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DOUGLAS SCHOOL DISTRICT BOARD OF EDUCATION
AGENDA
MONDAY, June 12, 2017
VANDENBERG ELEMENTARY SCHOOL
Library Conference Room 561 Briggs Street
Box Elder, SD
5:00 p.m. PLEDGE OF ALLEGIANCE & MOMENT OF SILENCE IN HONOR OF FALLEN SOLDIERS AND
ACTIVE DUTY PERSON.
1. PUBLIC FORUM. 2. APPROVE AGENDA.
3. APPROVE CONSENT AGENDA.
A. APPROVE REGULAR BOARD OF EDUCATION MEETING MINUTES OF MAY 22, 2017.
B. APPROVE PERSONNEL ACTION – APPENDIX A.
C. APPROVE THE PURCHASES AND ISSUING OF ACCOUNTS PAYABLE AND PAYROLL AS FOLLOWS: (COPY ATTACHED)
GENERAL FUND $362,523.34
CAPITAL OUTLAY 18,064.83 SPECIAL EDUCATION 4,152.23 FOOD SERVICE 38,329.71
TOTAL $423,070.11 PAYROLL MAY 5, 2017 $911,417.62 PAYROLL MAY 19, 2017 $955,959.27
D. CONFLICTS DISCLOSURE.
4. DESTINATION IMAGINATION GLOBALS TRIP PRESENTATION. [Chandra Canaan] 5. TITLE VI GOALS FOR 2017-18. [Debi Caskey] 6. APPROVE CURRICULUM COORDINATING COUNCIL’S RECOMMENDATION [Debi Caskey] TO APPROVE K-12 SCIENCE CURRICULUM DOCUMENT. (COPY ATTACHED) 7. APPROVE K-5 REPORTING ON TRIMESTERS FOR 2017-18 SCHOOL YEAR. [Debi Caskey] 8. CONSIDER REQUEST OF SARA MCNALLY, SPECIAL EDUCATION TEACHER, [Alan Kerr] TO RESIGN HER POSITION EFFECTIVE AT THE END OF THE 2016-17 SCHOOL YEAR.
9. CONSIDER REQUEST OF JEANNETTE SCHROEDER, KINDERGARTEN TEACHER, [Alan Kerr] TO RESIGN HER POSITION EFFECTIVE AT THE END OF THE 2016-17 SCHOOL YEAR. 10. APPROVE THE FOLLOWING RESOLUTION: BE IT RESOLVED THAT THE DOUGLAS SCHOOL DISTRICT BOARD OF EDUCATION HEREBY DELEGATES TO THE SOUTH DAKOTA HIGH SCHOOL ACTIVITIES ASSOCIATION THE SUPERVISION, CONTROL, AND REGULATION OF ANY AND ALL HIGH SCHOOL INTERSCHOLASTIC ACTIVITIES BEING DELEGATED TO SAID ASSOCIATION DURING THE 2017-18 SCHOOL TERM; AND FURTHER RATIFIES THE CONSTITUTION, BY-LAWS, AND RULES AS OF JULY 1, 2017 AND AGREES TO ABIDE BY THE SAME. AGENDA ITEMS 11 THROUGH 16 ARE FIRST READINGS OF REVISED BOARD POLCIES AND MIGHT LEND THEMSELVES TO A COMPREHENSIVE MOTION. EXCEPTIONS TO THE ONE MOTION MAY BE NECESSARY IF BOARD MEMBERS WISH TO DISCUSS OR REVIEW ANY ITEM IN MORE DETAIL. 11. HEAR FIRST READING OF REVISED BOARD POLICY AH—CONFLICT OF INTEREST [Alan Kerr] DISCLOSURE AND AUTHORIZATION. (COPY ATTACHED) 12. HEAR FIRST READING TO DELETE BOARD POLICY REGULATION AH-R— [Alan Kerr] APPLYING FOR A WAIVER. (COPY ATTACHED) 13. HEAR FIRST READING OF REVISED BOARD POLICY EXHIBIT AH-E(1)— [Alan Kerr] CONFLICT OF INTEREST DISCLOSURE. (COPY ATTACHED) 14. HEAR FIRTST READING OF REVISED BOARD POLICY EXHIBIT AH-E(2)— [Alan Kerr] SCHOOL BOARD ACTION ON CONFLICT OF INTEREST DISCLOSURE OF A DIRECT BENEFIT. (COPY ATTACHED) 15. HEAR FIRST READING OF REVISED BOARD POLICY REGULATION GBM-R—STAFF [Alan Kerr] COMPLAINTS AND GRIEVANCES. (COPY ATTACHED) 16. HEAR FIRST READING OF REVISED BOARD POLICY JH—WELLNESS POLICY. [Alan Kerr] (COPY ATTACHED) 17. SUPERINTENDENT’S REPORT. 18. COMMITTEE REPORTS FROM BOARD MEMBERS AND ASSOCIATE BOARD MEMBER COMMENTS. 19. ADJOURN.
PERSONNEL ACTION June 12, 2017
A. APPROVE the following request for leave of absence:
Larrie Gulden, HS, medical leave of absence from 5/23/17 to appx.TBA in accordance with the Classified Handbook and the Family Medical Leave Act.
B. APPROVE the payment of area of specialization pay to the following certified staff based on previously approved professional growth plans, effective 6/21/17 as follows:
C. APPROVE hiring the following certified staff effective 17/18 school year:
Jason Boeding, HS Asst. Football Coach, $3,184.00. Reason: Replace Joseph Hall Supervisor: Naomi Hatfield
Kelsie McPherson, Pat. Elem (BC), Kdg. Teacher, B/0, $38,825.00. Based on obtaining SD Certification Reason: Replace Jeannette Schroeder Supervisor: Troy Volesky
Larissa Turner, Pat. Elem (BC), 2nd grade, B/2, $40,325.00 Reason: Replace Elizabeth Schilling Supervisor: Troy Volesky
Laura Walters, MS, Math Teacher, M/0, $43,825.00. One Year Only Position Reason: Brad Chaney/Brittany Pearson Supervisor: Dan Baldwin
D. APPROVE the hiring of the following substitutes and temporaries: Name Position Salary Effective
Barbara Ice Extra Work Day $53.20/hr 7/05/17 Kip Coates MS Hd X-Co. Coach $3,189.00 9/01/17 One Year Only Ruth Coates MS Hd. VB Coach $2,485.00 9/01/17 One Year Only Tim Rasmussen MS Intramural Hd VB Coach $ 893.00 9/01/17 One Year Only Laura Walters MS Asst VB Coach $1,767.00 9/01/17 One Year Only Jason Boeding Open Gym Supervisor $15.00/hr 6/01/17 Michael Wall Open Gym Supervisor $15.00/hr 6/01/17 Carol Painter ESY Bus Driver $17.95/hr 6/12/17 Lisa Scofield ESY Bus Driver $17.95/hr 6/12/17 Dana Huffman ESY Bus Aide $15.15/hr 6/13/17 Sheli Walker ESY Bus Aide $11.35/hr 6/13/17
E. APPROVE the following resignations:
Cynthia Blanchard, FS, FSW, Effective 6/2/17. Reason: None Given Supervisor: Karen Faas
Tamara Stymiest, FC, LRA. Effective 6/5/17. Reason: None Given Supervisor: Troy Volesky
Pete Melendez, FC, B&A Aide. Effective 6/2/17. Reason: Next year’s schedule Supervisor: Joan Dunmire
Tim Rasmussen, FC, B&A Aide. Effective 6/2/17. Reason: None given Supervisor: Joan Dunmire F. APPROVE the following termination:
Angela Schillling, HS, Inst. Aide (SpEd). Effective 6/2/17. Reason: Termination Supervisor: Bud Gusso
NAME AMOUNT BATTEEN, NATHAN $ 750.00 BLUMHARDT, MARLYS $1050.00 BURBACH, JENNA $ 750.00 CARDA, PAM $ 500.00 CARROLL, DAVID $ 550.00 COATES, KELLY $ 750.00 COATES, RUTH $ 800.00 DAUGHERTY, DALE $ 750.00 DELANEY, SHAWNA $1400.00 DEYO, LYNDSAY $ 600.00 DRAKE, ELIZABETH $1250.00 ELLWANGER, ELLEN $ 200.00 ERLANDSON, AMY $ 150.00 FLINT, KERI $ 900.00 HERMANSON, JILLIAN $ 450.00 HOFF, SAMANTHA $ 100.00 JESSOP-RISING, JACKIE $ 750.00 JOHNSON, E. $ 400.00 JOHNSTON, YOLANDA $ 300.00 KRON, MARY $ 150.00 KUEGLE, ELKE $ 100.00 LOCKEY, MARY $ 150.00 MARLER, BRANDI $2000.00 MARTENSON, CHERI $ 100.00 MAXON, SHANNON $ 750.00 MEADE, LORIE $ 650.00 MORRISS, TERALYN $ 900.00 MOSER, MICHELLE $ 100.00 MRAZ, TONY $ 300.00 NELSON, SANDRA $ 750.00 NELSON, SHIREEN $ 700.00 PARKER-GREER, BEVERLY $ 400.00 RASMUSSEN,TIMOTHY $ 600.00 ROSSOW ANGELA $ 50.00 ROWE, AMY $ 600.00 SANDAL, SHANNA $ 50.00 SCHMIDT, LORETTA $ 100.00 SEVER, SARAH $ 200.00 SIVERTSEN, SHEILA $ 400.00 STANFORD, ANGELA $ 500.00 TAUTKUS, CAROLIE $ 100.00 TRIMBLE, KELSEY $1250.00 TOTAL $23,300.00
Douglas School District June 15th, 2017 Board Report
General Fund A & B WELDING SUPPLY COMPANY INC. 224.00
ALS OASIS 240.30
AMAZON.COM 1,125.78
AMERICAN AIRLINES 1,096.60
AMERICAN TIME & SIGNAL COMPANY, INC. 259.73
AMERICINN-SIOUX FALLS 1,947.40
AMICK SOUND INC 557.82
ASBSD-PROPERTY/LIABILITY FUND 211,410.00
ASSETGENIE, INC 315.00
BLACK HILLS ENERGY UTILITIES 33,741.71
BLACK HILLS URGENT CARE 85.00
BMI EDUCATIONAL SERVICES, INC. BOOKS 914.72
BORDER STATES ELECTRIC INC 50.55
BOX ELDER POST OFFICE 2.67
CARQUEST AUTO PARTS 126.73
CARSON-DELLOSA PUBLISHING LLC 18.94
CASH - BUILDINGS & GROUNDS 68.04
CENTER FOR AMERICAN INDIAN RESEARCH & 1,500.00
CENTURY BUSINESS 680.92
CLIMATE CONTROL SYSTEMS AND SERVICE 1,572.41
COOKIE, STACY 13.23
D & F TRUCK & AUTO ELECTRIC, INC. 1,303.64
DAKOTA BUS SERVICE, INC. 2,385.00
DAKOTA POTTER'S SUPPLY 4,545.65
DAKOTA SUPPLY GROUP, INC. 98.20
DALE'S TIRE & RETREADING, INC. 86.96
DELTA AIR LINES 473.60
E-RATE EDUCATIONAL SERVICES LLC 1,250.00
EDDIE'S TRUCK CENTER, INC. 54.86
FEUILLERAT WELDING 119.00
FIDUCIARY ACCOUNT 2,292.02
FOOD SERVICE 47.50
FREY SCIENTIFIC 621.89
G & H DISTRIBUTING, INC. - RAPID CITY 1,387.64
GAUGHAN, ANN 65.10
GENPRO ENERGY SOLUTION, LLC 1,071.43
GODFREY BRAKE SERVICE & SUPPLY 85.65
GRAINGER, W.W., INC. 830.46
HARVEYS LOCK SHOP, INC. 5.00
HATFIELD, NAOMI 125.00
HAUFF MID-AMERICA SPORTS INC. 385.00
IASCO 2,212.78
KIEFFER SANITATION, INC. GARBAGE 1,972.71
KNECHT HOME CENTER OF RAPID CITY, LLC 727.30
LIGHTING MAINTENANCE CO., INC. 22.62
LYNN JACKSON SHULTZ & LEBRUN PC INC 1,506.50
MARCO PRODUCTS 202.01
MCCLEARY, TRICIA 65.94
MEADOWBROOK GOLF COURSE 14.68
MENARDS - RAPID CITY STORE 1,019.78
MG OIL COMPANY, INC. 5,748.75
MID-AMERICAN RESEARCH CHEMICAL 97.24
MIDCONTINENT COMMUNICATIONS 1,082.52
MUSICIAN'S FRIEND INC. 49.97
NEFF COMPANY 139.83
NETWORK SERVICES COMPANY 3,853.15
ONISKO, KATHY 62.75
ORLEANS HOTEL & CASINO 638.74
PARKSTON PUBLIC SCHOOL 437.08
PEAR DECK 1,000.00
PENNINGTON COUNTY SHERIFF 30,995.50
POWER HOUSE HONDA 118.71
