science, Cells & Genetics, Ecology
• 3.4 Environmental Literacy & Sustainability Standards: Units: Ecology, Energy
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

The 7th grade Academic Science course is designed to introduce the student to a formalized science course, consisting of daily instruction with daily homework to reinforce content, assessments, and laboratory reports. This course will have four core units: Nature of science, Cells, Ecology and Natural Resources. Students will be encouraged to develop the skills of analysis, application and problem solving to aid them in understanding the material studied in this course. The topics studied include but are not limited to the following areas: scientific method, metrics and measurements, graphing, cells, living and nonliving resources along with their interactions, cycles in nature, biomes, as well as renewable and non-renewable energy. Students will participate in inquiry-based labs to reinforce material.

Related courses:

Science 7 LRC is designed to implement the goals of the IEP and parallels the curriculum of Academic Science 7.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for 7th Grade Academic Science and LRC.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skill

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district unit assessments.

Estimated Instructional Time: 44 daily minutes.

Resources: Explore Learning Gizmos

Text Resources:

• Ecology and the Environment; Holt McDougal; 2012, ISBN 978-0-547-58945-9
• Cells, Heredity & Classification, Rinehart and Winston, Holt, 2007 (Follett), ISBN 0-03-049958-5

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology: https://www.explorelearning.com/

Other Resources: Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Grade 7 Honors Science  & Grade 7 Gifted Science

Standards: This course is aligned to the following standards within the Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Units: The Nature of Science, Cells & Genetics, Ecology
• 3.4 Environmental Literacy & Sustainability Standards: Units: Ecology, Energy
• 3.5 Technology & Engineering Standards:  Incorporated into above units throughout the year   

Course Description:

The Honors 7 Science course is designed to introduce the student to a formalized science course, consisting of daily instruction with daily homework to reinforce content, assessments, and laboratory reports. The course covers the same units as Academic 7 Science but in greater range and depth. The course will require students to not only use learning skills they already possess but to also develop new skills while completing the course. Inquiry based lab activities and simulations will be used to guide and reinforce the topics covered. The 7th grade honors course includes, but is not limited to, the following areas: scientific method, metrics and measurements, graphing, cells, living and nonliving resources along with their interactions, cycles in nature, biomes, as well as renewable and non-renewable energy. Students will be encouraged to develop skills consisting of analysis, application and problem solving to assist in relating inquiry-based labs to the material studied in class. Students in this course should be strong in math and reading skills.

The Seventh Grade Gifted Science program is designed to include the “how” as well as the “what” of science. Students will learn how scientific information is acquired as well as the information itself. This will be done through an effective student-centered approach to learning that engages the students physically and mentally in an inquiry-based laboratory program as well as formalized daily instruction, testing and laboratory reports. This course is designed for those students who manifest the special interest, motivation, creativity, critical thinking, and other indicators of potential for becoming productive, practicing scientists. This course will expand and enhance the core learning for gifted students through differentiated learning experiences, that supports personal development, responsible citizenship, and life-long learning among our students. Students will also be encouraged to develop their creativity and individuality through various project/group activities such as: case studies, outside readings, current events, experimental design, and career exploration. The course emphasis is Science, Life Science, Environmental Science, and Ecology The topics covered include, but are not limited to, the following areas: scientific method, metric and measurement, cells, living interactions, land biomes, cycles in nature, living and nonliving resources, pollution, and conservation. Students will be encouraged to develop the skills of analysis, application and problem solving to aid them in understanding the material covered in this course. This course is designed to have students apply their knowledge of the concepts. This will be achieved through data analysis, diagram interpretation and the use of models, connecting and relating ideas to one another through inquiry-based learning.

Related courses:  Gifted Science 7 is designed for students identified as gifted and will develop GIEP goals throughout the course.

 Measurable objectives to be attained by students: Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for 7th Grade Honors Science and 7th Grade Gifted Science.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district unit assessments.

Estimated Instructional Time: 44 daily minutes.

Resources: Explore Learning Gizmos

• Text Resources: Environmental Science: Your World, Your Turn; Jay Withgott Pearson/SAVAS, 2021 ISBN 9781418340650 
• Cells, Heredity & Classification, Rinehart and Winston, Holt, 2007 (Follett), ISBN 0-03-049958-5

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: https://www.explorelearning.com/

Other Resources: Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

 

Course: Grade 8 Academic Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Introductions to Physical Science (Chemistry) & Geology
• 3.3 Earth & Space Standards: Unit: Astronomy & Meteorology
• 3.4 Environmental Literacy Standards: Units: Incorporated into above units throughout the year   
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year     

Course Description:

The Academic Earth Science course is a comprehensive coverage of Earth and Space topics designed to help develop and maintain an interest in science and its effect on human society. This course includes the four major divisions of Earth Science, which include Astronomy, Meteorology, Oceanography and Geology with an emphasis on surface formations and the processes that change and shape the earth’s crust. The course will include activities that help develop students’ learning skills such as reading comprehension, literacy skills and mathematical abilities.

Students will be expected to create graphs from data as well as analyze the graphs. Students are encouraged to understand earth science concepts by putting them into practice with associated laboratory activities and simulations.

Related courses: Academic Science 8 LRC is designed to implement the goals of the IEP and parallels the curriculum of Academic Science 8.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for 8th Grade Academic Science and LRC.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district unit assessments.

Estimated Instructional Time: 44 daily minutes.

Resources: Explore Learning Gizmos

Text Resources:

Elevate Science, Earth module; Zipporah Miller EdD, Michael J. Padilla PhD, Michael E. Wysession PhD; 2019 

ISBN: 9781418285241 

Earth & Space iScience, American Museum of Natural History, Michelle Anderson, Juli Berwald et al. McGraw Hill Education; 2017, ISBN 978-0-07-677385-5

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology:

https://www.explorelearning.com/

• Quizlet
• Kahoot
• LabQuest Probes and Computers
• Vernier Logger Pro
• ck12
• Edpuzzle

Other Resources: Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Grade 8 Honors Science & Grade 8 Gifted Science

Standards: This course is aligned to the standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Introductions to Physical Science (Chemistry) & Geology
• 3.3 Earth & Space Standards: Unit: Astronomy & Meteorology
• 3.4 Environmental Literacy Standards: Units: Incorporated into above units throughout the year   
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

The Honors Science 8 course is an in-depth study of Earth Science topics and how these topics are interrelated to themselves and to past science concepts studied. The four areas of Earth Science examined include Astronomy, Meteorology, Oceanography and Geology with an emphasis on the earth’s composition and structure, surface features and how they form as well as the processes that cause the surface to change. The course will require students to not only use learning skills they already possess but to also develop new skills while completing the course. Inquiry based lab activities and simulations will be used to guide and reinforce topics covered in the course. Students therefore will be expected to show an understanding of the relationship between the information gained by lab activities to the course concepts being tested. The students will also use literary and graphic skills to express their knowledge of the concepts covered.

