|Honors Diploma||General Diploma|
Speech (embedded in English)
|Total credits required:||28.00**||26.00|
**Must include history and American government and economic systems and institutions.
* Classes must be taken from a list of approved classes indicated in the Course Handbook.
1. All students must carry at least seven classes per semester and be in attendance eight semesters.
2. Transfer students must have completed all the requirements above and must have been in attendance at Guernsey-Sunrise High School for a least one full semester prior to graduation.
3. Students who do not meet the district’s requirements for graduation due to a program modification outlined in a resource program IEP will receive the Platte County School District #2 diploma which stipulates that they have completed an alternate course of study, provided all the requirements of the modified program have been met.
4. The High School Principal shall present a complete list of students who have or will meet graduation requirements for Board consideration and action at a regular or a special board meeting in April or May annually.
5. Exceptions to the above requirements may be made by the Board of Trustees upon recommendation of the Superintendent of Schools.
6. Class Standing: Freshman 0-3.5 credits, Sophomore 3.75-10.75 credits, Junior 11 to 18.25 credits, Senior 18.5 credits or above.
Guernsey-Sunrise High School: Graduation Standards With Benchmarks (8/12)
Applied Technologies Problem Solving, Critical And Creative Thinking
AP 11.1 Students will use appropriate technologies and equipment as they attain proficiency in other standards. Measured in following benchmarks: CV 11.5.1, CV 11.5.3, CV 11.3.4, CV 11.5.2, LA 11.3.7
HU 11.1. Students will develop a cultural understanding of man including literature, fine arts , social sciences and philosophy. Measured in following benchmarks: SS 11.1.2, SS 11.4.1, LA 11.1.2, FL 11.2.1, FA 11.1.3, FA 11.3.1
KB 11.1 Students will develop keyboarding skills necessary for success in the 21st century.
KB 11.1.1 Students will type at least 20 words per minute on a timed test with 4 or less errors.
Problem Solving, Critical and Creative Thinking
PCT 11.1 Students will develop their problem solving and thinking skills as they attain proficiency in other standards. Measured in following benchmarks: MA 11.3.1, MA 11.1.4, MA 11.4.1, CV 11.5.3
CV 11.1 RESOURCES Students effectively manage time, money, materials, work space, and human resources.
CV 11.1.1 Students prepare and analyze personal or business financial information.
CV 11.1.2 Students assess individual skills, evaluate and adjust their performance accordingly .
CV 11.1.3 Students prioritize and manage time, materials, work space, and resources to set and achieve goals.
CV 11.2 INTERPERSONAL SKILLS Students acquire and demonstrate interpersonal skills necessary to be successful in the workplace.
CV 11.2.1 Students work with individuals/groups of diverse abilities and backgrounds in a workplace setting.
CV 11.2.2 Students communicate using a variety of methods in a workplace setting.
CV 11.2.3 Students assume a leadership role in a group setting to accomplish group goals.
CV 11.2.4 Students demonstrate and/or teach a learned skill.
CV 11.3 INFORMATION Students acquire and use workplace information.
CV 11.3.1 Students acquire and evaluate workplace information.
CV 11.3.2 Students organize and update workplace information.
CV 11.3.3 Students interpret and communicate workplace information.
CV 11.3.4 Students use technology to process workplace information.
CV 11.4 SYSTEMS Students demonstrate an understanding of how social, organizational and technological systems work.
CV 11.4.1 Students evaluate the quality and performance of a variety of systems.
CV 11.4.2 Students suggest modifications to existing systems and develop new or alternative ideas for systems to improve performance.
CV 11.5 TECHNOLOGY Students demonstrate the ability to use a variety of workplace technologies.
CV 11.5.1 Students choose and utilize procedures, tools or equipment, including computers and related technologies.
CV 11.5.2 Students demonstrate proper procedure for set-up, operation, and routine maintenance of workplace equipment.
CV 11.5.3 Students use workplace equipment to solve problems.
CV 11.5.4 Students apply safe and ethical practices when using workplace technologies.
CV 11.6 CAREERS Students develop skills in career planning and workplace readiness.
CV 11.6.1 Students interpret information from a variety of self-assessments to identify career interests, abilities, personal traits, and work values.
CV 11.6.2 Students locate and interpret career information and labor market trends from a variety of sources.