PRAIRIE RIDGE 100.00
PROGRESS PUBLICATIONS 819.00
RABE ELEVATOR 153.15
RDO EQUIPMENT 177.60
REALLY GOOD STUFF, INC. 48.91
RIVERSIDE TECHNOLOGIES INC 4,121.00
ROYAL FORK 347.71
SAM'S CLUB 145.37
SASD 160.00
SCHOLASTIC NEWS 9,325.55
SDAEOP 190.00
SOCIAL STUDIES SCHOOL SERVICE 123.52
SPARTAN STORES, LLC. 41.14
SPEARFISH SCHOOL DISTRICT 1,873.20
STURDEVANTS REFINISH SUPPLY CENTER 79.08
SUBWAY-BRANDON 209.70
SUMMIT SIGNS SUPPLY, INC. 235.00
SUPPLY WORKS 610.60
TEACHERS DISCOVERY 998.00
TEMPERATURE TECHNOLOGY INC 1,220.22
TIE 7,200.00
TRUE VALUE 620.74
US BANK 116.07
VANWAY TROPHY & AWARD, INC. 82.20
VERIZON WIRELESS PHONE SERVICE 174.93
WEST RIVER ELECTRIC ELECTRIC 1,282.39
WEST RIVER INTERNATIONAL 335.39
WESTERN COMMUNICATIONS, INC. 256.00
Grants
CASH--CHILD CARE 35.52
COMBS, NATASHA 124.08
CONSTRUCTIVE PLAYTHINGS 618.88
EARLY CHILDHOOD CONNECTIONS, INC. 30.00
FEDELE, MEGHAN 531.50
FOOD SERVICE 3,177.15
AMAZON.COM 599.98
BOX ELDER POST OFFICE 294.00
CASH- MEDIA CENTER REIMBURSE CASH REVOLVING 13.00
DAISY OUTDOOR PRODUCTS 111.17
EVERGREEN OFFICE PRODUCTS 84.08
SAM'S CLUB 24.84
SCHLEUNING, LORRI 309.96
SCHOLASTICS BOOK CLUBS INC 369.00 Total 362,523.34 Capital Outlay
BORDER STATES ELECTRIC INC 70.64
CASH- MEDIA CENTER REIMBURSE CASH REVOLVING 62.94
CENTURY BUSINESS 8,989.14
FOLLETT SCHOOL SOLUTIONS, INC 6,702.45 GRAY, SHAWNA 31.34
KASUSKE, REMINGTON 18.25
MENARDS - RAPID CITY STORE 593.29
NORTHWEST PIPE FITTINGS, INC. 520.37
SUPPLY WORKS 634.38
THOMAS, DEVIN 23.50
TRUE VALUE 400.54
VELEZ, ARIANNA 17.99 Total 18,064.83 SPECIAL ED
CASH - PUPIL PERSONNEL 24.43
DUNMIRE, JOAN 42.08
ESP PUBLISHERS 58.60
HUEBNER, TAMMY 43.44
KAPLAN EARLY LEARNING COMPANY 126.32
PLANKINTON SCHOOL DISTRICT 1-1 2,269.96
SPEARFISH SCHOOL DISTRICT 1,344.00
TIE 130.00
WEYMOUTH, LYNELLE 113.40 Total 4,152.23 FOOD SERVICE
CASH- FOOD SERVICE 32.30
CASH-WA DISTRIBUTING COMPANY, INC. 2,203.10
CERELERES, ZULMA 17.65
CHILD AND ADULT NUTRITION 4,566.27
COCA-COLA BOTTLING CO HIGH COUNTRY 460.00
DEAN FOODS 3,425.37
DOMINOS PIZZA- BOX ELDER 2,026.00
GENERAL FUND 17,415.63
HOBART SALES & SERVICE, INC. 47.90
PAN-O-GOLD BAKING COMPANY, INC. 336.85
PURE FORCE 354.32
REINHART FOOD SERVICE, LLC 5,240.34
SERVALL TOWEL & LINEN SUPPLY, INC. 409.84
WATER TREE, INC. 82.00
AMAZON.COM 229.99
SAM'S CLUB 85.66
WAL-MART STORES INC 104.43
WEBSTAURANT STORE 1,292.06 Total 38,329.71
Grand Total: 423,070.11
PAYROLLEXPENDITURES
MAY 5, 2017 MAY 19, 2017
TOTALS $911,417.62 $955,959.27
DOUGLASSCHOOLDISTRICT51-1
SCIENCECURRICULUM:GRADESK-12
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TableofContentsBoardofEducation 3K-12ScienceReviewCommittee 3DouglasSchoolDistrictCurriculumPurposeandBeliefs 4Philosophy/DocumentFormat 6DouglasMiddleSchoolCourseDescriptions 10DouglasHighSchoolCourseDescriptions 11AlignmentofPriorityStandards(learningprogression)K-12(Draft--tobeupdatedSpringof2018) 13Glossaryofterms 16ATTACHEDDOCUMENTSK-12StateContentStandards AppendixA(DisciplinaryCoreIdeasProgression).AppendixB(ScienceandEngineeringPracticesandCrossCuttingConceptsFrequencyTable)AppendixC(GradeBandedEngineeringDesignStandards)
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DouglasSchoolDistrict51-1400PatriotDriveBoxElder,SD57719
BoardofEducationBryanT.Bauer PresidentTanyaGray 1stVicePresidentJanJungemann 2ndVicePresidentBillEldridge MemberCathyMelendez MemberCol.BradleyCochran AssociateMemberCMSGTAdamVizi AssociateMemberAdministrationAlanKerr SuperintendentDebiCaskey AssistantSuperintendentScienceReviewCommitteeMaryCoates KindergartenKatieBell Grade1ElizabethSchilling Grade1CarolieTautkus Grade2TheresaO’Connell Grade2KeriFlynn Grade3GeorgiaSimon Grade4RonMays Grade5DaleDaughtry Grade6KentWells Grade6KarenAbata Grade7SummerHagar Grade7MichelleMartian Grade8TravisMiller Grade8O.JJohnson HighSchoolCherrieMartenson HighSchoolAmyRowe HighSchool
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JenniferJordan HighSchoolTonyBurns HighSchool
DouglasSchoolDistrictCurriculumPurposeandBeliefs
Purpose(Whydowedothis?):Aguaranteedandviablecurriculum(GVC)isonethatguaranteesequalopportunityforlearningforallstudents.Similarly,itguaranteesadequatetimeforteacherstoteachcontentandforstudentstolearnit.Thinkoftheconceptoflessismore(whatisviable/priority).Theroleofcurriculuminrealizingthedistrict’spurposeisbaseduponcommondefinitionsandbeliefsaboutitsdesignandimplementation.CURRICULUMBELIEFS
•Thedesignofthecurriculum(written,taught,andtested)establishestheframeworkthatguideseducationaldecision-makingforK-12atDouglasSchoolDistrict.
•Ahorizontallyandverticallyalignedcurriculumthatiswell-writtenandthoroughlyassessedwillhelppromotestudentlearning.
•Curriculumdevelopmentisaparticipatoryprocessthatincludes:teacherteamssupportedbyprincipals,administrators,students,parents,and/orcommunityasappropriate.
•Thecurriculumisbasedonacoresetofnon-negotiable,relevantandchallengingcontentstandardsthatguidedecisionsaboutteachingandlearning.
•Curriculumisdevelopedtoensurethatstudentsfromteachertoteacherandschooltoschoolhavetheopportunitytolearnthesamecorelearningtargetsataparticularinstructionallevel.
•Thecurriculumisaccessibleandmanageable. •Thecurriculumisassessedregularlyatalllevels:district,building,classroom,andbystudents’academicgrowth.
INSTRUCTIONALBELIEFS
•“TheSouthDakotaFrameworkforTeachingandLearning”willprovidedirectionforteachers’professionalpracticeatDouglasSchoolDistrict(www.danielsongroup.org).
•Thedesignandimplementationoflearningprocessesholdthegreatestpotentialforimprovingstudentachievement.
•Teacherscollaboratetoestablishhighly-effectiveinstructionalpracticesthatofferconsistencyintheeducationaldeliveryofcontentandoffersconsistencyinstudentlearningopportunities.
•Teachersareexpectedtouseflexibilityandcreativitytocollaborativelycreate
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lessonsthatdeepenstudents’engagementandunderstandingofthecontentwhilemeetingtheneedsofALLstudents.
•Teachersmayarrangetheorderofasubjectastheyseefit;however,itisexpectedthatallteachersinacourse/gradelevelwillfollowthesameorder.•Instructionalresourcessuchastextbooks,software,andothermaterialsarecollaborativelyselectedbyteachersandarebasedupontheiralignmentwiththecurriculum,statecontentstandards,anddistrictinstructionalphilosophies.
•Staffdevelopmentisdesignedtomeettheneedsofstaffinimplementingthecurriculum.
•Studentsareultimatelyresponsiblefortheirlearning;teachersareresponsibleforfosteringpracticethatsupportsstudents’responsibility.Teacherswilloffermanydifferentinstructionalopportunitiesforstudentstomasterthelearning.
ASSESSMENTBELIEFS Studentassessmentprovidesteacherswithinformationthatdrivestheirinstructionaldecision-making,supportscommunicationofstudentachievement,andprocessdatato:
•Reflectupontheimpactthatthedesignofcurriculum,instruction,andevaluationhaveonstudentachievement.
•Lookforholesinstudentlearningandwaystofillthem.•Guidethedesignandredesignofinstructionatappropriatelevelsofchallenge.•Giveappropriateandimmediatefeedbacktostudents.•Guidetheimprovementofcurriculumalignmentandprogramdecisions.•Communicateprogresstoparentstosupportlearningathome.
Differentiation—EnsuringThatALLStudentsLearnDouglasSchoolDistrictBoardPolicy(IA)states:“…theaimofourschoolswillbetoassistinthedevelopmentofthecompleteperson…toachievetheseideals,theBoardrecognizesthenecessityofmeetingtheneedsoftheindividualandthesociety.Thus,thecurriculummustbeflexibleandadaptedtoindividualabilitiesanddifferences.”Teachersanalyzedata,collaborate,andreflecttodeterminethemosteffectiveapproachesforhelpingstudentsachievetheirlearningtargets,accommodatingandmodifyingforstudentsasappropriate(modificationsmustbepartofanIEP,whileaccommodationsareforALLstudents,seeGlossaryfordefinitions),andcriticallyevaluatingtheeffectivenessofthoseinstructionalstrategies.Oursisnotalockstepprocess,butonethatprovidesthestructuresandcurriculumresourcestomaintainprogramintegrity,whilerecognizingthatflexibilitybaseduponstudentneedfacilitateslearningforallstudents.Teachersknowthateverychildlearnsdifferentlyandthatadjustmentstocontent,process,andproductmaybenecessary;however,theymaintainunwaveringfocusuponthelearningoutcomesdefined
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bycontentstandards.Teachersalsorecognizethatadherencetoagreeduponcurriculumfacilitatescontinuityandmaintainsthelearningprogression.