The eighth Grade Gifted Science program is designed to include the “how” as well as the “what” of science. Students will learn how scientific information is acquired as well as the information itself. This will be done through an effective student-centered approach to learning that engages the students physically and mentally in an inquiry-based laboratory program as well as formalized daily instruction, testing and laboratory reports. This course is designed for those students who manifest the special interest, motivation, creativity, critical thinking, and other indicators of potential for becoming productive, practicing scientists. This course will expand and enhance the core learning for gifted students through differentiated learning experiences, that supports personal development, responsible citizenship, and life-long learning among our students. Students will also be encouraged.

to develop their creativity and individuality through various project/group activities such as: case studies, outside readings, current events, experimental design, and career exploration. Students will be encouraged to develop the skills of analysis, application and problem solving to aid them in understanding the material covered in this course. This course is designed to have students apply their knowledge of the concepts. This will be achieved through data analysis, diagram interpretation and the use of models, connecting and relating ideas to one another through inquiry-based learning.

Related courses: Gifted Science 8 is designed for students identified as gifted and will develop GIEP goals throughout the course.

 Measurable objectives to be attained by students:  Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for 8th Grade Honors Science.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district unit assessments.

Estimated Instructional Time: 44 daily minutes.

Resources: Explore Learning Gizmos

Text Resources:

Earth Science -Geology, the Environment and the Universe, McGraw-Hill Education, 2017 ISBN 9780076774913

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology:

• https://www.explorelearning.com
• Edpuzzle.com
• Quizlet, Kahoo
• LabQuest Probes and Computers
• Vernier Logger Pro

Other Resources: Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course:  Introduction to Chemistry & Physics, grade 9

Standards: This course is aligned to the following standards within the Department of Education PA STEELS Standards

• 3.2 Physical Science: Units: Structure and Properties of Matter; Atoms, Chemical Reactions and Processes; Forces, Interactions and Motion, Energy and Energy Transfers, Waves
• 3.5 Technology and Engineering: Incorporated into above units throughout the year

Course Description:

This course is a study of physical science topics, including the properties of matter, the structure of matter, motion, work, energy and changes in matter, light, electric charges and currents, sound, and careers in science. Laboratory work is an integral part of the course, together with the development of study skills.

Related courses:

This course prepares students for a full-year course in Chemistry and a full year course in Physics.

Academic Introduction of Chemistry and Physics LRC is designed to implement the goals of the IEP and parallels the curriculum of Academic Introduction of Chemistry and Physics.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Academic Introduction to Chemistry and Physical Science and LRC, grade 9.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Physical iScience, American Museum of Natural History, Michelle Anderson, Juli Berwald et al. McGraw Hill; 2017, ISBN 978-0-07-677305-3

Technology:

Chromebook simulations and activities such as EdPuzzle, Nearpod, Gizmos, PhET, and CK12

Other Resources:

Photographs and animations, standard chemistry and physics lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Introduction to Accelerated Chemistry & Physics, grade 9

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science: Units: Structure and Properties of Matter; Atoms, Chemical Reactions and Processes; Forces, Interactions and Motion, Energy and Energy Transfers, Waves
• 3.5 Technology and Engineering: Incorporated into above units throughout the year

 Course Description:

This course is a comprehensive treatment of physical science topics, including the structure and properties of matter, changes in matter, motion, work and energy, heat, light, electric charges and currents, sound, and careers in science. Due to the emphasis on physics and problem solving, students electing to take this course should also be enrolled in Accelerated Algebra 1 or higher. Laboratory work is an integral part of the course, together with the development of study skills.

Related courses: This course prepares students for a full-year course in Accelerated Chemistry and a full year course in Accelerated Physics.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Introduction to Chemistry and Physical Science, grade 9.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes

Resources: Text Resources: Inspire Science Physical Science, McGraw-Hill Education 2021 ISBN 978-0-07668304-8

Technology: Chromebook simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET, OpenSciEd and Concord Consortium

Other Resources: Photographs and animations, standard chemistry, and physics lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Academic Biology, grade 10

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Structure and Function in the Organization of Life; Growth, Development, and Inheritance and Variation of Traits; Ecosystems and the Natural environment; Evidence of Common Ancestry and Diversity through Natural Selection and Adaptation
• 3.3 Earth & Space: Unit: Ecosystems and the Natural Environment
• 3.4 Environmental Literacy & Sustainability: Ecosystems and the Natural Environment
• 3.5 Technology & Engineering: Units: Biotechnology and incorporated into above units throughout the year   

Course Description:

This Biology course covers most of the content areas in Accelerated Biology but will be presented at a basic level of instruction. The core concepts will focus on the cell, genetics, evolution, and ecology. Laboratory investigations will be an important part of the course and may include the dissection of an invertebrate and a vertebrate. In this course students will prepare for the Keystone Biology exam which they will take in the spring of that school year.

Related courses:

Academic Biology LRC parallels the curriculum of Academic Environmental Science while differentiating instruction according to goals of Individual Education Plans. After completing Biology, students can progress to chemistry, plant science, animal science, astronomy, meteorology, or environmental science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Academic Biology and LRC for 10th graders.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, classwork, study island assessments, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, practice quizzes, group activities, worksheets. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, student researched presentations, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 minutes daily.

Resources:

Text Resources:

Biology; Stephen Nowicki; Holt, Reinhart & Winston; 2008, ISBN 0-978-0-547-05607-4

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology: including but not limited to Gizmos, Quizlet, Actively Learn, Phet, Study Island, CK -12, NearPod, Kami, Canvas

Other Resources: Photographs and animations, standard biology lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

 

Course: Accelerated Biology, grade 10

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Structure and Function in the Organization of Life; Growth, Development, and Inheritance and Variation of Traits; Ecosystems and the Natural environment; Evidence of Common Ancestry and Diversity through Natural Selection and Adaptation
• 3.3 Earth & Space: Unit: Ecosystems and the Natural Environment
• 3.4 Environmental Literacy & Sustainability: Ecosystems and the Natural environment
• 3.5 Technology & Engineering: Units: Biotechnology and incorporated into above units throughout the year  

Course Description:

This course includes studies in cell biology, genetics, class, microbiology, plants, animals, human biology, evolution, taxonomy, and ecology. Laboratory investigations will be a major part of the course and may include the dissection of an earthworm and fetal pig, as well as selected invertebrate animals. Heavy emphasis will be placed on content and vocabulary. The content will be treated in depth and is recommended for the science-oriented student. This course is designed for tenth grade students who have satisfactorily completed accelerated science. In this course, students will prepare for the Keystone Biology Exam which they will take in the spring of that school year.