CV 11.6.3 Students create, evaluate, and revise career plans.
CV 11.6.4 Students demonstrate skills to seek, obtain, maintain and change jobs.
Fine & Performing Arts
FA 11.1 Creative expression through production students create, perform, exhibit, or participate in the arts.
FA 11.1.1 Students select, use, and combine artistic elements, principles, technical skills, and materials to produce artistic works and achieve desired goals.
FA 11.1.2 Students refine artistic skills and develop self-discipline through rehearsal (theatre, music, and dance), practice, and revision.
FA 11.1.3 Students collaborate with others in the creative artistic process.
FA 11.2. AESTHETIC PERCEPTIONVALUING Students process, analyze, respond to, and make informed judgments about the Arts.
FA 11.2.1 Students recognize, describe, and analyze how technical, organizational and artistic elements and principals contribute to the ideas, quality, and effectiveness communicated by the art form.
FA 11.2.2 Students state preferences for individual artistic works and provide rationale for those preferences based on an analysis of artistic elements, principles, and personal experiences.
FA 11.2.3 Students use new and traditional materials, tools, techniques, and technologies to investigate and evaluate artistic works.
FA 11.2.4 Students analyze and communicate how aesthetic, organizational, and technical elements contribute to the ideas, emotions, and overall impact of artistic works.
FA 11.3 HISTORICAL AND CULTURAL CONTEXT Students demonstrate an understanding of the Arts in relation to history, cultures, and contemporary society.
FA 11.3.1 Students describe and explain distinguishing features of an art form in the context of its history and culture.
FA ll.3.2 Students explain the relationships between the Arts and historical, cultural and contemporary concepts or events. Students then analyze the impact of these relationships.
FA 11.4 APPLICATIONS TO LIFE Students connect and relate the Arts to other disciplines and to society.
FA 11.4.1 Students demonstrate appropriate behavior for the context and style of art presented.
FA ll.4.2 Students identify and explain interrelated concepts among the Arts, other disciplines, and society.
FA ll.4.3 Students identify skills used in vocational, cultural, and recreational opportunities in the Arts.
FL 11.1 COMMUNICATION Students communicate in a language other than English.
FL 11.1.1 Students engage in an exchange to: Perform basic tasks. Provide and obtain information for personal use. Acquire goods and services. Express opinions. Express needs.
FL 11.2 CULTURE Students develop cultural understanding and demonstrate practices appropriate to the culture(s) in which the language is used.
FL 11.2.1 Students analyze similarities and differences among the products, practices, and perspectives of the cultures of the first and second languages.
HE 11.1 HEALTH PROMOTION AND DISEASE PREVENTION Students will comprehend concepts related to health promotion and disease prevention.
HE 11 1.1 Students demonstrate an understanding of developmentally appropriate relationships between alcohol and other drug use, misuse, abuse, and addiction and healthy lifestyles, health behaviors, and health risks.
HE 111.2 Students demonstrate an understanding of developmentally appropriate relationships between family life and sexuality and healthy lifestyles, health behaviors, and health risks.
HE 11 1.3 Students demonstrate an understanding of developmentally appropriate relationships between injury prevention and safety and healthy lifestyles, health behaviors, and health risks.
HE 11 1.4 Students demonstrate an understanding of developmentally appropriate relationships between tobacco use and addiction and healthy lifestyles, health behaviors, and health risks.
HE 11 1.5 Students demonstrate an understanding of developmentally appropriate relationships between nutrition and healthy lifestyles, health behaviors, and health risks.
HE 11 1.6 Students demonstrate an understanding of developmentally appropriate relationships between prevention and control of disease and healthy lifestyles, health behaviors, and health risks.
HE 11 1.7 Students demonstrate an understanding of developmentally appropriate relationships between mental and emotional health and healthy lifestyles, health behaviors, and health risks.
HE 11 1.8 Students demonstrate an understanding of developmentally appropriate relationships between community health and environmental health and healthy lifestyles, health behaviors, and health risks.
HE 11 1.9 Students demonstrate an understanding of developmentally appropriate relationships between personal health and consumer health and healthy lifestyles, health behaviors, and health risks.
HE 11.2. ACCESSING HEALTH INFORMATION, PRODUCTS, AND SERVICES
Students demonstrate the health skill of accessing valid health information and health-promoting products and services.