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TheDouglasSchoolDistrictScienceEducationPhilosophyScienceisastudyofthenaturalworld.Itiscriticaltothepreservationoftheplanetandourspecies.Webelievethatscienceeducationshouldhelpstudentslearntotakeintellectualrisks,thinkdivergently,andexplorecooperatively,therebyenhancingtheirscientificconfidenceaboutlivingandnonlivingsystems.Ourtechnologicalsocietyrequiresscientificliteracytounderstandproblemsolvingstrategiesanddecision-makingprocesses.Decisionsrelatedtohealth,environment,andresourceswillhavelocal,national,andglobalimpact.Therefore,ourstudentsmustbepreparedtoengageindiscussionsandtakeaction(s)thatwillhavepersonalaswellascommunitysignificance.TheDouglasSchoolDistrictencouragesstudentstorealizetheirscientificpotential.Eachstudentwilldevelopafundamentalunderstandingofscienceandengineeringthroughtheuseofprocessskillsandhands-onexperiences.Theabilitytoaskquestions,gatherfacts,evaluateinformation,andcommunicatefindingsisessentialtoparticipationinaglobalcommunity.ScienceStandardsDocumentFormatTheSouthDakotaScienceStandardsprovidealistingofessentialcorecontenttobelearned.Thestandardsaredesignedtoguidetheplanningofinstructionandtoanchortheassessmentoflearningfromkindergartenthroughhighschoolgraduation.Eachgradelevelhasuniqueperformancedescriptorsthatprovideallstakeholderswithclearexpectationsfortheknowledge,skills,andexperiencesstudentsneedtobethoughtfulparticipantsinanever-changingworld.Clearlyarticulatedandsharedlearningtargets,developedfromthestandards,involvestudentsintheirlearningandengagethemasactiveparticipantsintheprocess.Thisdocumentisafoundationuponwhichteachersbeginmeaningful,informeddiscussionaspartofaProfessionalLearningCommunity.Deepconversationsaboutwhatstudentsaretoknow,understand,andbeabletodo;assessment;differentiation;andacommitmenttoimprovinginstructionalpracticeassuresthatstudentsareabletoengageinmeaningfulandenduringSciencelearning.Byprovidingacommonsetofgoalsandexpectationsforallstudentsinallschools,thisdialogwillbestrengthenedandenhanced.Themosteffectivelearninghappenswhenstudentsareinvolvedinsettinggoals,receivemeaningfulfeedback,andknowthattheirteacherhashighexpectationsfortheirlearning.Expertteachersrecognizetheirroleinmakingadifferenceforstudents.TheSouthDakotaScienceStandardsareconstructedwiththethreemajordimensionsof
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theNationalResearchCouncil’sFrameworkforK-12ScienceEducationasafoundation.Thesedimensions:ScientificandEngineeringPractices,CrosscuttingConcepts,andDisciplinaryCoreIdeas,providethebroadoutlineofwhatallstudentsneedtoknowandbeabletodobytheendofhighschool.
Dimension1:PracticesforK-12ScienceClassrooms1. Askingquestions(forscience)anddefiningproblems(forengineering).2. Developingandusingmodels3. Planningandcarryingoutinvestigations4. Analyzingandinterpretingdata5. Usingmathematicsandcomputationalthinking6. Constructingexplanations(forscience)anddesigningsolutions(for
engineering)7. Engaginginargumentfromevidence8. Obtaining,evaluating,andcommunicatinginformation
Dimension2:CrosscuttingConcepts
1. Patterns2. Causeandeffect:Mechanismsandexplanations3. Scale,proportion,andquantity4. Systemsandsystemmodels5. Energyandmatter:Flows,cyclesandconservation6. Structureandfunction7. Stabilityandchange
Dimension3:DisciplinaryCoreIdeas PhysicalScience
PS1:MatterandItsInteractions PS2:MotionandStability:ForcesandInteractions PS3:Energy PS4:WavesandTheirApplicationsinTechnologiesforInformation
Transfer LifeScience
LS1:FromMoleculestoOrganisms:StructuresandProcesses LS2:Ecosystems:Interactions,ENergy,andDynamics LS3:Heredity:InheritanceandVariationofTraits LS4:BiologicalEvolution:UnityandDiversity
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EarthandSpaceSciences ESS1:Earth’sPlaceintheUniverse ESS2:Earth’sSystems ESS3:EarthandHumanActivity
(CommitteeonConceptualFrameworkfortheNewK-12ScienceEducationStandards,Education,B.O.,DivisionofBehavioralandSocialSciencesandEducation,Council,N.R.,Quinn,H.,Schweingruber,H.,&Keller,T.(2012).AFrameworkforK-12ScienceEducation:Practices,CrosscuttingConcepts,andCoreIdeas.NationalAcademiesPress.)TheentireFrameworkforK-12ScienceEducationcanbeaccessedat:https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-conceptsCross-curricularconnectionsSouthDakotaContentStandardsforEnglish/LanguageArtsincludespecificstandardsforreadingandwritinginScienceandSocialStudies.Scienceunitsshouldincludeattentiontotheseliteracystandardswithinthecontextofthecontentarea.ConnectionsbetweenScienceandMathematicsandScienceandTechnologyareclearandshouldbetakenadvantageofasoftenaspossiblethroughunitandlessonplanning.AdditionalinformationaboutallcontentareastandardscanbefoundattheDOEwebsite:http://doe.sd.gov/ContentStandards/.
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MIDDLESCHOOLCOURSEDESCRIPTIONSSixthGradePhysicalScience:Matteriscomposedofatomsandmoleculesthatcanbeusedtoexplainthephysicalandchemicalpropertiesofsubstances,diversityofmaterials,statesofmatter,phasechanges,andconservationofmatterandenergy.Reactingsubstancesrearrangetoformdifferentmolecules,butthenumberofatomsisconserved.Somereactionsreleaseenergyandothersabsorbenergy.Theroleofthemassofanobjectmustbequalitativelyaccountedforinanychangeofmotionduetotheapplicationofanattractiveorrepulsiveforce.Gravitational,electrical,andmagneticforcesoccurthroughcollisionsandoverdistances.Forcesthatactatadistanceinvolvefieldsthatcanbemappedbytheirrelativestrengthandeffectonanobject.Kineticenergycanbedistinguishedfromthevariousformsofpotentialenergy.Energychanges,toandfromeachtype,canbetrackedthroughphysicalorchemicalinteractions.Therelationshipbetweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,andamountsofmatter.Whentwoobjectsinteract,eachoneexertsaforceontheother,andtheseforcescantransferenergybetweenthem.Energyistransferredinchemicalprocessesandeverydaylife.Asimplewavemodelhasarepeatingpatternwithaspecificwavelength,frequency,andamplitude,andmechanicalwavesneedamediumthroughwhichtheyaretransmitted.Thismodelcanexplainmanyphenomenaincludingsoundandlight.Wavescantransmitenergyanddigitalinformation.SeventhGrade-LifeScience:Seventhgradestudentsgainexperienceandcompetenciesinsciencethroughlaboratoryinvestigationsincludingtheuseofobservation,measurement,andapplicationofthescientificmethod.TheseventhgradecurriculumemphasizesLifeScience,beginningwithidentificationofthecharacteristicsandneedsoflivingthings,andprogressingthroughthekingdoms–Archaebacteria,Eubacteria,Protists,Fungi,Plants,andAnimals.Cellstructuresandtheirfunctionsarestudied,includingthedifferencesbetweenplantandanimalcells,andcellularreproduction.Processesthatarefundamentaltoallorganisms-photosynthesisandrespiration-areinvestigated.ThestructureofDNAisintroduced,aswellasitsroleinproducingtraitsinorganisms.Changesinorganismsovergeologictimeareevaluated.Humanbodysystemsareexplored,withparticularfocusonmaintaininghealthybodies.Currentissuesrelatingtotheimpactofscienceandtechnologyonsocietyarethreadedthroughoutthegeneralsciencecurriculum.TopicsinPhysicalScienceandEarth/SpaceSciencearealsoincorporatedintothecurriculumastheyarerelatedtothestudyofLifeScience.EighthGradeScience:Duringeighthgrade,studentsgainexperienceandcompetenciesinscienceprocessesincluding:observing,inferring,classifying,usingvariables,measurement,predicting,
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hypothesizingandexperimenting.TheeighthgradecurriculumemphasizestheEarthSciences,beginningwithafamiliaritywithearthsystemsandcomponents,andprogressingthroughtheplanetaryscienceandweather.Eighthgradesciencealsoincludesseveralstandardsthatareamongthephysicalsciences,primarilychemistry.MiddleSchoolACC:Skillsdevelopmentclassesaredesignedtoutilizeinterdisciplinaryskillstoenhancestudentlearninginallareas.Materialsforthiscourseincludebutarenotlimitedtonewspapers,criticalreadingmaterials,novels,shortstories,essays,educationalpublications,andothernon-fictionpiecesfromavarietyofsources.Unitswillsupplementcurriculuminthecoresubjectsofmath,socialstudies,scienceandlanguagearts.HIGHSCHOOLCOURSEDESCRIPTIONS311PhysicalScience1(9thgraderequired)(Semestercourse)Willgivethestudentanunderstandingofthescientificmethod,unitconversions,matterandchemistrythroughscienceconcepts,problemsolvingandhands-onstudentexperiments.312PhysicalScience2(9thgraderequired)(Semestercourse)Willgivethestudentanunderstandingofthescientificmethod,unitconversions,motion,Newton’sLaws,energy,electricity,light,wavesandsimplemachinesthroughscienceconcepts,problemsolvingandhands-onstudentexperiments.320Biology(10thgraderequired)Biologyisastudyoflivingsystemsandtheirinterrelationships.Extensiveoutsidescientificreadingsareincorporated.Hands-onandinquirybasedmethodsareemphasized.Biologywillconsistofonesemesterofcellstructureandfunction,includinggeneticsandproteinsynthesis,andonesemesterofclassification,evolution,andecology.332AnatomyandPhysiology1(11th-12thgrade)(EitherSemesterorBoth)(Pre-requisite:CompletionofBiologywitha“B”orbetter)Thiscourseisanadvancedstudyofthehumanbodyforstudentswithaninterestinpursuingahealthoragricultural-relatedfield.Seriousbiologystudentswillreceiveanin-depthstudyofbasichumananatomyandphysiologyutilizingdissectionandmedicalterminology.SystemscoveredinthefirstsemesterareBodyorganization,Tissues,Integumentary,Skeletal,andMuscular.SystemscoveredinthesecondsemesterareNervous,Cardiovascular,Endocrine,andDigestive.330Chemistry(11th-12thgrade)(Pre-requisite:completionofAlgebraIandcurrentlytakingInformalGeometry,Geometry,AlgebraII,orAdvancedAlgebra)Thisisaproblemsolvingchemistrycoursethatincorporatesbothlabworkandtextbook
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concepts.Topicsincludeatomicstructure,electronconfiguration,theperiodictable,stoichiometry,chemicalreactions,gaslaws,acidsandbases,andoxidationreactions.Thisisacollegepreparatoryclass.StudentsplanningonenteringcollegearestronglyurgedtotakeChemistry.331EarthScience(11thand12thgrade)(Instructorpermissionrequiredforentranceintosemester2.)EarthScienceisanexploratorysciencecoursedesignedtointegratehands-onexperiencewithinnovativenontraditionaltextbook/classroomprocedures.Thisclasswillcoverplatetectonics,rockcycle,mineralidentification,Earth’shistory,andEarth’sformation.Asecondcomponentoftheclasswillprovideapositiveexperienceforthestudentwhiletheylearnskillsanddisciplinesincabachonandsilver-smithing(jewelrymaking).A$10.00labfeeisrequiredpersemesterforthestudent’ssilverprojects.340Physics(11th-12thgrade)(Pre-requisite:GeometryandAdvancedAlgebraorAlgebraII)(recommended“C”orbetterinthosecourses)ThestudyofPhysicsincludesthestudyofforces,motion,momentum,energy,waves,electricity,magnetism,andnuclearenergy.Themajoremphasisisonmechanics.Thisisacollegepreparatoryclass.Physicsisamathematical,laboratory,andproblem-solvingcourse.341APChemistry(12thgrade)(Pre-requisite:completionofChemistryIandAdvancedAlgebraorAlgebraII(recommended“C”orbetterinpre-requisites)Thiscoursewillcoverthematerialinafirst-yearcollegechemistrycourse.Topicswillincludeatomictheory,chemicalbonding,nuclearchemistry,gaslaws,solutions,chemicalreactions,stoichiometry,thermodynamics,kinetics,equilibrium,anddescriptivechemistry.Therewillbesubstantiallabwork.StudentssuccessfullycompletingtheAPexamattheendofthecoursemaybeeligibleforcollegecredit.