Related courses:

Students with an interest in ecology may choose to take Advanced Placement Environmental Science. Students interested in biotechnology are encouraged to take Accelerated STEM Concepts in Biotechnology. Students interested in Forensic Science may wish to take Accelerated Forensics I or II. Students interested in the study of human and animal behavior may elect to take Accelerated Behavioral Science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Biology grade 10.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities. Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Biology: Miller, Levine, Pearson; 2019 and newest edition (and roll over, when in print) 

ISBN 978-0328925124 

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology: Chromebook simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET, and OpenSciEd

Other Resources: Photographs and animations, standard biology lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

 

Course: Honors Biology & Honors Study of Biology, grades 9-10

Standards: This course is aligned to the following standards within the Department of Education PA STEELS Standards:

• 3.1 Life Science: Units: Structure and Function in the Organization of Life; Growth, Development, and Inheritance and Variation of Traits; Ecosystems and the Natural environment; Evidence of Common Ancestry and Diversity through Natural Selection and Adaptation
• 3.3 Earth & Space: Unit: Ecosystems and the Natural Environment
• 3.4 Environmental Literacy & Sustainability: Ecosystems and the Natural environment
• 3.5 Technology & Engineering: Units: Biotechnology and incorporated into above units throughout the year  

Course Description:

Honors Biology is a rigorous course that is a comprehensive treatment of biological topics which include the cell, biomolecules, cell transport, photosynthesis, cellular respiration, protein synthesis, genetics, biotechnology, evolution, classification, microbiology and disease, plants, animal, and human biology. Laboratory activities, including multiple dissections and gel electrophoresis, are an important aspect of the course. In addition, research reports are required in oral and written form. Heavy emphasis will be placed on content and vocabulary. The course requires outside reading that necessitates the student’s ability to comprehend a high-level informational text. In this course, students will prepare for the Keystone Biology Exam, which they will take in the spring of that school year. In order to elect this course, ninth grade students must have an “A” in Honors Science 8 and their science teacher’s recommendation. Historically, those students enrolled in Accelerated Algebra 2 or Honors Algebra 2 and Honors English while studying Honors Biology experience the greatest success. For those students who wish to progress to Honors Chemistry after Honors Biology, it is important to note that Honors Chemistry emphasizes a quantitative approach; therefore, a student should have completed Honors Algebra 2 with an “A” or “B” final average or Accelerated Algebra 2 with an “A” average demonstrating their readiness to apply these math skills to scientific analysis.

Honors Study of Biology is a rigorous comprehensive and interdisciplinary study of biological topics which include the cell, biomolecules, cell transport, photosynthesis, cellular respiration, protein synthesis, genetics, biotechnology, evolution, classification, microbiology and disease, plants, animal, and human biology. Laboratory activities, including multiple dissections and gel electrophoresis, are an important aspect of the course. In addition, research reports are required in oral and written form. The course requires outside reading that necessitates the student’s ability to comprehend a high-level informational text. Students will also be encouraged to develop their creativity and individuality through a choice of various project/group activities such as: case studies, outside readings, current events, experimental design, and career exploration. This course is designed for students identified as gifted and will develop GIEP goals throughout the course. In order to elect this course, students must have successfully completed Accelerated Algebra 1 or higher. An indicator of a student’s potential success in the course would be to have earned an “A” in Academic Science 8 and/or an “A” or “B” in Honors Science 8. Historically those students enrolled in Accelerated Algebra 2 and/or Honors Algebra 2 while studying Honors Biology experience the greatest success. In this course students will prepare for the Keystone Biology Exam which they will take in the spring.

 Related courses:

Students interested in microbiology and biotechnology are encouraged to take Accelerated STEM Concepts in Biotechnology. Students interested in dissections may take Honors Anatomy and Physiology. Students interested in the process of scientific inquiry, may take Honors Experimental Research in STEM. Students may choose to take Advanced Placement Biology or Advanced Placement Environmental Science (upon completion of Accelerated or Honors Chemistry).

 Measurable objectives to be attained by students: Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Honors Biology, grade 9 & Honors Study of Biology, grades 9-10.

 Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

 Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

• NGLSync Biology Concepts and Applications, 9ed; 2015; ISBN-10: 1-285-42785-8
• Biology, Concepts & Connections, 10ed; Taylor, Simon, Dickey, Hogan; Pearson 2021;  ISBN-10:0-13-664609-3 (approved pilot 2033-2024)

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology: Chromebook simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET, OpenSciEd, and Concord Consortium

Other Resources: Photographs and animations, standard biology lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Academic Chemistry, grades 11-12

Standards: This course is aligned to standards within the  Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Introduction to Chemistry; Matter and Change; Scientific Measurement; Atomic Structure; Electrons in Atoms; The Periodic Table; Ionic and Metallic Bonding; Covalent Bonding; Chemical Names and Formulas; Chemical Quantities; Chemical Reactions; Stoichiometry; States of Matter; The Behavior of Gases; Water and Aqueous Systems; Solutions; Acids, Bases, and Salts
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

This introductory course is structured to provide students with a basic understanding of chemistry, and some of its applications in society. Topics include atomic structure, the periodic table, chemical bonding, chemical formulas and equations and the nature of solutions. The use and application of chemistry knowledge in laboratory investigations is an important part of learning in this course, and critical thinking is emphasized. Successful completion of Algebra 1 is essential for success as graphing and fundamental algebraic problem solving is often utilized. Formal reporting of selected experiments and practical applications are required. Successful completion of this course does not qualify the student for any advanced chemistry course.

Related courses: This course will help students be successful in Physics, Environmental Science or Virtual Environmental Science, Plant Science, Animal Science, Astronomy and/or Meteorology.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Academic Chemistry, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction:

Using phenomena to teach a standard within a lesson, chapter or unit

Physical modeling of concepts and processes

Use of graphic organizers to show relationships

Reinforcement of concepts presented

Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections

Emphasizing patterns and relationships

Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Chemistry: Foundations Edition, Wilbraham, Staley, Matta, Waterman; Pearson, 2012, ISBN 9780328894789

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: Chromebook simulations and activities such as Edpuzzle, PhET simulations ; AACT simulations ; cK-12 simulations

Other Resources: Photographs and animations, standard chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Accelerated Chemistry, grades 10-11

Standards: This course is aligned to standards within the  Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Introduction to Chemistry; Matter and Change; Scientific Measurement;      Atomic Structure; Electrons in Atoms; The Periodic Table; Ionic and Metallic Bonding; Covalent Bonding; Chemical Names and Formulas; Chemical Quantities; Chemical Reactions; Stoichiometry; States of Matter; The Behavior of Gases; Water and Aqueous Systems; Solutions; Thermochemistry; Reaction Rates and Equilibrium; Acids and Bases; Acid-Base Titration and pH
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

In this course, topics include atomic theories, the periodic table, chemical bonding, chemical formulas and equations, and the nature of solutions, acids, and bases. Class time is generally devoted to lecture, problem solving, and laboratory exercises. Reading of the textbook, laboratory data interpretation, and worksheet problems are assigned as out-of-class activities. The major goal of this course is to prepare the student for college chemistry. Because of the quantitative nature of chemistry, it is assumed that students who elect this course have a solid mathematical background in the areas of fundamental arithmetic operations, ratio, and proportion, and solving linear equations. Students who elect Accelerated Chemistry should have successfully completed Accelerated Algebra 1.

Related courses: This course will help students be successful in AP Chemistry, Accelerated STEM Concepts in Biotechnology, Accelerated Forensic Science and Advanced Placement Environmental Science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Chemistry, grades 10-11.   