HE 11.2.1 Students demonstrate the ability to locate and utilize various sources of health information, products and services.
HE 11.3 SELF MANAGEMENT Students demonstrate the health skill of practicing health-enhancing behaviors and reduce health risks.
HE 11.3.1 Students demonstrate an understanding of appropriate strategies for improving or maintaining personal health.
HE 11.3.2 Students analyze the short term and long term consequences of safe, risky, and harmful behaviors for adolescents and adults.
HE 11.3.3 Students analyze the importance of assuming responsibility for health behaviors.
HE 11.4 INFLUENCE OF CULTURE, MEDIA, AND TECHNOLOGY Students use the health skill of analyzing the influence of culture, media, technology, and other factors on health.
HE 11.4.1 Students analyze how internal and external influences of culture, technology, and medical advances affect health enhancing behaviors, health risks, and the selection of health products and services.
HE 11.4.2 Students evaluate how internal and external influences of messages from various forms of media affect health enhancing behaviors, health risks, and the selection of health products and services.
HE 11.4.3 Students evaluate how internal and external influences of peers, role models, family, and the community affect health enhancing behaviors, health risks, and the selection of health products and services.
HE 11.5 INTERPERSONAL COMMUNICATION Students demonstrate the health skill of using interpersonal communication skills to enhance health.
HE 11.5.1Students demonstrate an understanding of verbal and nonverbal: refusal, conflict resolution, collaboration, and negotiation strategies to enhance health and reduce health risks.
HE 11.5.2 Students demonstrate and apply an understanding of effective verbal and nonverbal communication strategies in order to respectfully express needs, wants, and feelings.
HE 11.5.3 Students analyze how interpersonal communication affects relationships.
HE 11.6 GOAL-SETTING AND DECISION-MAKING SKILLS Students demonstrate the health skill of goal setting and decision-making skills to enhance health.
HE 11.6.1 Students apply an understanding of personal goal setting strategies to enhance health.
HE 11.6.2 Students apply an understanding of decision-making strategies to enhance health.
HE 11.6.3 Students collaboratively apply goal setting or decisionÅ6•2making strategies to health issues and problems.
HE 11.7 ADVOCATING FOR HEALTH Students demonstrate the health skill of advocating for personal, family, and community health.
HE 11.7.1 Students apply and evaluate a variety of methods to advocate for personal, family and community health to various audiences.
HE 11.7.2 Students demonstrate how to influence and support others in making positive health choices.
HE 11.7.3 Students demonstrate the ability to work cooperatively when advocating for health.
HE 11.7.4 Students describe barriers to effective advocacy.
LA 11.1 READING Students use the reading process to demonstrate understanding of literary and informational texts.
LA 11.1.1 Students use the reading process to apply a variety of comprehension strategies before, during and after reading.
A. Students demonstrate understanding in their reading of grade -appropriate texts based on a variety of text features, such as evidence presented, text format, and use of language including: Literal comprehension (main idea, summarizing, paraphrasing) and Inferential comprehension (prediction, cause/effect, compare/contrast, drawing conclusions)
B. Students use a range of strategies (using word origins; understanding multiple meanings; inferring meaning from context; inferring literal, figurative, and technical meanings; understanding technical and subject-specific words; interpreting allusions, such as to mythology or American and British literary works) to develop vocabulary.
LA 11.1.2 Students demonstrate an understanding of literary texts. Students read a variety of literary genres from American literature and various world cultures and understand the defining characteristics of these literary texts and the relationship between literature and the historical period, culture, and societal context, such as the influence of literary works on political events. Students understand elements of literature including: Character development (character’s actions, beliefs, motives, reactions, and feelings) Point of view including underlying author purpose Setting including historical/cultural context Universal themes including the philosophical assumptions and underlying beliefs of author’s work; and Complex elements of plot development including time and sequence elements such as flashback and foreshadowing. Students understand the use of a range of complex literary devices/techniques to accomplish author purpose: Symbolism, Mood/tone, Allusion, Irony, Figurative language (metaphor, simile, personification), Analogy, Exaggeration, Archetypes, Symbolism. Students use the language and perspectives of literary criticism to evaluate literary works.
LA 11.1.3 Students demonstrate understanding of informational texts.