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DouglasPriorityStandardAlignment(Draft--tobeupdatedSpring2018)
Theidentificationofprioritystandardsgivesteacherstheguidancetheyneedwhendeterminingareasofemphasiswithincontentinstruction.Prioritystandardsareacarefullyselectedsubsetofthetotallistofthegrade-specificandcourse-specificstandardswithineachcontentareathatstudentsmustknowandbeabletodobytheendofeachschoolyearinordertobepreparedforthestandardsatthenextgradelevelorcourse.Prioritystandardsrepresenttheassuredstudentcompetenciesthateachteacherneedstohelpeverystudentlearn,anddemonstrateproficiencyin,bytheendofthecurrentgradeorcourse(Ainsworth,2015,p.272).
Prioritystandardsareselectedbasedon:
“Endurance(lastingbeyondonegradeorcourse;conceptsandskillsneededinlife)Leverage(crossoverapplicationswithinthecontentareaandtoothercontentareas;i.e.interdisciplinaryconnections)Readinessfornextleveloflearning(prerequisiteconceptsandskillsstudentsneedtoenteranewgradelevelorcourseofstudy)Externalexamrequirements(national,state,provincial,college,andcareer)”(Ainsworth,2015,p.59).
Prioritizationofstandardsdoesnotmeanthatthestandardsnotdesignatedaspriorityareskippedover--ALLSTANDARDSMUSTBETAUGHT,itisjustthatprioritystandardsreceivegreateremphasisintheprovisionoflearningopportunitiesandassessment.Prioritystandardsarealsohelpfulforsupportservicesingivingthemdirectionforfocusedsupportandgoal-setting.
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PriorityStandards(bygrade)--DrafttobeupdatedintheSpringof2018
GradeLevel/course
PhysicalScience(PS)
LifeScience(LS) EarthandSpaceScience(ESS)
KG K-PS3-1K-PS3-2
K-LS1-1 K-ESS2-1K-ESS3-1
Grade1 1-PS1-11-PS1-2
1-LS1-1 1-ESS1-1
Grade2 2-PS1-4 2-LS4-1 2-ESS2-1
Grade3 3-PS2-1 3-LS3-13-LS4-3
3-ESS2-1
Grade4 4-PS3-2 4-LS1-1 4-ESS1-14-ESS2-2
Grade5 5-PS1-1 5-LS2-1 5-ESS1-15-ESS2-1
Grade6 MS-PS2-1MS-PS2-2MS-PS2-3MS-PS2-4MS-PS2-1MS-PS4-1MS-PS4-2
Grade7 MS-LS1-1MS-LS3-1MS-LS3-2
Grade8 MS-PS1-1 MS-ESS1-1MS-ESS2-1MS-ESS2-6
HSPhysicalSci. HS-PS1-1HS-PS1-2HS-PS1-5HS-PS1-7HS-PS2-1HS-PS2-2
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HS-PS2-4HS-PS3-1
HSBiology HS-LS1-2HS-LS3-1HS-LS3-2HS-LS4-2HS-LS4-3HS-LS2-2
HSChemistry HS-PS1-19-12.N.1.2???HS-PS1-5HS-PS1-7
HSPhysics(Elective)
HS-PS1-8HS-PS2-1HS-PS2-2HS-PS2-4HS-PS2-5HS-PS4-3
HSEarthScience(Elective)
HS-ESS1-1HS-ESS1-2HS-ESS1-3HS-ESS1-6HS-ESS3-2
HSAnatomyandPhysiology(Elective)
HS-LS1-2HS-LS1-3HS-LS1-4
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Glossary: definitionsAinsworth(2010),SDDOE,andexistingDSDdocuments
Accommodations:tools(strategies,supports)thatenableastudenttoeffectivelyaccessthecurriculum.Theyaregenerallybest-practicesandmaximizelearningforeverystudentinclass,notonlythoseonIEP’s.Accommodationsdonotreducetheexpectationsforlearning(SDAccommodationsManual) Assessment:collectingevidenceuponwhichtoinferstudentachievementoflearningtargets(purposeforassessing)andadjustinstruction CommonFormativeAssessments:assessmentFORlearning(drivesdecision-makingtosupportfurtherstudentlearning);alignedpre-andpost-assessments,collaborativelydesignedandadministeredthroughouttheyearfocusedonaparticularsetoflearningtargets. CommonSummativeAssessments:assessmentOFlearning(generallyforreporting--finalreportingofachievement) ContentStandards:expectationsforwhatstudentsshouldknowandbeabletodobytheendofeachgrade;alsoknownaslearningoutcomes(SDDOEwebsite,http://doe.sd.gov/contentstandards/)
WhatSouthDakotaContentStandardsDo WhatSouthDakotaContent
StandardsDoNot
•Dofocusondeepthinking,conceptualunderstanding,andreal-worldproblemsolvingskills
•DosetexpectationsforstudentstobeCollege,Career,andLifeready
•Doincreaserigorandgrade-levelexpectations
•DoNotdictatehowteachersshouldteach
•DoNotmandateaspecificcurriculum
•DoNotlimitadvancedworkbeyondthestandards
Curriculum:Thegrade/coursespecificdeliverysystemforensuringallstudentsachievethedesiredlearningoutcomes. Differentiation:UtilizingpedagogicstrategiesthatenableALLstudentstoaccessthedistrictcurriculum.Includesaccommodations,modifications(ifspecifiedonIEP),etc. Modifications:Practicesthatchange,lower,orreducelearningexpectations.(SDAccommodationsManual).ModificationsmustbespecifiedinanIEP PacingCalendar:Year-longoutlineofcourse/subjectunitsandpowerstandardsthatallowsforbothhorizontalandverticalalignmentoflearningprogressions,andprovidesanoverviewofthecourse/subject. Priority/Power/FocusStandards:“Acarefullyselectedsubsetofthetotallistofacademiccontentandperformancestandardsorlearningoutcomeswithineachcontentareathatstudentsmustknowand
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beabletodobytheendofeachschoolyearsotheyarepreparedtoenterthenextleveloflearning”(Ainsworth,2010,p.323)Powerstandardsaregaugedfor:endurance(lastsbeyondthecurrentunitofstudy),leverage(crossoverapplicationwithinandacrosscontent),readiness(preparingstudentsforthenextstepsinlearning),andpresenceonexternalexams(Ainsworth,2010). SupportingStandards:Thosestandardsthatsupport,connectto,andenhancethePriorityStandards.TheyaretaughtwithinthecontextofthePriorityStandards,areinstructionalscaffolds,butdonotreceivethesamedegreeofinstructionandassessmentemphasis(Ainsworth,2010,p.324). UnitofStudy:Aseriesofrelatedlessons,activities,andassessmentsbasedonidentifiedcontentstandards(bothpowerstandardsandsupportingstandards).Maybetopical,skillbased,orthematicandlastfortwotosixweeks.(Ainsworth,2010)Unitsaredocumentedonstandardizeddistricttemplates.
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South Dakota Science Standards
Adopted by the South Dakota Board of Education
May 18, 2015
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Acknowledgements
These revised science standards are the result of the contributions of several educators from across the state.
Many hours have been devoted to research and thoughtful consideration of issues to ensure the standards
reflect rigorous science teaching and opportunities for students to learn essential science concepts and
procedures with deep understanding. The Science Standards Revision Committee members represent the many
individuals across the state dedicated to their profession and to high quality science education for all South
Dakota students. Without their contributions the revision of the science content standards would not have been
possible. The South Dakota Department of Education wishes to express our appreciation and gratitude to the
individuals and the organizations they represent who contributed both expertise and time to the revision of
South Dakota’s Science Content Standards.
South Dakota Science Standards Committee Members Marc Aisenbrey, 5th Grade Teacher, Elk Point-Jefferson Elementary, Elk Point, SD
Dr. Michael Amolins, AP Chemistry, Chemistry Advanced Studies, and Scientific Research and Design Teacher, Harrisburg High School, Harrisburg, SD
Michelle Bartels, 6th Grade, 7th Grade Science Teacher, Hamlin Middle School, Hayti, SD
Mari Biehl, SDIL STEM Coordinator, South Dakota Innovation Lab, Platte, SD
Barbara Boone-Graves, 7th Grade Life Science Teacher, Patrick Henry Middle School, Sioux Falls, SD
Julie Dahl, Science Education Specialist, Center for the Advancement of Math and Science Education, Black Hills State University, Spearfish, SD
Donna DeKraai, 3rd Grade Teacher, Hillcrest Elementary, Brookings, SD
Dr. Cathy Ezrailson, Associate Professor, Curriculum and Instruction: Secondary Education, USD School of Education, Vermillion, SD
Marie Gillespie, 5th Grade Mathematics, 7th and 8th Grade Science Teacher, Pierre Indian Learning Center, Pierre, SD
Mark Iverson, 4th Grade Teacher, Castlewood Elementary, Castlewood, SD
Roby Johnson, 6th Grade Science Teacher, Holgate Middle School, Aberdeen, SD
Nicole Keegan, 7th Grade, 8th Grade Science Teacher, East Middle School, Rapid City, SD
Lisa Ketelhut, K-8 Special Education Teacher, Tea Area Elementary, Tea, SD
Dr. Kevin Lein, High School Principal, Harrisburg High School, Harrisburg, SD
Frances Linn, High School Biology Teacher, Rapid City High School, Rapid City, SD
Justin Lovrien, High School AP Biology and Biology Teacher, Brandon Valley High School, Brandon, SD
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Bobbie Matthews, English Language Learning Teacher, Huron Middle School, Huron, SD
Elizabeth McMillan, Curriculum Education Coordinator, Sanford Research, Sioux Falls, SD
Matt Miller, Associate Professor, Chemistry and Science Methods Instructor, South Dakota State University, Brookings, SD
Kate Mogard, Kindergarten Teacher, Hillcrest Elementary, Brookings, SD
Jeff Noll, Administrative Intern, George McGovern Middle School, Sioux Falls, SD
Kathy O’Hara, 2nd Grade Teacher, West Central Elementary, Hartford, SD
Julie Olson, High School Biology, Environmental Science and Physical Science Teacher, Mitchell High School, Mitchell, SD
Jacqueline Omland, Astronomy and Physics Master Teacher, Northern State University E-Learning Center, Aberdeen, SD
Betsy Schamber, 7th Grade Life Science Teacher, Madison Middle School, Madison, SD
Sam Shaw, Division of Learning and Instruction, South Dakota Department of Education, Pierre, SD
Marie Steckelberg, SD NASA SoI and Rising Star Project Coordinator, Steckelberg Consulting, Yankton, SD
Molly TenBroek, High School Physics, Chemistry, Biology, Anatomy and Physical Science Teacher, McIntosh High School, McIntosh, SD
Michelle Vande Weerd, Curriculum Director, Brookings School District, Brookings, SD
Sarah Weber, Gifted Education Teacher, West Central Elementary, Hartford, SD
Janelle Whitlock, Program Supervisory, Kirby Science Discovery Center, Washington Pavilion, Sioux Falls, SD
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Table of Contents Page Number(s)
Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards
Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19-20 6-8 Physical Science Standards 21-22 6-8 Life Science Standards 23-24 6-8 Earth/Space Science Standards 25-26 9-12 Physical Science Standards 27-29 9-12 Life Science Standards 30-32 9-12 Earth/Space Science Standards 33-34
Appendix A – Disciplinary Core Idea Progressions 35-49 Appendix B – Science and Engineering Practices and Crosscutting Concepts Frequency Tables
50-52
Appendix C – Grade-Banded Engineering Design Standards 53-54
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Preface
In 2014, with input from K-16 educators, administrators, community members, and informal educators from
across South Dakota, the Science Standards Revision Workgroup was charged with evaluating the 2005 South
Dakota Science Standards. Following the evaluation of the South Dakota Science Standards, it was determined
by the group that rewriting was necessary to reflect the most recent research in science teaching and learning.