Instructional Strategies: Below is a list of strategies for high-quality instruction:

• Using phenomena to teach a standard within a lesson, chapter or unit
• Physical modeling of concepts and processes
• Use of graphic organizers to show relationships
• Reinforcement of concepts presented
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections
• Emphasizing patterns and relationships
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Modern Chemistry; Davis, Sarquis, Frey & Sarquis;  Holt, Reinhart & Winston;  2009, ISBN 0-03-036786-7 (978-0-03-036786-1)

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: Chromebook simulations and activities such as Edpuzzle, PhET simulations ; AACT simulations ; cK-12 simulations

Other Resources: Photographs and animations, standard chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Honors Chemistry, grades 10-11

Standards: This course is aligned to standards within the Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Introduction to Chemistry; Matter and Change; Scientific Measurement; Atomic Structure; Electrons in Atoms; The Periodic Table; Ionic and Metallic Bonding; Covalent Bonding; Chemical Names and Formulas; Chemical Quantities; Chemical Reactions; Stoichiometry; States of Matter; The Behavior of Gases; Water and Aqueous Systems; Solutions; Thermochemistry; Reaction Rates and Equilibrium; Acids, Bases and Salts; Acid-Base Titration and pH
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year   

Course Description:

The course covers topics including atomic theory, the periodic table, chemical bonding, kinetic molecular theory, stoichiometry, chemical kinetics, solution chemistry, electrochemistry, and equilibrium. Honors chemistry is intended to provide the concepts necessary for students who are interested in pursuing future studies in the physical sciences, engineering, and teaching of science, medicine, or research. Honors Chemistry emphasizes a quantitative approach; therefore, a student should have completed Honors Algebra 2 with an “A” or “B” final average or Accelerated Algebra 2 with an “A” final average demonstrating their readiness to apply these math skills to scientific analysis.

Related courses:

This course will help students be successful in Advanced Placement Chemistry, Advanced Placement Environmental Science, Advanced Placement Biology, Honors Experimental STEM Research or Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Honors Chemistry, grades 10-11.

Instructional Strategies: Below is a list of strategies for high-quality instruction:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Chemistry, Wilbraham, Staley, Matta & Waterman; Prentice-Hall; copyright 2008, ISBN 0-13-251210-6

Teachers are provided a teacher’s edition and/or accompanying instructor resources through a companion website.

Technology:

Chromebook simulations and activities such as Edpuzzle, PhET simulations ; AACT simulations ; cK-12 simulations

Other Resources:

Photographs and animations, standard chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: Physics, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Units:  One Dimensional Motion and Graphing, Vectors and Two-Dimensional Motion, Forces, Energy, Linear Momentum, Circular Motion, Gravitational Forces, Electrostatics, Electric Fields and Forces, Electric Potential Energy and Potential Difference, Circuits, Magnetism, Electromagnetic Induction, and Waves.
• 3.5 Technology & Engineering:  Incorporated into above units throughout the year

Course Description:

Topics to be considered in this course include light, sound, and wave motion; vector kinematics and dynamics; work, and energy; electricity and magnetism. This course is for students who are contemplating a two-year associate degree in technology, nursing, or a full four-year degree as a non-science major. It is recommended that the student who elects this course will have successfully completed Algebra 2, or its equivalent, with a minimum grade of “C.” Successful completion of this course does not qualify the student for advanced physics coursework.

Related courses:

After completing Academic Physics, graduating seniors will be prepared to take a college level physics course.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Academic Physics, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Conceptual Physics, 12^th edition; Hewitt; Pearson; 2015,  ISBN 9780133498493

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: Vernier Science Probes, Motion Carts (bluetooth connection), Google Sheets (spreadsheets), Force Sensors, Motion Probes. 

PhET - simulations (web based)

Other Resources: Photographs and animations, standard physics lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Accelerated Physics, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Units: One Dimensional Motion and Graphing, Vectors and Two-dimensional Motion, Forces, Energy, Linear Momentum, Circular Motion, Gravitational Forces, Electrostatics, Electric Fields and Forces, Electric Potential Energy and Potential Difference, Circuits, Magnetism, Electromagnetic Induction, and Waves
• 3.5 Technology & Engineering: Incorporated into above units throughout the year

Course Description:

The major goal of this course is to prepare the student for college physics. To elect this course, students should have successfully completed Accelerated Algebra 2. Topics include mechanics, optics, electricity, magnetism, light, and wave motion. Class time is generally devoted to lecture, problem solving, and laboratory exercises. Reading of the textbook, problem solving, and laboratory data interpretation are assigned as out-of-class activities. 

Related courses:

After successful completion of Accelerated Physics, students will be prepared to continue their studies in physics by registering for AP Physics C Mechanics during their senior year.  This course will explore college level, calculus-based topics in mechanics.    

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Physics, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Holt Physics, Holt, Rinehart & Winston, 1999, ISBN 0-03-050597-6

Teachers are provided a Teacher’s Edition or accompanying instructor resources through a companion website.

Technology: PhET

Vernier probes, motion probes, motion carts with force sensor, wheel motion sensor, accelerometer, ring launcher

Other Resources:

Photographs and animations, standard physics lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Honors Physics, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Units:  One Dimensional Motion and Graphing, Vectors and Two-Dimensional Motion, Forces, Energy, Linear Momentum, Circular Motion, Gravitational Forces, Electrostatics, Electric Fields and Forces, Electric Potential Energy and Potential Difference, Circuits, Magnetism, Electromagnetic Induction, and Waves.
• 3.5 Technology & Engineering: Incorporated into above units throughout the year

 Course Description:

This course is intended to provide fundamental physics concepts for students interested in physical sciences, engineering, and teaching of science, medicine, or research. The topics covered include mechanics, optics, electricity, magnetism, light, and wave motion. Students should have successfully completed Honors Algebra 2 and Honors Geometry and should currently be enrolled in Honors Analysis, as there is emphasis on the quantitative analysis of physical phenomena.

Related courses:

The Honors Physics Course is a prerequisite for AP Physics C Mechanics and Electricity & Magnetism.  This is a recommended path for any student interested in pursuing a career in engineering. Honors Physics will also serve as a valuable tool if interested in the Honors STEM Research Course. 

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Honors Physics, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Physics, 6^th Edition, Wilson/Buffa/Lou; Prentice Hall; 2007, ISBN 0-13-196068-7

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: PhET

Vernier probes, motion probes, motion carts with force sensor, wheel motion sensor, accelerometer, ring launcher, Physics Simulators on either the ChromeBook, iPad, or phone. 