A. Students read a variety of information genres (e.g., documentaries, speeches, public documents, print news media, Internet, websites, electronic databases, microfiche, almanacs, news) and can: Explain author’s intent. Evaluate for accuracy, relevance, and bias and Make generalizations and inferences based on implicit and explicit information.
B. Students conduct research using a variety of grade- appropriate sources and can:
Synthesize relevant data through note-taking and questioning and Analyze and interpret technical data, written directions, and technical manuals
Students use a process to apply research strategies including: Developing a plan for research. Collecting information to narrow and develop a topic. Using information to support a thesis.
LA 11.2 WRITING Students use the writing process and use appropriate strategies to write a variety of expressive and expository pieces.
LA 11.2.1 Students apply writing skills to plan, draft, revise, and publish writing for intended audiences.
A. Students write a variety of level-appropriate modes/genres by: Explaining ideas in their reading. Elaborating on concepts in literature. Using others’ works as models for effective writing. Using word processing and other tools of technology to create multimedia presentation.
B. Students use strategies to generate ideas for written work including: Considering audience and purpose in planning . Developing a focus. Using vivid, specific and relevant details and concepts.
C. Students use organization skills to: Arranging paragraphs into logical progression. Including a concluding statement. Using transitions in written work.
D. Students use meaningful voice by adapting writing for different audiences and purposes: Using suitable content, vocabulary, style, structure, tone and voice. Considering background, age, knowledge of audience. Using appropriate level of formality.
E. Students use meaningful sentence construction to achieve logical sentence order and varied sentence structures (parallel, compound-complex, and analogous).
F. Students use meaningful word choice appropriate to purpose to achieve a specific tone.
G. Students use grade level-appropriate language conventions for spelling, capitalization, punctuation, grammar, and usage. Using commonly confused terms appropriately. Capitalizing names of regions. Using noun-pronoun agreements. Using ellipses and semicolons. Using conditional tenses. Using parallel structure.
H. Students use strategies to draft and revise written work such as producing multiple drafts. Students use strategies to edit and publish written work.
LA 11.2.2 Students use appropriate strategies to write a variety of expressive and expository pieces.
A. Students write and share literary analyses, using grade level-appropriate strategies: Examining literature from several critical perspectives. Analyzing author’s stylistic devices and effects. Analyzing author’s use of literary elements. Using information in a text to support assertions.
B. Students write and share literary texts (such as personal essays, reflective narratives, poetry, plays, literary analyses, speeches) using grade level-appropriate strategies. They are able to: Convey a unifying theme or tone. Use sensory details to describe sights, sounds, movement, gestures. Use interior monologue to convey feelings and Pace action with changes in time and mood.
C. Students create technical writing for practical tasks (e.g., scientific procedures, business letters, letters to the editor, resumes, and applications) using grade level-appropriate strategies: They are able to: Use appropriate organizational form; and Use formal language and tone
D. Students write and present persuasive essays, demonstrations, and reports, (research, problem/solution) using grade level-appropriate strategies: Using evidence to support a thesis. Addressing author biases and concerns. Using information and ideas from primary and secondary sources. Documenting sources using appropriate standard formats
LA 11. 3 SPEAKING AND LISTENING Students use listening and speaking skills for a variety of purposes and audiences.
LA 11. 3.1 Students speak for a variety of purposes including; Explaining a speaker’s or performer’s intent. Evaluating the accuracy, relevance, and bias of sources.
LA 11. 3.2 Students use others’ works for models for effective speaking.
LA 11. 3.3 Students use strategies to organize formal presentations including: Developing an introduction and conclusion, Using relevant details to support ideas, and Citing information sources.
LA 11. 3.4 Students use strategies to make persuasive presentations by: Presenting a coherent argument, Citing persuasive evidence, Using rhetorical strategies to support reasoning, and omit Addressing counter-arguments and concerns.
LA 11. 3.5 Students present oral interpretations of literature.
LA 11. 3.6 Students use effective delivery skills (tone, eye contact, rate, volume, pitch, gesture, pronunciation and enunciation) appropriate to audience and purpose.
LA 11. 3.7 Students use visual aids or technology (charts, photographs, transparencies, slides, electronic media, text, images, and sound effects) to support presentations.
