Academic Expectations and Demonstrators
High School
Goal 2: Students shall
develop their abilities to apply core concepts and principles from
mathematics, the sciences, the arts, the humanities, social studies,
practical living studies, and vocational studies to what they will
encounter throughout their lives.
2.1 - Students understand
scientific ways of thinking and working and use those methods to
solve real-life problems.
High School Demonstrators
- Design and perform an inquiry of a real-life situation that
extends knowledge from a previous experiment or investigation.
Use mathematical formulas to express relationships in new
situations.
- Manipulate variables within an experiment to determine the
effects of each on a phenomenon.
- Evaluate alternatives to the experimental method as a means of
inquiry.
- Formulate a tentative conclusion based on limited data.
Differentiate between correlation and cause-and effect
relationships.
- Evaluate a variety of quantified data to draw conclusions,
infer relationships, and predict outcomes.
Sample Teaching/Assessment Strategies
- Collaborative Process: Peer Tutoring
- Community-Based Instruction: Networking
- Continuous Progress Assessment: Observation,
Portfolio Development, Performance Events/Exhibitions
- Graphic Organizers: Mapping/Webbing, Venn
Diagram
- Problem Solving: Inquiry, Formulating Models,
Simulations
- Technology/Tools: Computers, Manipulatives
- Whole Language Approach :
- Writing Process:
2.2 - Students identify, analyze,
and use patterns such as cycles and trends to understand past and
present events and predict possible future events.
High School Demonstrators
- Predict trends or events, given sets of long-term or systemic
data, and evaluate outcomes.
- Evaluate and represent possible correlations between sets of
observed data.
- Demonstrate interrelationships among multiple cycles and one
or more rhythms.
- Represent patterns using mathematical expressions.
- Compare and contrast regular, irregular, and cyclic patterns.
Sample Teaching/Assessment Strategies
- Collaborative Process
- Community-Based Instruction: Networking, Field Studies
- Continuous Progress Assessment: Portfolio Development,
Performance Events/Exhibitions
- Problem Solving: Inquiry, Formulating Models, Research,
Interviews, Surveys, Polls
- Technology/Tools
- Whole Language Approach · Writing Process
2.3 - Students identify and analyze
systems and the ways their components work together or affect each
other.
High School Demonstrators
- Design and implement a series of systems with multiple
subsystems to achieve an outcome.
- Differentiate between cause and effect in a malfunctioning
system.
- Analyze the role of effective communication and feedback
within and among systems.
Sample Teaching/Assessment Strategies
- Community-Based Instruction: Field
Studies, Service Learning
- Continuous Progress Assessment:
Portfolio Development, Performance Events/Exhibitions
- Graphic Organizers: Heuristics, Venn
Diagrams
- Technology/Tools
- Whole Language Approach
- Writing Process
2.4 - Students use the concept of
scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other
characteristics that might be observed
High School Demonstrators
- Represent an idea, structure, or system with various types of
models (e.g., physical, conceptual, mathematical).
- Identify assumptions underlying a model and evaluate their
effects on the appropriateness of the model.
- Evaluate the appropriateness of the scale of a model and its
effects on the model's behavior.
- Use a model to analyze or predict behavior of objects,
materials, or living things.
Sample Teaching/Assessment Strategies
- Collaborative Process: Cooperative Learning
- Community-Based Instruction: Field Studies
- Continuous Progress Assessment: Conferencing,
Self-assessment
- Graphic Organizers: Advance Organizers, KWL
- Problem Solving: Heuristics, Case Studies,
Debate
- Technology/Tools: Distance Learning,
Telecommunications
- Whole Language Approach
- Writing Process
2.5 - Students understand that
under certain conditions nature tends to remain the same or move
toward a balance
High School Demonstrators
- Analyze the processes which return a system to equilibrium
following a disruptive occurrence.
- Analyze the relationships between cyclic subsystems and
negative feedback as they contribute to the maintenance of
equilibrium.
- Predict outcomes of a real-world situation, using universal
laws.
- Analyze the concept of conservation in the universe.
- Evaluate systems to determine if they are steady state.
Sample Teaching/Assessment Strategies
- Collaborative Process
- Community-Based Instruction: Service
Learning, Networking, Mentoring
- Continuous Progress Assessment: Anecdotal
Records
- Problem Solving: Investigation, Simulation,
Formulating Models
- Technology/Tools
- Whole Language Approach
- Writing Process
2.6 - Students understand how
living and nonliving things change over time and the factors that
influence the changes.
High School Demonstrators
- Propose and defend a change that redirects evolution.
- Evaluate how change in one system influences change (e.g.,
small and large scale) in another.
- Analyze factors that influence the evolution of a system.
- Demonstrate how sequence and rate affect change in a system.
Sample Teaching/Assessment Strategies
- Collaborative Process: Reciprocal
Teaching
- Community-Based Instruction: Service Learning
- Continuous Progress Assessment:
Portfolio Development, Anecdotal Records, Self-assessment
- Graphic Organizers: Flowchart, Storyboard
- Problem Solving: Brainstorming, Future
Problem Solving
- Whole Language Approach
- Writing Process
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