Other Resources:

Photographs and animations, standard physics lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Environmental Science & Virtual Environmental Science, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Ecosystems, Biodiversity & Human Impact
• 3.3 Earth & Space: Units: Energy, Water, Climate Change
• 3.4 Environmental Literacy & Sustainability: Units: Pollution, Consumerism, Food & Agriculture, Policies & Agencies, Ecosystems, Biodiversity & Human Impact, Energy, Water and Climate Change
• 3.5 Technology & Engineering: Incorporated into above units throughout the year     

Course Description:

Environmental science is an activity-based course designed to help students understand the interactions between living things and the impact humans have on the environment. The course will also make the students aware of environmental problems on both local and global levels. The activities will include conventional and outdoor laboratory exercises and projects. Several activities will be performed outdoors on the school grounds. The course will incorporate various scientific disciplines along with environmental history, science systems, biodiversity, biogeography, ecology, population dynamics, use of resources, types of pollution and the disposal of waste along with sustainable alternatives. Since Environmental Science is an integrated science, students must have satisfactorily completed a biology course with a C or better. Students are more successful in this course if they are simultaneously enrolled in a chemistry course. Students will be evaluated in the following areas: summative assessments, lab work, lab behavior, written lab reports, and projects. Students must be able to work independently and be able to work well with others to be successful in the class.

Related courses: Virtual Environmental Science is designed to give students flexibility in their schedule to take elective science courses, and it parallels the curriculum of Academic Environmental Science.

Academic Environmental Science LRC parallels the curriculum of Academic Environmental Science while differentiating instruction according to goals of Individual Education Plans.  

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Environmental Science, Virtual Environmental Science and LRC, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections, (ie: Case Studies).
• Inquiry based activities to guide students through interdisciplinary concepts and apply higher level thinking skills.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, whole group discussions, written responses, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, student prepared presentations, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 minutes daily.

Resources:

Text Resources: Environmental Science: Environmental Science; Holt Reinhart & Winston; 2006 , ISBN 0-03-039073-7

Technology: Simulations and activities such as Quizlet, Edpuzzle, Nearpod, Gizmo,  PhET, Actively Learn

Other Resources: Photographs and animations, standard science lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash. Students will utilize outdoor space when available.

Course: Advanced Placement Environmental Science, grades 11-12

Standards: This course is aligned to all standards within College Board Course & Exam Description for AP Environmental Science 

Units: The Living World - Ecosystems; The Living World - Biodiversity; Populations; Earth Systems and Resources; Land and Water Use; Energy Resources and Consumption; Atmospheric Pollution; Aquatic and Terrestrial Pollution; Global Change

Course Description:

The Advanced Placement Environmental Science course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, and to evaluate the relative risks associated with these problems. Students should have successfully completed Accelerated Chemistry, Accelerated Biology and Accelerated Algebra I with at least a B. Students are encouraged to take the Advanced Placement examination in May. Summer assignments are required.

Related courses: This course will help students be successful in Honors Experimental STEM Research & Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the College Board Big Ideas and Enduring Understandings as outlined in the Course and Exam Description for AP Environmental Science for grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Free response questions.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Environmental Science for AP; Friedland, Friedland/Relyea; 2019, ISBN 9781319113292 

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology:

• AP Classroom
• PhET simulations

Other Resources:

Photographs and animations, standard biology, and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash. Students will utilize outdoor space when available.

Course: Accelerated Behavioral Science, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Units: The Basics of Behavior, Neuroscience (the Brain & Behavior), The Effects of Drugs on Behavior, Learning, Memory & Thought, The Effects of Stress on Behavior (optional), The Behavioral Effects of the Golden Ratio in the Animal Kingdom, Kinesthetics & Proxemics, Sensation & Perception, Behavioral Analysis                               
• 3.5 Technology & Engineering Standards: Unit: How Scientists Do Research

Course Description:

This is a laboratory course dealing with the study of human and animal behavior. Its focus is to acquaint the student with the concepts and methods of laboratory science as they apply to psychology. The topics covered are animal behavior, sensory processes, human behavior, and the human nervous system. This course is concerned with the study of perception, sensation, learning, memory, problem solving and physiological aspects of the nervous system. The anatomy and function of the nervous system will be covered in detail, and sensitive topics relating to reproductive behavior will be explored. Dissection of the eye and brain of a sheep is included, as well as several research assignments. Students enrolled in Behavioral Science must have successfully completed a biology course. Students should also have a basic understanding of chemistry. Because of the use of living materials, students should be mature and be able to work effectively in a group or independently.

Related courses: Students interested in the dissection parts of this course and the units in neuroscience, might consider taking Honors Anatomy & Physiology. Students interested in the process of scientific inquiry, may choose to take Accelerated STEM Concepts in Biotechnology.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Behavioral Science, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Introduction to Animal Behavior, Brooks/Cole Publishing Co, 1999, ISBN 0-534-34405-4

Technology:  Dissection simulations and Chromebook activities

Other Resources:  Dissections, simulations, photographs, animations, video, and standard biology and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash. 

Course: Accelerated STEM Concepts in Biotechnology, grades 10-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Structure and Function in the Organization of Life; Diversity in Life; Inheritance of traits;
•      Biotechnology        
• 3.3 Earth Science: Unit: Structure and Function in the Organization of Life
• 3.4 Environmental Literacy and Sustainability: Unit: Structure and Function in the Organization of Life
• 3.5 Technology & Engineering: Biotechnology and incorporated into above units throughout the year 

Course Description:

Accelerated STEM Concepts in Biotechnology is designed as a course for students interested in health, medicine, and biotechnology careers. The course focuses on STEM-based lab work, projects, and skills. The content of the course centers on the culturing and observing of microscopic organisms such as bacteria, protozoans, fungi, and viruses and how they impact the world. DNA analysis, gene manipulation, and gene transfer will also be part of the laboratory work. Students will study aspects of molecular genetics, cancer, public health, bioengineering, environmental issues, and food production and safety. Career paths for biotechnology will be explored, such as: immunology, virology, food science, and engineering practices. Prospective students should already have successfully completed Accelerated or Honors Biology, plus have successfully completed, or be presently enrolled in either Accelerated or Honors Chemistry.

Related courses:

Students interested in the process of scientific inquiry, may want to take Honors Experimental Research in STEM.

Measurable objectives to be attained by students: Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated STEM Concepts in Biotechnology, grades 10-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, project-based district assessments, and a district final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Microbiology: Foundations in Microbiology – 7^th Edition; Kathleen Park Talaro; McGraw Hill Higher Education; 2009

ISBN 978-0-07-337522-9

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology:

Simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET, OpenSciEd, and Concord Consortium, Actively Learn

Other Resources:

Photographs and animations, standard biology, and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Honors Anatomy & Physiology, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

3.1 Life Science: Units: Body Organization & Homeostasis, Cytology, Histology and, Body Systems

3.5 Technology & Engineering: Incorporated into above units throughout the year     

Course Description:

This course is designed to provide students with an in-depth background in human anatomy (structure) and physiology (function). It is strongly recommended for students who have an interest in medicine, nursing, or other health careers. Emphasis is placed on skeletal, muscular, nervous, endocrine, digestive, respiratory, reproductive, cardiovascular, urinary, and immune systems. Laboratory work includes studies of tissue, blood, and urine. Dissections, which are a critical aspect of the course, include sheep organs (brain, eye, heart); and a rat and a cat for comparative anatomy studies. Reports, model building, and speakers are also included. The course requires outside reading that necessitates the student’s ability to comprehend a high-level informational text. Students must be able to work well in a supervised lab. To elect this course, students must have completed Accelerated Biology or Honors Biology, and should have completed Accelerated Chemistry or Honors Chemistry.