This document was guided by recent research in best practices in science teaching, experience in classrooms
with the existing South Dakota Content Standards, the progression of recently published standards from
Massachusetts and South Carolina, the Next Generation Science Standards document, the National Research
Council’s Framework for K-12 Science Education, and lengthy discussions by experienced kindergarten through
grade sixteen South Dakota educators.
The standards were constructed from the three major dimensions: Science and Engineering Practices,
Disciplinary Core Ideas, and Crosscutting Concepts. With student mastery of these dimensions, South Dakota
schools will be competitive with the best educational systems in other states and nations. The standards are
coherent, adaptable, rigorous, attainable, and represent South Dakota’s commitment to excellence for all
students. The standards have been restructured to reflect current research and science and engineering
practices, and will be reevaluated in future years in accordance with the state standards adoption timeline.
SD Codified Law 13-3-48. Standards revision cycle--Content standards. The secretary of the Department of
Education shall prepare and submit for approval of the South Dakota Board of Education a standards revision
cycle and content standards for kindergarten through grade twelve.
Introduction
The South Dakota Science Standards realize a vision for science education in which students are expected to
actively engage in science and engineering practices and apply crosscutting concepts to deepen their
understanding of core ideas. These standards are designed to guide the planning of instruction and the
development of assessments of learning from kindergarten through twelfth grade. This document presents a
starting point for informed dialogue among those dedicated and committed to quality education in South
Dakota. By providing a common set of expectations for all students in all schools, this dialogue will be
strengthened and enhanced.
The concepts and content in the science standards represent the most current research in science and science
education. All theories are presented in a way that allow teachers to structure an experience around multiple
pieces of scientific evidence and competing ideas to allow students to engage in an objective discussion. The
theories are presented because they have a large body of scientific evidence that supports them. These
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standards were developed in such a manner to encourage students to analyze all forms of scientific evidence
and draw their own conclusions.
Through the public hearing process related to adoption of the South Dakota Science Standards, it is evident that
there is particular sensitivity to two issues: climate change and evolution. The South Dakota Board of Education
recognizes that parents are their children’s first teachers, and that parents play a critical role in their children’s
formal education. The South Dakota Board of Education also recognizes that not all viewpoints can be covered in
the science classroom. Therefore, the board recommends that parents engage their children in discussions
regarding these important issues, in order that South Dakota students are able to analyze all forms of evidence
and argument and draw their own conclusions.
KEY SHIFTS IN 2014 SOUTH DAKOTA SCIENCE STANDARDS
K-12 Science Education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
These standards integrate disciplinary core ideas, crosscutting concepts, and science and engineering practices. Past South Dakota Science Standards focus almost exclusively on content. The integration of rigorous core ideas, concepts, and practices reflect how science and engineering is applied and practiced every day and is shown to enhance student learning of both.
South Dakota Science Standards are set forth to ensure graduates of South Dakota’s public schools have the
knowledge, skills, and competencies essential to be college, career, and life ready.
These standards detail key knowledge and skills students need to succeed in entry-level, credit- bearing science courses in postsecondary schools; certificate or workplace training programs requiring an equivalent level of science; as well as jobs and postsecondary opportunities that require scientific and technical proficiency.
The South Dakota Science Standards are expectations for student outcomes– NOT curriculum.
Each standard has a specific integration of the three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts). The designated integrations of the South Dakota Standards do not predetermine how the three are linked in curriculum, units, or lessons. These standards simply clarify the expectations of what students will know and be able to do by the end of the grade level or grade band.
Previous South Dakota Science Standards treated the three dimensions of science as separate entities leading to preferential treatment of singular dimensions in assessment or instruction. It is essential to understand that the emphasis placed on a particular Science and Engineering Practice or Crosscutting Concept in a standard is not intended to limit instruction, but to make clear the intent of the assessments. During the course of instruction, students will engage in multiple Science and Engineering Practices to reach the learning outcome set by the teacher.
The South Dakota Science Standards build coherently from K–12.
The focus on a few Disciplinary Core Ideas is a key aspect of a coherent science education. The Framework identified a basic set of core ideas that are meant to be understood by the time a student completes high school:
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“To develop a thorough understanding of scientific explanations of the world, students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months [1]. This sense of development has been conceptualized in the idea of learning progressions [1, 25, 26]. If mastery of a core idea in a science discipline is the ultimate educational destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed for them to make progress.”
(2011). A Framework for K-12 Science Education: Practices, crosscutting concepts, and core ideas. (p. 26). Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165
There are two key points that are important to understand:
First, focus and coherence must be a priority. What this means to teachers and curriculum developers is that the same ideas or details are not covered each year. Rather, a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school. Historically, science education was taught as a set of disjointed and isolated facts. The Framework and the South Dakota Science Standards provide a more coherent progression aimed at overall scientific literacy with instruction focused on a smaller set of ideas.
Second, the progressions in the South Dakota Science Standards automatically assume that previous material has been learned by the student. Choosing to omit content at any grade level or band will impact the success of the student in understanding the core ideas and put additional responsibilities on teachers later in the process.
Science and Engineering are integrated in the South Dakota Science Standards, from K–12.
The idea of integrating technology and engineering into science standards is not new. Chapters on the nature of technology and the human-built world were included in Science for All Americans (AAAS 1989) and Benchmarks for Science Literacy (AAAS 1993, 2008). Standards for “Science and Technology” were included for all grade bands in the National Science Education Standards (NRC 1996).
Engineering is integrated within the discipline specific standards in areas of Life Science, Physical Science, and Earth/Space Sciences. This integration is achieved by raising engineering design to the same level as scientific inquiry in classroom instruction. Engineering is included in the science and engineering practices and technology is included in the crosscutting concepts.
South Dakota Science Standards focus on deeper understanding and application of concepts.
These standards are focused on a small set of disciplinary core ideas that build across grades and lead to deeper understanding and application of concepts. The standards are written to articulate the broad concepts and key components that specify expected learning
South Dakota Science Standards provide relevance to students in South Dakota.
Life Science: It is crucial that South Dakota students have a strong foundation in life science in order to maintain their own health as well as the ecosystems in which they live and work. South Dakota’s agricultural economy recognizes the importance of breeding selective traits in both plants and animals. Understanding DNA and genetics can be applied to modern agriculture and medicine by emphasizing biotechnology,
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genetically modified organisms, and the development of resistant pests. South Dakota’s geological and archeological history gives students a relevant context to understand the fossil evidence to support changes over time. Students must be able to evaluate and mitigate the effects of human activity in order to protect biodiversity within the state’s diverse ecosystems. Proper management of the state’s wildlife and recreational activities rely upon an understanding of carrying capacities so that these activities can continue to be enjoyed by future generations of South Dakotans.
Physical Science: From a local context, South Dakota students will appreciate how production of ethanol for use as a gasoline additive involves chemical reactions and that developing techniques for specifying the molecular and energy changes involved in these reactions will enhance the production of this fuel. Students will be able to understand the substructure of the atom and subatomic particles and be able to use that knowledge to understand work being done at the Sanford Underground Research Facility. They will be able to understand how forces interacting can change the behavior of objects. This is essential for everything from daily activities, like driving a car, to engineering the building of structures that can withstand tornadoes or generate the electricity we use. Students will be able to analyze data and interpret graphs in order to solve problems unique to South Dakota, such as the sustainability of land, crop, water, and livestock conservation. The study of wave properties and information technology, enhanced by an understanding of wave mechanics in systems and models, will allow students to understand and appreciate the importance of electronics, digital equipment, and information storage and transfer in the global market of the 21st century.
Earth and Space Science: South Dakota is rich in geologic resources, many unique to the Great Plains. Grasslands, the Badlands, Black Hills, and Missouri River Basin all provide unique opportunities for students to investigate the Earth and its interacting systems. In South Dakota, the use, management, and protection of natural resources have an economic, social, environmental, and geopolitical impact. Natural hazard mitigation (severe weather, flooding, and drought) has a direct impact on the people and environment of our state. Human activities in agriculture, industry, and everyday life have major impacts on the soil, air, and water of South Dakota.
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How to read the South Dakota Science Standards
Each of the three-dimensions from A Framework for K-12 Science Education can be referenced in every
standard. This information can be used to interpret a deeper meaning for each of the three
dimensions. Below is a legend to decode the components involved within each standard.
SEP = Science and Engineering Practices (Chapter 3: Page 41 of Framework) 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information
The reader will notice engineering is integrated through inclusion as a Disciplinary Core Idea, Crosscutting Concept or by use of a Science and Engineering Practice. All standards with an emphasis on engineering are marked by an asterisk (*). For more information on Engineering see the Framework page 201and Appendix C of the South Dakota Science Standards.
DCI: Disciplinary Core Idea (Chapter 5: Page 103 of Framework) These are listed as written in A Framework for K-12 Science Education. For example PS1 stands for Physical Science Core Idea 1: Matter and Its Interactions. You will notice that next to the standard it will read, for example, PS1.A. In this case, the coding is referring to Physical Science Core Idea 1: Matter and Its Interactions, Component Idea A: Structure and Properties of Matter. PS = Physical Science LS = Life Science ESS = Earth and Space Science ETS = Engineering, Technology and Applications of Sciences
CCC = Crosscutting Concept (Chapter 4: Page 83 of Framework) Patterns = Patterns Cause/Effect = Cause and Effect Scale/Prop. = Scale, Proportion, and Quantity Systems = Systems and System Models Energy/Matter = Energy and Matter Structure/Function = Structure and Function Stability/Change = Stability and Change
The Framework specifies two core ideas that relate science, technology, society and the environment: the interdependence of science, engineering and technology, and the influence of science, engineering and technology on society and the natural world. These two core ideas may accompany or replace crosscutting concepts related to standards that include engineering. In this instance, we refer to them as connection statements because they are not true crosscutting concepts. When this occurs, we use the following legend.
Technology = Connections to Engineering, Technology, and Applications of Science
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Kindergarten The Core Ideas of the Kindergarten standards include:
Motion and Stability: Forces and Interactions Energy From Molecules to Organisms: Structures and Processes Earth’s Systems Earth and Human Activity
Kindergarten Physical Science Conceptual Understanding: Pushes and pulls can have different strengths and directions, and can change the speed or direction of motion or start or stop. Bigger pushes and pulls cause bigger changes in an object’s motion or shape. Sunlight warms the Earth’s surface.
Kindergarten Physical Science Standards K-PS2-1 Plan and carry out an investigation to compare the effects of different strengths or different
directions of pushes and pulls on the motion of an object. (SEP: 3; DCI: PS2.A, PS2.B, PS3.C; CCC: Cause/Effect)
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* (SEP: 4; DCI: PS2.A, ETS1.A; CCC: Cause/Effect)
K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. (SEP: 3; DCI: PS3.B; CCC: Cause/Effect)
K-PS3-2 Design and build a structure that will reduce the warming effect of sunlight on an area.* (SEP: 6; DCI: PS3.B; CCC: Cause/Effect)
Kindergarten Life Science Conceptual Understanding: Plants and animals (including humans) need food and water in order to grow.
Kindergarten Life Science Standards K-LS1-1 Describe patterns of what plants and animals (including humans) need to survive. (SEP: 4; DCI:
LS1.C; CCC: Patterns)
Kindergarten Earth and Space Science Conceptual Understanding: There are patterns and variations in local weather. Plants and animals can change their local environment. Plants and animals (including humans) need to survive and there is a relationship between their needs and where they live. The purpose of weather forecasting is to prepare for and to respond to severe weather. Things people do can affect the environment, but they can make choices to reduce their impact.