LA 11. 3.8 Students use strategies to contribute to group discussions by: Considering others’ ideas and opinions before responding. Determining the purpose of discussions. Acting as a leader, participant and moderator; and Conveying criticism in a constructive way.
LA 11. 3.9 Students listen and respond to listener feedback and adjust delivery techniques and content, provide useful feedback to speakers to indicate understanding, and synthesize relevant data from presentations and discussions using strategies such as note-taking and questioning, and observe the techniques and impact of visual media such as: Explaining aesthetic effects of media. Using of stereotypes. Using special effects. Explaining techniques and impact of media on audiences, politics, daily life Techniques used for particular audiences; and Impact of media on daily life
LS11.1 Students will demonstrate understanding in a variety of practical life skills. Measured in following benchmarks: CV 11.1.1, CV 11.1.2, CV 11.1, CV 11.2.1., CV 11.2.2 , CV 11.2.3, CV 11.2.4 ,CV 11.3.1 CV 11.3.2., CV 11.3.3,CV 11.3.4, CV 11.4.1, CV 11.4.2
MA 11.1 NUMBER AND OPERATIONS AND CONCEPTS Students use numbers, number sense, and number relationships in a problem-solving situation.
MA 11.1.1 Students represent and apply real numbers in a variety of forms.
MA 11.1.2 Students apply the structure and properties of the real number system.
MA 11.1.3 Students explain their choice of estimation and problem solving strategies and justify results of solutions in problem-solving situations involving real numbers.
MA 11.1.4 Students use proportional reasoning to solve problems
MA 11.2 GEOMETRY Students apply geometric concepts, properties, and relationships in a problem-solving situation.
MA 11.2.1 Students use transformations, congruency, symmetry, similarity, perpendicularity, parallelism, and the Pythagorean Theorem to solve problems.
MA 11.2.2 Students communicate, using mathematical language, to: Interpret, represent or create geometric figures; Draw or build figures from a mathematical description.
Analyze properties and determine attributes of 2- and 3- dimensional objects.
MA 11.2 .3 Students communicate the reasoning used in identifying geometric relationships in problem-solving situations.
MA 11.2.4 Students solve problems involving the coordinate plane such as the distance between two points, the midpoint, and slope.
MA 11.2.5 Students connect geometry with other mathematical topics.
MA 11.3 MEASUREMENT Students use a variety of tools and techniques of measurement in a problem-solving situation.
MA 11.3.1 Students apply estimation and measurement using the appropriate methods and units to solve problems involving length, weight/mass, area, surface area, volume, and angle measure.
MA 11.3.2 Students demonstrate an understanding of both metric and U. S. customary systems. Students are able to convert within each system.
MA 11.3.3 Students identify and apply scale, ratios, and proportions in solving measurement problems.
MA 11.3.4 Students solve problems of angle measure including those involving polygons or parallel lines cut by a transversal.
MA 11.3.5Students solve indirect measurement problems.
MA 11.4 Algebra students use algebraic methods to investigate, model, and interpret patterns and functions involving numbers, shapes, data, and graphs in a problem-solving situation.
MA 11.4.1 Students use algebraic concepts, symbols, and skills to represent and solve real-world problems.
MA 11.4.2 Students write, model, and evaluate expressions, functions, equations, and inequalities.
MA 11.4.3 Students graph linear equations and interpret the results in solving algebraic problems.
MA 11.4.4 Students solve, graph, or interpret systems of linear equations.
MA 11.4.5 Students connect algebra with other mathematical topics.
MA 11.5 DATA ANALYSIS AND PROBABILITY Students use data analysis and probability to analyze given situations and the results of experiments.
MA 11.5.1 Students apply knowledge of mean, median, mode, and range to interpret and evaluate information and data.
MA 11.5.2 Students draw reasonable inferences from statistical data and/or correlation/best fit line to predict outcomes.
MA 11.5.3 Students communicate about the likelihood of events using concepts from probability. Sample space
Evaluate simple probabilities
Evaluate experimental vs. theoretical
MA 11.5.4 Students determine, collect, organize, and analyze relevant data needed to make conclusions.
PE 11. 1 MOVEMENT Students demonstrate competency in movement forms and apply movement concepts and principles to the learning and development of motor skills.
PE 11. 1.1 Students demonstrate movement skills as they would be employed in:
a. rhythms or dance,
b. regulation or form team activities,
c. regulation or form individual or dual activities, and
d. lifetime activities.