Related courses:

If a student enjoyed the dissections and wants to further see how different structures affect behavior, a student may wish to take Accelerated Behavioral Science. Students looking for a broader view of biology after this course may wish to elect Advanced Placement Biology.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Honors Anatomy and Physiology grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

• Fundamentals of Human Anatomy & Physiology: Martini 11^th edition: Pearson; 2019, ISBN 9780134576008
• Lab Manual: Essentials of Human Anatomy & Physiology 7^th edition: Pearson; 2018

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology:

MyLab & Mastering

Other Resources:  Models of structures including, but not limited to: skeletal system, cardiovascular system, and nervous system. Dissection materials and preserved specimens including, but not limited to, cats, sheep eyes, brains, and/or hearts are also used. Microscopes and preserved slides including, but not limited to cells, tissues, and organs.

Course: Astronomy, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.2 Physical Science Standards: Units: Chemistry Concepts, Rocketry, Heat Shields      
• 3.3 Earth & Space Standards: Units: Composition of the Atmosphere, Introduction to Astronomy (Stars & Galaxies), Satellites                     
• 3.4 Environmental Literacy & Sustainability Standards: Incorporated into above units throughout the year          
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year

Course Description:

This course uses NASA resources to explore the history of worldwide space programs, the International Space Station, and efforts for a mission to Mars. Topics will also include information you need to identify obvious stars and constellations. Students will learn how stars “live and die,” unusual astronomical events (variable stars, quasars, black holes, etc.), formation of stars, the solar system and galaxies, movements of and distances to stars and galaxies, and some of the tools and techniques astronomers use to learn about the universe. There will be a variety of computer and project-based exercises. To select this course the student should have some knowledge of chemistry and good presentation skills. 

 Related courses:

Students who are interested in the field of Astronomy, which is a multidisciplinary science, might like to take Meteorology, Environmental Science or Virtual Environmental Science. 

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Astronomy, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Astronomy, Journey to the Cosmic Frontier, 4^th Edition; McGraw Hill; 2006, ISBN 0-07-3040789

Technology:

• PhET
• Actively Learn

Other Resources:

Photographs and animations, standard physics, and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Meteorology, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Unit: Weather Predictions its Effect on Society, Sustainability, Human Impact          
• 3.2 Physical Science Standards: Units: Cause & Effect of Systems
• 3.3 Earth & Space Standards: Units: Layers of the Atmosphere, Weather, Climate Change                   
• 3.4 Environmental Literacy & Sustainability Standards: Incorporated into above units throughout the year   
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year

Course Description:

This course introduces the basic concepts of meteorology in a hands-on, interactive format. The nature of the physical processes responsible for changes in daily weather will be discussed. Computer based and project-based exercises during classes will use current and recent weather data to investigate phenomena. Students will be provided with a first look at various aspects of meteorology, including solar radiation, global circulation, winds, stability, precipitation processes, weather systems, and severe weather. Basic physical principles behind the weather, terminology and weather analysis and prediction will be explored. To select this course the student should have some knowledge of chemistry and good presentation skills. 

Related courses:

Students who are interested in the field of Meteorology, which is a multidisciplinary science, might like to take Astronomy, Environmental Science or Virtual Environmental Science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Meteorology grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

The Atmosphere: An Introduction to Meteorology – 10^th Edition; Prentice Hall; 2007, ISBN 0-13-187462-4

Teachers are provided a teacher’s edition and/or accompanying instructor resources through a companion website.

Technology:

• PhET
• Actively Learn

Other Resources: Photographs and animations, standard biology and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.

Course: Animal Science, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Introduction to Lab Animals, Anatomy & Physiology, Nutrition & Feeding, Data     Collection, Housing & Caging, Animal Diseases, Reproduction, Non-mammalian Animals & Mammals         
• 3.4 Environmental Literacy & Sustainability: Units: Nutrition and Feeding, Biodiversity & Human Impact, Climate Change, Animal Disease, Policies & Agencies
• 3.5 Technology & Engineering: Units: Incorporated into above units throughout the year   

Course Description:

Animal Science is a semester course which focuses on animal studies. Students must have successfully completed one year of Biology. Independent study, projects, and small group activity are essential parts of the course. Therefore, students are expected to exercise a sense of responsibility and self-discipline. All students must be willing to raise and care for the animals that are part of the course. Animal Science will cover care, management, breeding, behavior, disease, reproduction, and daily data collection of common household pets/laboratory animals. The course will cover the purpose of laboratory animals and how they relate to the benefit of humans. Students will learn about the indigenous animals (fish, amphibians, reptiles, birds, and mammals) in Pennsylvania which include identification, characteristics, adaptations and life cycles.

Related courses:

Students interested in Earth Science may choose to take Astronomy and Meteorology. Students interested in other areas of Life Science, could consider Plant Science and/or Environmental Science or Virtual Environmental Science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Animal Science for grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, written papers, and a culminating project.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Introductory Laboratory Animal Science Classroom reference- The Breeding, Care and Management of Experimental Animals 

Technology:

Simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET, OpenScience Ed, Actively Learn

Other Resources:

Photographs and animations, standard Animal lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc. In the laboratory, animal housing and caging equipment is utilized for the safety of the animals.  The laboratory equipment includes but is not limited to small laboratory mammals and or rodents, shoebox cages, and specially formulated lab feed.

Course: Plant Science, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science: Units: Chemistry, Seed Germination, Plant Anatomy, Houseplants, Light, Propagation, Soil, Hydroponics, Plant Disease, Greenhouse Functionality, Gardening Techniques
• 3.3 Earth & Space: Units: Soil
• 3.4 Environmental Literacy & Sustainability: Units: Biodiversity & Human Impact, Water, Food & Agriculture, Hydroponics
• 3.5 Technology & Engineering: Unit: Incorporated into above units throughout the year        

Course Description:

 Plant Science is a semester course which focuses on the methods of greenhouse gardening. Students must have successfully completed one year of Biology. Independent study and small group activity are essential parts of this course. Therefore, students are expected to exercise a sense of responsibility and self-discipline. All students must be willing to maintain and care for the plants in the greenhouse. Greenhouse gardening will cover growing plants from seed, propagation of plants, watering, fertilizing, potting, pruning, lighting, soil mixtures, plant pests and diseases. Laboratory work involved with the topics mentioned is also part of this course.

Related courses:

After completing the Plant Science course, students interested in Earth Science may choose to take Astronomy and Meteorology. If a student has interest in other areas of Life Science, they should consider Animal Science and/or Environmental Science.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Plant Science for grades 11-12.

 Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

Using phenomena to teach a standard within a lesson, chapter, or unit.

Physical modeling of concepts and processes.

Use of graphic organizers to show relationships.

Reinforcement of concepts presented.

Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.

Emphasizing patterns and relationships.