Kindergarten Earth and Space Science Standards K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. (SEP: 4; DCI:
ESS2.D; CCC: Patterns)
K-ESS2-2 Engage in argument from evidence for how plants and animals (including humans) can change the environment to meet their needs. (SEP: 7; DCI: ESS2.E, ESS3.C; CCC: Systems)
K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (SEP: 2; DCI: ESS3.A; CCC: Systems)
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K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* (SEP: 1, 8; DCI: ESS3.B, ETS1. A; CCC: Cause/Effect)
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* (SEP: 8; DCI: ESS3.C; ETS1.B; CCC: Cause/Effect)
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First Grade The Core Ideas of the First Grade standards include:
Waves and Their Applications in Technologies for Information Transfer
From Molecules to Organisms: Structures and Processes
Heredity: Inheritance and Variation of Traits
Earth’s Place in the Universe First Grade Physical Science Conceptual Understanding: Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen only when light is available to illuminate them. People use devices to send and receive information.
First Grade Life Science Conceptual Understanding: Plants and animals use their external parts to help them survive, grow, and meet their needs. Behaviors of parents and offspring help the offspring survive. Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive. Young plants and animals are similar to their parents.
First Grade Life Science Standards 1-LS1-1 Design a solution to a human problem by mimicking how plants and/or animals use their external
parts to help them survive, grow, and meet their needs.* (SEP: 6; DCI: LS1.A, LSI.D; CCC: Structure/Function, Technology)
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (SEP: 8; DCI: LS1.B; CCC: Patterns)
1-LS3-1 Construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (SEP: 6; DCI: LS3.A, LS3.B; CCC: Patterns)
First Grade Earth and Space Science Conceptual Understanding: Patterns of movements of the sun, moon, and stars, as seen from Earth, can be observed, described, and predicted.
First Grade Earth and Space Science Standards 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. (SEP: 4;
DCI: ESS1.A ; CCC: Patterns, Technology, nature of science)
1-ESS1-2 Make observations at different times of the year to relate the amount of daylight to the time of year. (SEP: 3; DCI: ESS1.B; CCC: Patterns)
First Grade Physical Science Standards 1-PS4-1 Plan and carry out an investigation to provide evidence that vibrating materials can make sound and
that sound can make materials vibrate. (SEP: 3; DCI: PS4.A; CCC: Cause/Effect)
1-PS4-2 Construct an evidence-based account for how objects can be seen only when illuminated. (SEP: 6; DCI: PS4.B; CCC: Cause/Effect)
1-PS4-3 Plan and carry out an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. (SEP: 3; DCI: PS4.B; CCC: Cause/Effect)
1-PS4-4 Design and build a device that uses light or sound to solve the problem of communicating over a distance.* (SEP: 6; DCI: PS4.C; CCC: Technology)
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Second Grade The Core Ideas of the Second Grade standards include:
Matter and Its Interactions
Ecosystems: Interactions, Energy, and Dynamics
Biological Unity and Diversity
Earth’s Place in the Universe
Earth’s Systems Second Grade Physical Science Conceptual Understanding: Matter exists as different substances that have observably different properties. Different properties are suited to different purposes. Objects can be built up from smaller parts. Heating and cooling substances cause changes that are sometimes reversible and sometimes not.
Second Grade Physical Science Standards 2-PS1-1 Plan and carry out an investigation to describe and classify different kinds of materials by their
observable properties. (SEP: 3; DCI: PS1.A ; CCC: Patterns)
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* (SEP: 4; DCI: PS1.A; CCC: Cause/Effect, Technology)
2-PS1-3 Construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (SEP: 6 ; DCI: PS1.A; CCC: Energy/Matter)
2-PS1-4 Construct an argument using reasoning and evidence that some changes caused by heating or cooling can be reversed and some cannot. (SEP: 7; DCI: PS1.B; CCC: Cause/Effect)
Second Grade Life Science Conceptual Understanding: Plants depend on water and light to grow, and also depend on animals for pollination or to move their seeds around. A range of different organisms live in different places.
Second Grade Life Science Standards 2-LS2-1 Plan and carry out an investigation to determine if plants need sunlight and water to grow. (SEP: 3;
DCI: LS2.A; CCC: Cause/Effect)
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* (SEP: 2; DCI: LS2.A, ETS1.B ; CCC: Structure/Function)
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. (Systems) (SEP: 3; DCI: LSD4.D; CCC: Systems)
Second Grade Earth and Space Science Conceptual Understanding: Some events on Earth occur very quickly; others can occur very slowly. Wind and water change the shape of the land. Maps show where things are located. The shapes and kinds of land and water in any area can be mapped. Water is found in many types of places and in different forms on Earth.
Second Grade Earth and Space Science Standards 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or
slowly. (SEP: 6; DCI: ESS1.C; CCC: Stability/Change)
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of
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the land. (SEP: 6; DCI: ESS2.A, ETS1.C; CCC: Stability/Change, Technology)
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. (SEP: 2; DCI: ESS2.B ; CCC: Patterns )
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. (SEP: 8; DCI: ESS2.C; CCC: Patterns, )
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Third Grade The Core Ideas of the Third Grade standards include:
Motion and Stability: Forces and Interactions
From Molecules to Organisms: Structures and Processes
Ecosystems: Interactions, Energy, and Dynamics
Heredity: Inheritance and Variation of Traits
Biological Unity and Diversity
Earth’s Systems
Earth and Human Activity Third Grade Physical Science Conceptual Understanding: The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near the Earth’s surface pulls that object toward the planet’s center. Third Grade Physical Science Standards
3-PS2-1 Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (SEP: 3; DCI: PS2.A, PS2.B; CCC: Cause/Effect)
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence for how a pattern can be used to predict future motion. (SEP: 3; DCI: PS2.A; CCC: Patterns)
3-PS2-3 Ask questions about cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (SEP: 1; DCI: PS2.B; CCC: Cause/Effect)
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.* (SEP: 1; DCI: PS2.B; CCC: Technology)
Third Grade Life Science Conceptual Understanding: Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. When the environment changes, some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Being part of a group helps animals obtain food, defend themselves, and cope with changes. Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops. Some living organisms resemble organisms that once lived on Earth. Fossils provide evidence about the types of organisms and environments that existed long ago. Differences in characteristics between individuals of the same species provide advantages in surviving and reproducing. Particular organisms can only survive in particular environments. Populations of organisms live in a variety of habitats. Change in those habitats affects the organisms living there. Third Grade Life Science Standards
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (SEP: 1 ; DCI: LS1.B; CCC: Patterns)
3-LS2-1 Construct an argument that some animals form groups that help members survive. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect )
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. (SEP: 4; DCI: LS3.A,
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LS3.B; CCC: Patterns)
3-LS3-2 Use evidence and reasoning to support the explanation that traits can be influenced by the environment. (SEP: 6; DCI: LS3.A, LS3.B; CCC: Cause/Effect)
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (SEP: 4; DCI: LS4.A; CCC: Scale/Prop.)
3-LS4-2 Use evidence and reasoning to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. (SEP: 6; DCI: LS4.B; CCC: Cause/Effect)
3-LS4-3 Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect)
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* (SEP: 7; DCI: LS2.C, LS4.D; CCC: Systems, Technology)
Third Grade Earth and Space Science Conceptual Understanding: Typical weather occurs during a particular season. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impact.
Third Grade Earth and Space Science Standards
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (SEP: 4; DCI: ESS2.D; CCC: Patterns)
3-ESS2.2 Obtain and combine information to describe climates in different regions of the world. (SEP: 8; DCI: ESS2.D ; CCC: Patterns)
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* (SEP: 7; DCI: ESS3.B ; CCC: Cause/Effect, Technology)
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Fourth Grade The Core Ideas of the Fourth Grade standards include:
Energy
Waves and Their Applications in Technologies for Information Transfer
From Molecules to Organisms: Structures and Processes
Earth’s Place in the Universe
Earth’s Systems
Earth and Human Activity Fourth Grade Physical Science Conceptual Understanding: Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, heat, or electrical currents. Energy can be converted from one form to another form. When objects collide, energy is transferred through forces so as to change the objects’ motions. Waves are regular patterns of motion which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move. Objects can be seen when light reflected from their surface enters our eyes. Patterns can encode, send, receive, and decode information.
Fourth Grade Physical Science Standards 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that
object. (SEP: 6; DCI: PS3.A ; CCC: Energy/Matter)
4-PS3-2 Make observations to provide evidence for how energy can be transferred from place to place by sound, light, heat, and electric currents. (SEP: 3; DCI: PS3.A, PS3.B; CCC: Energy/Matter)
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. (SEP: 1; DCI: PS3.A, PS3.B, PS3.C; CCC: Energy/Matter)
4-PS3-4 Design, test, and refine a device that converts energy from one form to another.* (SEP: 6; DCI: PS3.B, PS3.D, ETS1.A ; CCC: Energy/Matter)
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and to provide evidence that waves can cause objects to move. (SEP: 2 ; DCI: PS4.A; CCC: Patterns)
4-PS4-2 Develop a model to describe how light reflecting from objects and entering the eye allows objects to be seen. (SEP: 2 ; DCI: PS4.B; CCC: Cause/Effect)
4-PS4-3 Create and compare multiple solutions that use patterns to transfer information.* (SEP: 6; DCI: PS4.C, ETS1.C; CCC: Patterns, Technology)
Fourth Grade Life Science Conceptual Understanding: Plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Different sense receptors are specialized for particular kinds of information; animals use their perceptions and memories to guide their actions.
Fourth Grade Life Science Standards 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function
to support survival, growth, behavior, and reproduction. (SEP: 7 ; DCI: LS1.A; CCC: Systems)
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. (SEP: 2; DCI: LS1.D; CCC: Systems)
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Fourth Grade Earth and Space Science Conceptual Understanding: Certain features on Earth can be used to order events that have occurred in a landscape. Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events. Energy and fuels that humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.
Fourth Grade Earth and Space Science Standards 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time. (SEP: 6; DCI: ESS1.C ; CCC: Patterns)
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (SEP: 3; DCI: ESS2.A, ESS2.E; CCC: Cause/Effect)
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. (SEP: 4; DCI: ESS2.B; CCC: Patterns)
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (SEP: 8; DCI: ESS3.A; CCC: Cause/Effect, Technology)
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (SEP: 6; DCI: ESS3.B, ETS1.B; CCC: Cause/Effect, Technology)
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Fifth Grade The Core Ideas of the Fifth Grade standards include:
Matter and Its Interactions
Motion and Stability: Forces and Interactions
Energy
From Molecules to Organisms: Structures and Processes
Ecosystems: Interactions, Energy, and Dynamics
Earth’s Place in the Universe
Earth’s Systems
Earth and Human Activity Fifth Grade Physical Science Conceptual Understanding: Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials. Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; the total mass of substances when a reaction occurs remains the same. Energy can be “produced,” “used,” or “released” by converting stored energy. Plants capture energy from sunlight, which can later be used as fuel or food.
Fifth Grade Physical Science Standards 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. (SEP: 2; DCI:
PS1.A; CCC: Scale/Prop.)
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. (SEP: 5; DCI: PS1.A, PS1.B; CCC: Scale/Prop.)
5-PS1-3 Make observations and measurements to identify materials based on their properties. (SEP: 3; DCI: PS1.A; CCC: Scale/Prop.)
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (SEP: 3; DCI: PS1.B; CCC: Cause/Effect)
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. (SEP: 7; DCI: PS2.B; CCC: Cause/Effect)
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (SEP: 2; DCI: PS3.D, LSI.C ; CCC: Energy/Matter)
Fifth Grade Life Science Conceptual Understanding: Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival. Movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun.
Fifth Grade Life Science Standards 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
(SEP: 7; DCI: LS1.C; CCC: Energy/Matter)
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5-LS2-1 Develop a model to describe the movement of matter and energy among producers, consumers, decomposers, and the environment. (SEP: 2; DCI:LS2.A, LS2.B ; CCC: Systems)
Fifth Grade Earth and Space Science Conceptual Understanding: Stars range greatly in size and distance from Earth, and this can explain their relative brightness. Earth’s orbit and rotation and the orbit of the moon around Earth cause observable patterns, such as length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. The geosphere, biosphere, hydrosphere, and/or atmosphere interact. Most of Earth’s water is in the ocean and much of Earth’s fresh water is in glaciers or underground. Societal activities have had major effects on land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.