PE 11. 1.2 Students demonstrate an understanding of critical skill cues of skills employed in:
a. rhythms or dance,
b. regulation or form team activities,
c. regulation or form individual or dual activities, and
d. lifetime activities.
PE 11. 1.3 Students demonstrate an understanding of rules and strategies in:
a. rhythms or dance,
b. regulation or form team activities,
c. regulation or form individual or dual activities, and
d. lifetime activities.
PE 11.2 Fitness students demonstrate fitness literacy and behaviors associated with it.
PE 11.2.1 Students demonstrate an understanding of personal fitness programs and their personal fitness status.
PE 11.2.2 Students demonstrate an understanding of health and fitness benefits derived from various physical activities.
PE 11.2.3 Students will be knowledgeable consumers of fitness products and services.
PE 11.2.4 Students participate in a variety of physical activities that will enhance health-related physical fitness.
PE 11.3 Personal and social behavior students demonstrate personal and social responsibility, understand the benefits of physical activity, and respect diversity among people in physical activity settings.
PE 11.3.1 Students apply safety principles and follow the rules, procedures, and etiquette in physical activity settings.
PE 11.3.2 Students demonstrate sportsmanship, cooperation, and teamwork in physical activity settings.
PE 11.3.3 Students demonstrate respect for individual differences and similarities in others in physical activity settings.
PE 11.3.4 Students demonstrate an understanding that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
C11.1 CONCEPTS AND PROCESSES In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation.
UNIFYING CONCEPTS AND PROCESSES
Concepts in LIFE SYSTEMS and EARTH, SPACE, and PHYSICAL SYSTEMS are taught within the context of the following Unifying Concepts and Processes of Science:
Systems, classification, order and organization
Evidence, models, and explanations
Change, constancy, and measurement
Evolution and equilibrium
Form and function
SC 11.1.1 The Cell: Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, which include growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction.
SC 11.1.2 Molecular Basis of Heredity Students demonstrate an understanding that organisms ensure species continuity by passing genetic information from parent to offspring. They utilize genetic information to make predictions about possible offspring. Students apply concepts of molecular biology (DNA and genes) to recent discoveries.
SC 11.1.3 Biological Evolution: Students explain how species evolve over time. They understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Students discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. They examine how different species are related by descent from common ancestors. Students are able to explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
SC 11.1.4 Interdependence of Organisms: Students investigate the inter-relationships and interdependence of organisms, including the ecosystem concept, energy flow, competition for resources, and human effects on the environment.
SC 11.1.5 Matter, Energy, and Organization in Living Systems: Students describe the need of living systems for a continuous input of energy to maintain chemical and physical stability. They explain the unidirectional flow of energy and organic matter through a series of tropic levels in living systems. Students investigate the distribution and abundance of organisms in ecosystems, which are limited by the availability of matter and energy and the ability of the system to recycle materials.
SC 11.1.6 Behavior and Adaptation: Students examine behavior as the sum of responses of an organism to stimuli in its environment, which evolves through adaptation, increasing the potential for species survival. They identify adaptation as characteristics and behaviors of an organism that enhance chance for survival and reproductive success in a particular environment.
EARTH, SPACE, AND PHYSICAL SYSTEMS
SC 11.1.7 Geochemical Cycles: Students describe the Earth as a closed system and demonstrate a conceptual understanding of the following systems: geosphere, hydrosphere, atmosphere, and biosphere. Students explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.
SC 11.1.8 Origin and Evolution of the Earth System: Students investigate geologic time through comparing rock sequences, the fossil record, and decay rates of radioactive isotopes.
SC 11.1.9 Origin and Evolution of the Universe: Students examine evidence for the big bang theory and recognize the immense time scale involved in comparison to human-perceived time. They describe the process of star and planet formation, planetary and stellar evolution including the fusion process, and element formation and dispersion.
SC 11.1.10. Structure and Properties of Matter: Students describe the atomic structure of matter including subatomic particles, their properties, and interactions. They recognize that elements are organized into groups in the periodic table based on their outermost electrons and these groups have similar properties. They explain chemical bonding in terms of the transfer or sharing of electrons between atoms. Students describe physical states of matter and phase changes. Students differentiate between chemical and physical properties, and chemical and physical changes.