Claim, evidence, and reasoning skills

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Complete Guide to Houseplants by Meredith Books (Ortho Books)

Technology:

Chromebook simulations and activities such as Edpuzzle, Nearpod, Gizmos, PhET simulations and OpenScience Ed, Actively Learn

Other Resources:

Photographs and animations, standard biology and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash.  The equipment utilized in this class includes, but is not limited to, a grow cart with full spectrum fluorescent lights for plant germination, germination soil for flowers and vegetables, Burpee seeds and plants, various fertilizers and other nutrients to support plant growth.

Course: Accelerated Forensics I & Accelerated Forensics II, grades 11-12

Standards: This course is aligned to standards within the follow Department of Education PA STEELS Standards

• 3.1 Life Science Standards: Forensics I- Units: Trace Evidence, Anthropology, Entomology, DNA
• 3.1 Life Science Standards: Forensics II- Units: Pathology, Toxicology, Dactyloscopy, Serology
• 3.2 Physical Science: Forensics I- Units: Agencies and Procedures, Crime Scene Investigation
• 3.2 Physical Science: Forensics II- Units: Toxicology
• 3.5 Technology & Engineering Standards: Incorporated into above units throughout the year  

 Course Description:

This is an interdisciplinary class involving biology, anatomy, chemistry, physics, and earth science, with an emphasis in complex reasoning and critical thinking. In addition, students must incorporate use of technology, communication skills, language arts, art, mathematics, and social studies. A large percentage of class time is spent in the lab. Students will be expected to spend a considerable amount of time on reading and writing assignments outside of class. Each semester is independent. Students have the option of taking one or both semesters.

Forensic Science I topics include introduction to forensics (observations, forensic history, careers, crime scene investigations), physical evidence (glass, sand, soil), DNA, documentation (handwriting, paper and ink analysis, fraud), and biology (osteology, odontology, archeology, botany, and entomology). Students must have satisfactorily completed Accelerated Biology and Accelerated Chemistry with a grade of C or higher in both classes, or Biology and Chemistry with a grade of A in both classes.

Forensic Science II topics include introduction to forensics, prints, toxicology (drugs, alcohol), trace evidence (hair, fiber), and serology (blood typing, genetics, characteristics and differentiations, spatter patterns). Students must have satisfactorily completed Accelerated Biology and Accelerated Chemistry with a grade of C or higher in both classes, or Biology and Chemistry with a grade of A in both classes.

Related courses:

Students who are interested in the field of Forensics, which is a multidisciplinary science, might like to take Accelerated Behavioral Science or Accelerated STEM Concepts in Biotechnology.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Accelerated Forensic Science 1 and II, grades 10-11.

 Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.
• Using class discussion sessions to explore and explain the rule of law.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the midterm and final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Forensic Science for High School, 3^rd Edition, Barbara Ball; Kendall Hunt; 2016, ISBN 978-1-4652-7076-4

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology: Murder at Old Fields crime scene simulation, dissection simulation (Autopsy), and Chromebook activities.

Other Resources:

Photographs and animations, standard biology, and chemistry lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including but not limited to: fire extinguisher, safety goggles, fire blanket, eyewash. Standard Forensics equipment including but not limited to: fingerprint powder, fingerprint brushes, chromatography paper, UV lights.

Course: Honors Experimental Research in STEM & Honors Study of Experimental Design STEM, grades 11-12

Standards: This course is aligned to all standards within the follow Department of Education PA STEELS Standards

3.5 Technology & Engineering: Units: Library Research Tools, Project Development, Writing a Research plan, SMART Goals and Goal setting, Laboratory Skills and Techniques, Experimental Investigation, Data analysis and Visualization, Scientific Communication

Course Description:

Honors Experimental Research in STEM: The goal of this course is to provide students an opportunity to develop 21st Century Skills in STEM (Science, Technology, Engineering and Math) through the investigation of a student-selected scientific topic. This will be an intensive scientific research project designed and implemented by the student. This course covers topics such as how to formulate a problem for scientific research, lab safety, laboratory techniques, experimental design/planning, statistical analysis, technical reading and writing along with scientific communication. Students may choose a research topic in areas such as: Biochemistry, Physics, Behavioral Science or Earth and Space Science. Efforts will be made to partner with a mentor from the scientific community. Students will be required to communicate the results of their research, whether an in-class presentation, a research paper, a journal article or participation in a science fair. Due to the individual nature of this course, students must be able to work independently and be highly motivated. It is required that students have successfully completed Honors Biology and Honors Chemistry, with a B or better, or Accelerated Biology and Accelerated Chemistry with at least an A. Students must have completed or be concurrently enrolled in Honors Physics. Students must concurrently be enrolled in another Honors or AP science course, as well as be enrolled in an AP math course.

Honors Study of Experimental Design in STEM: The goal of this course is to provide students an opportunity to develop 21st Century Skills in STEM (Science, Technology, Engineering and Math) through multiple investigations of topics in STEM. This course covers topics such as how to formulate a problem for scientific research, lab safety, laboratory techniques, experimental design/planning, statistical analysis, technical reading and writing along with scientific communication. Investigations will be selected from areas such as: Biochemistry, Physics, Behavioral Science or Earth and Space Science. Efforts will be made to partner with mentors from the scientific community. Students will choose a mini research project and show their understanding through a choice of options such as an in-class presentation or multimedia presentation, writing, a journal article or participation in a science fair. It is required that students identified as gifted with a GIEP have had successful completion in Biology and Chemistry. Students must have completed or be concurrently enrolled in Physics.

Related courses:

Honors Study of Experimental Design in STEM is designed for students identified as gifted and will develop GIEP goals throughout the course.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania STEELS Standards for Science as outlined in the Scope and Sequence for Honors Experimental Research in STEM & Honors Study of Experimental Design STEM, grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in science:

• Using exemplars of previous student work to demonstrate expectations.
• Pairing students with teachers or other mentors to serve as subject matter experts.
• Explaining the purpose of SMART goal setting and establishing timelines.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, project development forms, laboratory activities, and lab notebook documentation.

Summative assessments include, but are not limited to: lab notebook documentation, a research plan, AV presentations, and research papers.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

STEM: Student Research Handbook, Darci J. Harland, National Science Teacher Association Press, 2011 ISBN 978-1-936137-24-4

Technology:

• phET simulations, databases of large data sets,
• PubMed
• Gale Science in Context
• Google Scholar to find articles

Other Resources:

Standard lab equipment that may be used by students during the course of their independent research projects includes, but is not limited to, an autoclave, centrifuge, incubator spectrophotometer, gas chromatograph and laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.  It is also possible, depending on the nature of the research project, for live specimens to be used. For students working with life or physical science projects, Vernier probes may be used. For students working with engineering projects, a 3D printer, arduino, raspberry pi, motors, and various sensors, may be used. 