Fifth Grade Earth and Space Science Standards 5-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars
is due to distances from the Earth. (SEP: 7; DCI: ESS1.A; CCC: Scale/Prop.)
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (SEP: 4; DCI: ESS1.B ; CCC: Patterns)
5-ESS2-1 Develop a model to describe the interaction of geosphere, biosphere, hydrosphere, and/or atmosphere. (SEP: 2; DCI: ESS2.A; CCC: Systems)
5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (SEP: 5; DCI: ESS2.C; CCC: Scale/Prop.)
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (SEP:8; DCI: ESS3.C; CCC: Systems)
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Middle School Physical Science (Grades 6-8) The Core Ideas of the Middle School Physical Science standards include:
Matter and Its Interactions
Motion and Stability: Forces and Interactions
Energy
Waves and Their Applications in Technologies for Information Transfer Middle School Physical Science Conceptual Understanding: Matter is composed of atoms and molecules that can be used to explain the physical and chemical properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter and energy. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of an attractive or repulsive force. Gravitational, electrical, and magnetic forces occur through collisions and over distances. Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object. Kinetic energy can be distinguished from the various forms of potential energy. Energy changes, to and from each type, can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter. When two objects interact, each one exerts a force on the other, and these forces can transfer energy between them. Energy is transferred in chemical processes and everyday life. A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy and digital information.
Middle School Physical Science Standards (Grades 6-8) MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.
(SEP:2 ; DCI: PS1.A; CCC: Scale/Prop. ) MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact
to determine if a chemical reaction has occurred. (SEP: 8; DCI: PS1.A, PS1.B; CCC: Patterns) MS-PS1-3 Obtain and evaluate information to describe that synthetic materials come from natural resources
and impact society. (SEP: 8; DCI: PS1.A, PS1.B; CCC: Structure/Function, Technology ) MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a
pure substance when thermal energy is added or removed. (SEP: 2; DCI: PS1.A, PS3.A; CCC: Cause/Effect)
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (SEP: 2 ; DCI: PS1.B; CCC: Energy/Matter)
MS-PS1-6 Design, construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* (SEP: 6; DCI: PS1.B, ETS1.B, ETS1.C; CCC: Energy/Matter)
MS-PS2-1 Design a solution to a problem involving the motion of two colliding objects that illustrates Newton’s Third Law.* (SEP: 6; DCI: PS2.A; CCC: Systems, Technology)
MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (SEP: 3; DCI: PS2.A; CCC: Stability/Change )
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (SEP: 1; DCI: PS2.B; CCC: Cause/Effect)
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MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (SEP: 7; DCI: PS2.B; CCC: Systems)
MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (SEP: 3; DCI: PS2.B; CCC: Cause/Effect )
MS-PS3-1 Construct and analyze graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (SEP: 4; DCI: PS3.A; CCC: Scale/Prop.)
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (SEP: 2; DCI: PS3.A, PS3.C ; CCC: Systems)
MS-PS3-3 Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* (SEP: 6; DCI: PS3.A, PS3.B, ETS1.A, ETS1.B, ; CCC: Energy/Matter)
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (SEP: 3; DCI: PS3.A, PS3.B; CCC: Scale/Prop.)
MS-PS3-5 Engage in argument from evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (SEP: 7; DCI: PS3.B; CCC: Energy/Matter)
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (SEP: 5; DCI: PS4.A; CCC: Patterns)
MS-PS4-2 Develop and use a model to describe how waves are reflected, absorbed, or transmitted through various materials. (SEP: 2; DCI: PS4.A, PS4.B; CCC: Structure)
MS-PS4-3 Obtain, evaluate and communicate information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (SEP: 8; DCI: PS4.C; CCC: Structure, Technology)
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Middle School Life Science (Grades 6-8) The Core Ideas of the Middle School Life Science standards include:
From Molecules to Organisms: Structures and Processes
Ecosystems: Interactions, Energy, and Dynamics
Heredity: Inheritance and Variation of Traits
Biological Unity and Diversity Middle School Life Science Conceptual Understanding: All living things are made of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions. Animals engage in behaviors that increase the odds of reproduction. An organism’s growth is affected by both genetic and environmental factors. Plants use resources from the environment and energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy. Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem. Ecosystem characteristics vary over time. Disruptions to any part of an ecosystem can lead to shifts in all of its populations. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. Genes chiefly regulate a specific protein, which affect an individual’s traits. In sexual reproduction, each parent contributes half of the genes acquired by the offspring resulting in variation between parent and offspring. Genetic information can be altered because of mutations, which may result in beneficial, negative, or no change to proteins in or traits of an organism. The fossil record documents the existence, diversity, extinction, and change of many life forms and their environments through Earth’s history. The fossil record and comparisons of anatomical similarities between organisms enables the inference of lines of evolutionary descent. Both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population. Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common. Changes in biodiversity can influence humans’ resources and ecosystem services they rely on. Students must also understand the necessity of adaptation and survival to creating biodiversity.
Middle School Life Science Standards (Grades 6-8) MS-LS1-1 Plan and carry out an investigation to provide evidence that living things are made of cells; either
one cell or many different types and numbers of cells. (SEP: 3; DCI: LS1.A; CCC: Scale/Prop., Technology)
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (SEP: 2; DCI: LS1.A; CCC: Structure/Function)
MS-LS1-3 Construct an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (SEP: 7 ; DCI: LS1.A; CCC: Systems)
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MS-LS1-4 Construct an argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (SEP: 7; DCI: LS1.B; CCC: Cause/Effect)
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (SEP: 6; DCI: LS1.B; CCC: Cause/Effect)
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (SEP: 6, Nature Science/Empirical Evidence; DCI: LS1.C, PS3.D; CCC: Energy/Matter)
MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. (SEP: 2; DCI: LS1.C, PS3.D; CCC: Energy/Matter)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (SEP: 4; DCI: LS2.A; CCC: Cause/Effect)
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (SEP: 6; DCI: LS2.A; CCC: Patterns)
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (SEP: 2; DCI: LS2.B; CCC: Energy/Matter)
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (SEP: 7; DCI: LS2.C ; CCC: Stability/Change)
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* (SEP: 7; DCI: LS2.C, LS4.D, ETS1.B ; CCC: Stability/Change, Technology)
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. (SEP:2 ; DCI: LS3.A, LS3.B; CCC: Structure/Function)
MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (SEP: 2; DCI: LS1.B, LS3.A, LS3.B; CCC: Cause/Effect)
MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. (SEP: 4; DCI: LS4.A; CCC: Patterns)
MS-LS4-2 Apply scientific ideas to construct an explanation for similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (SEP: 6; DCI: LS4.A; CCC: Patterns)
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. (SEP: 6; DCI: LS4.B; CCC: Cause/Effect)
MS-LS4-5 Obtain, evaluate, and communicate information about how technological advances have changed the way humans influence the inheritance of desired traits in organisms. * (SEP: 8; DCI: LS4.B; CCC: Cause/Effect, Technology)
MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (SEP: 5; DCI: LS4.C; CCC: Cause/Effect)
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Middle School Earth and Space Science (Grades 6-8) The Core Ideas of the Middle School Earth and Space Science standards include:
Earth’s Place in the Universe
Earth’s Systems
Earth and Human Activity Middle School Earth and Space Science Conceptual Understanding: The Earth is a part of the solar system which is held together by gravity. The solar system is a part of the Milky Way Galaxy, which is one of billions of galaxies in the universe. The position of Earth’s place in the solar system, Milky Way Galaxy, and the universe can be used to explain astronomical patterns such as eclipses, tides, and seasons. By exploring objects in the solar system and universe, theories have been formed and supported that explain the formation of the universe. Rock strata and the fossil record can be used as evidence to organize the relative occurrence of major historical events in Earth’s history. Materials in and on Earth’s crust change over time as result of the flow within and among different systems and the cycling of matter, including the sun and Earth’s interior as primary energy sources. Plate tectonics is the unifying theory that explains movements of rocks at the Earth’s surface and through geological history. Water influences weather and weather patterns through oceanic, atmospheric and land circulation. Water movement causes weathering and erosion as well as changing landscape features. Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different renewable and nonrenewable resources. The availability of natural resources, such as land, energy, minerals and water, is unevenly distributed. This can affect human activities and impact the development of surroundings in a positive or negative way. Human use of resources can have an impact on the Earth and its systems. Decisions to reduce the impact on Earth and its systems depend on understanding climate, science, engineering capabilities, and social dynamics. Natural hazards can impact resource availability and development. By mapping the history of natural hazards in a region, an understanding of geological forces can be reached.
Middle School Earth and Space Science Standards (Grades 6-8) MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar
phases, eclipses of the sun and moon, and seasons. (SEP: 2; DCI: ESS1.A, ESS1.B; CCC: Patterns)
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. (SEP: 2; DCI: ESS1.A, ESS1.B; CCC: Systems)
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. (SEP: 4; DCI: ESS1.B; CCC: Scale/Prop., Technology)
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. (SEP: 2; DCI: ESS2.A; CCC: Stability/Change)
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. (SEP: 6; DCI: ESS2.A, ESS2.C; CCC: Scale/Prop.)
MS-ESS2-3 Analyze and interpret data on the age of the Earth, distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. (SEP: 4; DCI: ESS2.B, ESS1.C; CCC: Patterns)
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. (SEP: 2; DCI: ESS2.C; CCC: Energy/Matter)
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MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (SEP: 3; DCI: ESS2.C, ESS2.D; CCC: Cause/Effect)
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (SEP: 2; DCI: ESS2.C, ESS2.D; CCC: Systems)
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. (SEP: 6; DCI: ESS3.A ; CCC: Cause/Effect , Technology)
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (SEP: 4; DCI: ESS3.B; CCC: Patterns, Technology)
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* (SEP: 6 ; DCI: ESS3.C; CCC: Cause/Effect, Technology)
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. (SEP: 7; DCI: ESS3.C; CCC: Cause/Effect, Technology, Nature Science/Consequence-Actions)
MS-ESS3-5 Ask questions to clarify evidence of the factors that may have caused a change in global temperatures over the past century. (SEP: 1; DCI: ESS3.D; CCC: Stability/Change)
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High School Physical Science (Grades 9-12)
The Core Ideas of the High School Physical Science standards include:
Matter and Its Interactions
Motion and Stability: Forces and Interactions
Energy
Waves and Their Applications in Technology for Information Transfer High School Physical Science Conceptual Understanding: Matter and its interactions is broken down into three sub-ideas: the structure and properties of matter, chemical reactions, and nuclear processes. This includes substructure of atoms, interactions between electric charges, interactions of matter, chemical reactions, nuclear processes, and properties of substances. Chemical reactions, including rates of reactions and energy changes, involve the collisions of molecules and the rearrangements of atoms. Repeating patterns of the periodic table can be used as a tool to explain and predict the properties of elements. A stable molecule has less energy than the same set of atoms separated: one must provide at least this energy to take apart a molecule. Motion and stability focuses on building understanding of forces and interactions and Newton’s Second Law. The total momentum of a system of objects is conserved when there is no net force on the system. Newton’s Law of Gravitation and Coulomb’s Law describe and predict the gravitational and electrostatic forces between objects. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. The forces can be used to describe the relationship between electrical and magnetic fields. Energy is broken down into four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Energy is understood as a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy at both the macroscopic and the atomic scale can be accounted for as either motions of particles or energy associated with relative position for configuration of particles. Photosynthesis is the primary biological means of capturing radiation from the sun. Fields contain energy that depend on the arrangement of objects in the field.