SC 11.1.11. Chemical Reactions: Students recognize that chemical reactions take place all around us. They realize that chemical reactions may release or consume energy, occur at different rates, and result in the formation of different substances. They identify the factors that affect reaction rates.
SC 11.1.12. Conservation of Energy and Increase in Disorder: Students demonstrate an understanding of the laws of conservation of mass and energy within the context of physical and chemical changes. They realize the tendency for systems to increase in disorder without an input of energy.
SC 11.1.13. Energy and Matter: Students demonstrate an understanding of types of energy, energy transfer and transformations, and the relationship between energy and matter.
SC 11.1.14 Force and Motion: Students develop a conceptual understanding of Newton’s Laws of Motion, gravity, electricity, and magnetism.
SC 11.2 Science as Inquiry Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
SC 11.2.1 Students research scientific information and present findings through appropriate means.
SC 11.2.2 Students use inquiry to conduct scientific investigations. Pose problems and identify questions and concepts to design and conduct an investigation. Collect, organize, and analyze and appropriately represent data. Give priority to evidence in drawing conclusions and making connections to scientific concepts.
Clearly and accurately communicate the result of the investigation.
SC 11.2.3 Students clearly and accurately communicate the result of their own work as well as information from other sources.
SC 11.2.4 Students investigate the relationships between science and technology and the role of technological design in meeting human needs.
SC 11.2.5 Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
SC 11.3 HISTORY AND NATURE OF SCIENCE IN PERSONAL AND SOCIAL DECISIONS; Students recognize the nature of science, its history, and its connections to personal, social, economic, and political decisions. Historically, scientific events have had significant impacts on our cultural heritage.
SC 11.3.1 Students examine the nature and history of science. As scientific knowledge evolves, it impacts personal, social, economic, and political decisions. The historical misuse of scientific information to make personal, social, economic, and political decisions.
SC 11.3.2 Students examine how scientific information is used to make decisions. Interdisciplinary connections of the sciences and connections to other subject areas and career opportunities. The role of science in solving personal, local, national, and global problems.
The origins, limitations, and conservation of natural resources, including Wyoming examples.
SS 11.1 CITIZENSHIP/ GOVERNMENT/ DEMOCRACY Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.
SS 11.1.1 Students describe unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships.
SS 11.1.2 Students explain and/or demonstrate how to participate in the political processes and express personal beliefs and convictions.
SS 11.1.3 Students explain the historical development of the U.S. Constitution and how it has shaped the U.S. and Wyoming governmental systems.
SS 11.1.4 Students demonstrate an understanding of the major distinguishing characteristics of the United States and Wyoming Constitutions.
SS 11.1.5 Students demonstrate an understanding of the U.S. civil and criminal legal systems and distinguish differences between those systems.
SS 11.2 CULTURE/ CULTURAL DIVERSITY Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.
SS 11.2.1 Students explain how various cultural influences impact society.
SS 11.2.2 Students communicate how shared cultural experiences influence peoples perceptions of prominent historical figures, groups, institutions, and world events.
SS 11.3 PRODUCTION, DISTRIBUTION, AND CONSUMPTION Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on individuals and societies.
SS 11.3.1 Students explain how different economic systems are organized for production, distribution and consumption of goods and services.
SS 11.3.2 Students formulate solutions to economic problems.
SS 11.3.3 Students describe the impacts of global economic interdependence.
SS 11.3.4 Students demonstrate an understanding of economic principles that influence individual financial planning.
SS 11.4 TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.
SS 11.4.1 Students analyze the interactions among individuals and groups and their impact on significant historical events.
SS 11.4.2 Students analyze current events to better understand the world in which they live.
SS 11.4.3 Students evaluate the impact of technology and how it has shaped history and influenced the modern world.
SS 11.4.4 Students explain how past events impact the present and the future.
SS 11.5 PEOPLE, PLACES, AND ENVIRONMENTS Students demonstrate an understanding of interrelationships among people, places, and environments.
SS 11.5.1 Students interpret charts, maps, and graphs to answer questions dealing with people,places, events, or environments.
SS 11.5.2 Students analyze how physical characteristics of the earth and human interactions with the environment have affected the development of societies, cultures, and individuals.
SS 11.5.3 Students demonstrate an ability to organize and process information about people, places, and environments.