Course: Advanced Placement Chemistry, grades 11-12

Standards: This course is aligned to the standards within the College Board Course & Exam Description for AP Chemistry

Units: Atomic Structure and Properties; Molecular and Ionic Structure and Properties; Intermolecular Forces and Properties; Chemical Reactions; Kinetics; Thermodynamics; Equilibrium; Acids and Bases; Applications of Thermodynamics

Course Description:

In this course the topics covered in Honors Chemistry are reviewed and expanded upon, particularly in the areas of equilibrium, thermodynamics, and kinetics. Major emphasis is placed on more complex problem solving, critical thinking, and development of laboratory skills. This course is a college-level chemistry course for students who plan to take the Advanced Placement examination in May. To elect this course, a student should have completed Honors Chemistry with a minimum final grade of “B” or Accelerated Chemistry with a minimum final grade of “A”. Students should have successfully completed Honors Geometry and should currently be enrolled in or have successfully completed Honors Analysis. Students are encouraged to take the Advanced Placement examination in May. Summer assignments are required.

Related courses: This course will help students be successful in Honors Experimental STEM Research & Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the College Board Big Ideas and Enduring Understandings as outlined in the Course and Exam Description for AP Chemistry for grades 11-12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Free response questions.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Textbook Resources:

• Chemistry AP Edition, 10^th edition; Zumdahl, Zumdahl, DeCoste: Cengage Learning, 2023, ISBN 13-978-0-357-87268-0
• Lab Manual Resource: Lab Manual for Zumdahl/Zumdahl's General Chemistry: Cengage Learning, 2023 ISBN 1305957458

Teachers are provided a teacher’s edition or accompanying instructor resources through a companion website.

Technology:

• AP Classroom
• OWL v2 ,
• PhET simulations

Other Resources: POGIL - Activities for AP Chemistry; Flinn Scientific

Course: AP Physics C: Mechanics and Electricity & Magnetism, grades 11-12

Standards: This course is aligned to all standards within the College Board Course & Exam Description for AP Physics C:  Electricity And Magnetism  and College Board Course & Exam Description for AP Physics C: Mechanics

Units: Kinematics; Newton’s Laws of Motion; Work, Energy, and Power; Systems of Particles and Linear Momentum; Rotations; Oscillations; Gravitation; Electrostatics; Conductors, Capacitors, and Dielectrics; Electric Circuits; Magnetic Fields; Electromagnetism

Course Description:

AP Physics C: Mechanics and Electricity & Magnetism is a course intended to provide fundamental physics concepts for students interested in physical sciences, engineering, and teaching of science, medicine, or research. The topics covered include mechanics, optics, electricity, magnetism, light, and wave motion. Students should have successfully completed Honors Algebra 2 and Honors Geometry and should currently be enrolled in Honors Analysis, as there is emphasis on the quantitative analysis of physical phenomena.

Related courses: This course will help students be successful in Honors Experimental STEM Research & Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the College Board Big Ideas and Enduring Understandings as outlined in the Course and Exam Description for AP Physics Electricity and Magnetism for grades 11-12.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Science:

• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Physics for Scientists and Engineers, 7^th Edition; Serway, Thomson Learning; 2008, ISBN 0-495-01312-9

Technology:

AP Classroom

PhET simulations

Other Resources:

Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc.

Course: AP Physics C: Mechanics, grades 11-12

Standards: This course is aligned to all standards within the College Board Course & Exam Description for AP Physics C: Mechanics

Units: Kinematics; Newton’s Laws of Motion; Work, Energy, and Power; Systems of Particles and Linear Momentum; Rotations; Oscillations; and Gravitation

Course Description:

AP Physics C: Mechanics is a course intended to provide fundamental physics concepts for students interested in physical sciences, engineering, and teaching of science, medicine, or research. The topics covered include mechanics, optics, electricity, magnetism, light, and wave motion. Students should have successfully completed Honors Algebra II and Honors Geometry and should currently be enrolled in Honors Analysis, as there is emphasis on the quantitative analysis of physical phenomena.

Related courses: This course will help students be successful in Honors Experimental STEM Research & Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the College Board Big Ideas and Enduring Understandings as outlined in the Course and Exam Description for AP Physics Electricity and Magnetism for grades 11-12.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in Science:

• Using phenomena to teach a standard within a lesson, chapter or unit:
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Physics for Scientists and Engineers, 7^th Edition; Serway, Thomson Learning; 2008, ISBN 0-495-01312-9

Technology:

AP Classroom

PhET simulations

Other Resources:

Photographs and animations, standard lab equipment for performing experiments that are both qualitative and quantitative in nature, standard laboratory safety equipment including: fire extinguisher, safety goggles, fire blanket, eyewash, etc

Course: Advanced Placement Biology, grades 11- 12

Standards: This course is aligned to all standards within the College Board Course & Exam Description for AP Biology

Units: Chemistry of Life; Cell Structure and Function; Cellular Energetics; Cell Communication and Cell Cycle; Heredity; Gene Expression and Regulation; Natural Selection; Ecology

Course Description:

The Advanced Placement Biology course includes topics regularly covered in a college biology course for science majors. Advanced Placement Biology differs significantly from the usual first high school course in biology with respect to the kind of textbook used, the range and depth of topics covered, the type of laboratory work done by the students, and the time and effort required of students. Advanced Placement Biology is structured around the four Big Ideas of: Evolution and Diversity amongst living organisms, Cellular Processes and Energy transfer; Genetics and Information Transfer and the interactions of biological systems. Student proficiency is assessed through the required laboratory work and examinations constructed according to the College Board guidelines. Honors Biology or accelerated Biology and Honors Chemistry or Accelerated chemistry are the required prerequisites. Students are encouraged to take the advanced Placement examination in May. Summer assignments are required.

Related courses: This course will help students be successful in Honors Experimental STEM Research & Study of Honors Experimental STEM Research.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the College Board Big Ideas and Enduring Understandings as outlined in the Course and Exam Description for AP Biology Science, grades 11- 12.

Instructional Strategies: Below is a list of strategies for high-quality instruction in Science.

• Using phenomena to teach a standard within a lesson, chapter, or unit.
• Physical modeling of concepts and processes.
• Use of graphic organizers to show relationships.
• Reinforcement of concepts presented.
• Applications of concepts in real-world scenarios/current scientific discoveries or with cross curricular connections.
• Emphasizing patterns and relationships.
• Free response questions.
• Claim, evidence, and reasoning skills.

Forms of Assessment to Measure Attainment of Course Objectives:

Formative Assessments can include, but are not limited to: homework, warm-ups and/or exit tickets, questioning, practice problem sets, laboratory activities, worksheets, and review activities.

Summative assessments include but are not limited to: Tests or quizzes of chapters or units, projects, laboratory activities, and district assessments such as the final exam.

Estimated Instructional Time: 55 daily minutes.

Resources:

Text Resources:

Campbell Biology In Focus 4th AP edition. L Urry, Michael Cain, P. Minorsky, K Hull, R Orr, Pearson, 2025

ISBN  978-0138255213

Teachers are provided a teacher’s edition and/or accompanying instructor resources through a companion website.

AP Classroom

Technology: PhET simulations, Laboratory probes

Other Resources: POGIL - Activities for AP Biology; Flinn Scientific