Waves are broken down into Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
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High School Physical Science Standards (Grades9-12)
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (SEP: 2; DCI: PS1.A, PS2.B; CCC: Patterns)
HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (SEP: 6; DCI: PS1.A, PS1.B; CCC: Patterns)
HS-PS1-3 Plan and carry out an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. (SEP: 3; DCI: PS1.A, PS2.B; CCC: Patterns)
HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (SEP: 2; DCI: PS1.A, PS1.B; CCC: Energy/Matter)
HS-PS1-5 Construct an explanation based on evidence about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (SEP: 6; DCI: PS1.B; CCC: Patterns)
HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* (SEP: 6; DCI: PS1.B, ETS1.C; CCC: Stability/Change)
HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (SEP: 5; DCI: PS1.B; CCC: Energy/Matter, Nature of Science/Consistency)
HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (SEP: 2; DCI: PS1.C; CCC: Energy/Matter)
HS-PS2-1 Analyze data to support the claim that Newton’s Second Law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (SEP: 4; DCI: PS2.A; CCC: Cause/Effect )
HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (SEP: 5; DCI: PS2.A ; CCC: Systems)
HS-PS2-3 Design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* (SEP: 6; DCI: PS2.A, ETS1.A, ETS1.C; CCC: Cause/Effect )
HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (SEP: 5; DCI: PS2.B; CCC: Patterns)
HS-PS2-5 Plan and carry out an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (SEP: 3; DCI: PS2.B, PS3.A; CCC: Cause/Effect)
HS-PS2-6 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* (SEP: 8; DCI: PS1.A, PS2.B; CCC: Structure/Function)
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (SEP: 5; DCI: PS3.A, PS3.B ; CCC: Systems)
HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (SEP: 2 ; DCI: PS3.A; CCC: Energy/Matter)
HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (SEP: 6; DCI: PS3.A, PS3.D, ETS1.A; CCC: Energy/Matter, Technology)
HS-PS3-4 Plan and carry out an investigation to provide evidence that the transfer of thermal energy when
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two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (Second Law of Thermodynamics). (SEP: 3; DCI: PS3.B, PS3.D; CCC: Systems)
HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (SEP: 2; DCI: PS3.C; CCC: Cause/Effect)
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (SEP: 5; DCI: PS4.A; CCC: Cause/Effect)
HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. (SEP: 1; DCI: PS4.A; CCC: Stability/Change, Technology)
HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (SEP: 7; DCI: PS4.A, PS4.B; CCC: Systems)
HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (SEP: 8; DCI: PS4.B; CCC: Cause/Effect)
HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (SEP: 8; DCI: PS3.D, PS4.A, PS4.B, PS4.C; CCC: Cause/Effect, Technology)
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High School Life Science (Grades 9-12) The Core Ideas of the High School Life Science standards include:
From Molecules to Organisms: Structures and Processes
Ecosystems: Interactions, Energy, and Dynamics
Heredity: Inheritance and Variation of Traits
Biological Unity and Diversity High School Life Science Conceptual Understanding: Cells are the basic unit of organization of all living things. DNA determines the structure of proteins which in turn determines the structures of specialized cells. Systems of cells function together to support critical life processes such as maintenance, growth, and reproduction. The energy for these processes comes from photosynthesis and cellular respiration. Photosynthesis transforms light energy into stored chemical energy. Cellular respiration, both aerobic and anaerobic, breaks the chemical bonds of food resulting in new compounds and a net transfer of energy. As carbon, hydrogen, and oxygen from sugar molecules break down, they combine with other elements to form amino acids and/or other carbon-based macromolecules. Ecosystems are complex interactions between biotic and abiotic factors. When stable, ecosystems will support relatively consistent numbers of organisms; however, when subjected to extreme changes, new ecosystems or reduced biodiversity may occur. Plants form the lowest level of the food web, and as they are consumed, only a small portion of the matter is transferred upward. Matter and energy are conserved at each food web link as some matter is used for growth, some matter is used to release energy for life processes, and some is discarded. Photosynthesis and cellular respiration are key components of the global carbon cycle as matter and energy flow between the biosphere, atmosphere, hydrosphere, and geosphere. The carrying capacity of a particular ecosystem limits the amount and type of organisms it can support. The more biodiversity an ecosystem can support the more resilient it is to environmental changes. Heredity is the passing of characteristics from one generation to the next via genes. Chromosomes are single long DNA molecules which carry the instructions for forming particular species characteristics. Genes are a segment on the DNA that code for a particular trait. An alternative form of a gene found at the same place on a chromosome is called an allele. Genetic variations may result from new genetic combinations through meiosis, replication errors, or mutations. Environmental factors may cause mutations in genes or affect the expression of traits. The interactions of genes with their environment and the relative presence or absence of different alleles, determines the distribution of traits within a population. The ideas of common ancestry and biological unity and diversity are supported by extensive scientific evidence and form the foundation of modern biological studies. This evidence includes the fossil record, similar DNA sequences, comparative anatomy, and embryological evidence. Evolution is driven by the potential of a species to increase in number, the genetic variation of individuals, competition for resources, and propagation of organisms that are better able to survive and reproduce in the environment. Changes to an environment could see individual species increase in number, new
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species emerge, or the extinction of some species. Human activity can have an adverse effect on the biodiversity of an ecosystem. High School Life Science Standards (Grades 9-12)
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. (SEP: 6; DCI: LS1.A; CCC: Structure/Function)
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (SEP: 2; DCI: LS1.A; CCC: Systems)
HS-LS1-3 Plan and carry out an investigation to provide evidence that feedback mechanisms maintain homeostasis. (SEP: 3; DCI: LS1.A; CCC: Stability/Change)
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (SEP: 2; DCI: LS1.B; CCC: Systems)
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter)
HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. (SEP: 6; DCI: LS1.C; CCC: Energy/Matter)
HS-LS1-7 Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter)
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (SEP: 5; DCI: LS2.A; CCC: Scale/Prop.)
HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (SEP: 5; DCI: LS2.A, LS2.C; CCC: Scale/Prop.)
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter )
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter)
HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems)
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms under stable conditions; however, moderate to extreme fluctuations in conditions may result in new ecosystems. (SEP: 7; DCI: LS2.C; CCC: Stability/Change)
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* (SEP: 6; DCI: LS2.C, LS4.D, ETS1.B; CCC: Stability/Change)
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)
HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (SEP: 1; DCI: LS1.A, LS3.A; CCC: Cause/Effect)
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (SEP: 7; DCI: LS3.B; CCC: Cause/Effect)
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed
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traits in a population. (SEP: 4; DCI: LS3.B; CCC: Scale/Prop.)
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (SEP: 8; DCI: LS4.A; CCC: Patterns)
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (SEP: 6; DCI: LS4.B, LS4.C; CCC: Cause/Effect)
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (SEP: 4; DCI: LS4.B, LS4.C; CCC: Patterns)
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (SEP: 6; DCI: LS4.C ; CCC: Cause/Effect)
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect)
HS-LS4-6 Use a simulation to research and analyze possible solutions for the adverse impacts of human activity on biodiversity. (SEP: 5; DCI: LS4.C, LS4.D, ETS1.B; CCC: Cause/Effect)
HS-LS4-7 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. (SEP: 4; DCI: LS4.A ; CCC: Patterns)
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High School Earth and Space Science (Grades 9-12) The Core Ideas of the High School Earth and Space Science standards include:
Earth’s Place in the Universe
Earth’s Systems
Earth and Human Activity High School Earth and Space Science Conceptual Understanding: Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang Theory. Kepler’s Laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations. Feedback effects exist within and among Earth’s systems. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are continually needed. South Dakota is a rich source of geologic resources unique to the Great Plains. Grasslands, the Badlands, Black Hills, and Missouri River Basin all provide unique opportunities for students to investigate the Earth and its many interacting systems. In South Dakota, the use, management, and protection of natural resources have an economic, social, environmental, and geopolitical impact. Natural hazard mitigation (severe weather, flooding, and drought) has a direct impact on the people and environment of our state. Human activities in agriculture, industry, and everyday life have major impacts on the soil, air, and water of South Dakota. High School Earth and Space Science Standards (Grades 9-12)
HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. (SEP: 2; DCI: ESS1.A, PS3.D; CCC: Scale/Prop.)
HS-ESS1-2 Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. (SEP: 6; DCI: PS4.B, ESS1.A; CCC: Energy/Matter, Technology)
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HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. (SEP: 8; DCI: ESS1.A; CCC: Energy/Matter)
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (SEP: 5; DCI: ESS1.B; CCC: Scale/Prop., Technology)
HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (SEP: 7; DCI: ESS1.C, ESS2.B, PS1.C; CCC: Patterns)
HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. (SEP: 6; DCI: ESS1.C, PS1.C; CCC: Stability/Change)
HS-ESS2-1 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that cause changes to other Earth systems. (SEP: 2; DCI: ESS2.A, ESS2.B; CCC: Stability/Change)
HS-ESS2-2 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. (SEP: 4; DCI: ESS2.A, ESS2.D; CCC: Stability/Change, Technology)
HS-ESS2-3 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (SEP: 2; DCI: ESS2.A, ESS2.B, PS4.A; CCC: Energy/Matter, Technology)
HS-ESS2-4 Plan and carry out an investigation of the properties of water and its effects on Earth materials and surface processes. (SEP: 2; DCI: ESS1.B, ESS2.A, ESS2.D; CCC: Cause/Effect)
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (SEP: 6; DCI: ESS3.A, ESS3.B ; CCC: Cause/Effect, Technology)
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* (SEP: 7; DCI: ESS3.A, ETS1.B; CCC: Technology)
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (SEP: 5; DCI: ESS3.C; CCC: Stability/Change, Technology)
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* (SEP: 6; DCI: ESS3.C, ETS1.B; CCC: Stability/Change, Technology)
HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (SEP: 4; DCI: ESS3.D; CCC: Stability/Change)
HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (SEP: 5; DCI: ESS2.D, ESS3.D; CCC: Systems)
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Disciplinary Core Idea Progressions The tables below illustrate the progression of the Disciplinary Core Ideas K-12 found within the Framework for K-12 Science Education. This progression is for reference only and in no way endorses separation of the disciplinary core ideas from the other dimensions. Though the South Dakota Standards are presented as detailed integrations of the three dimensions, this document was built by the South Dakota Science Standards Workgroup to display the coherence and progression of the core ideas across K-12. This document can provide great support for schools and districts to ensure vertical progression occurs within the larger system. This document can also assist teachers seeking to identify where the major ideas appear within their respective grade-bands.
Physical Science Progression DCI K-2 3-5 6-8 9-12
PS1.A Structure of matter
Classifying different materials by their observable properties. Determining which of those properties are best suited for a specific purpose. Designing devices that require the assembly or disassembly of smaller objects. Understanding the effects of heating and cooling on the properties of matter.
Developing models that portray matter as particles too small to be seen, yet can be identified macroscopically based on their properties. Collecting evidence that matter is always conserved.
Developing models that describe atomic and molecular composition. Analyzing the physical and chemical properties of matter, describing its natural sources, phase transitions, and impact on society.
Using the periodic table as a model to predict the relative chemical and physical properties and reactivity of elements based on the patterns of electrons in the outermost energy level of atoms. Planning and carrying out investigations that compare atomic and molecular structure and its impact on the strength of electrical forces between particles. Building models that illustrate the storage of energy in chemical bonds, and its effect on equilibrium.
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PS1.B Chemical reactions
Using evidence to determine if a change caused by heating or cooling can be reversed.
Providing quantitative evidence of the conservation of matter during both physical and chemical changes. Conducting investigations to prove whether changes observed during the mixing of substances are physical or chemical.
Analyzing matter before and after an interaction to determine if a reaction has taken place, and the relevance of such a change within the context of the world in which we live. Understanding that while they might change state, matter and energy are conserved during a chemical reaction.
Explaining the outcome of a chemical reaction based on knowledge of atomic structure, periodic trends, and knowledge of patterns of chemical properties. Building models that illustrate the transfer of energy between particles and their surroundings during a chemical reaction. Explaining the effects of changing temperature or concentration on the rate or equilibrium state of a chemical reaction. Accounting for the conservation of matter during a chemical reaction.
PS1.C Nuclear processes
N/A N/A N/A Modeling and illustrating the changes in the nuclear composition and energetics of the atom during the processes of fission, fusion, and radioactive decay. Developing a model to describe nuclear fusion in the sun’s core and its release of energy that
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reaches Earth in the form of radiation.
PS2.A Forces and motion
Comparing and contrasting the effect of pushes and pulls in various directions and magnitudes on the motion of an object. Designing a solution to influence speed and direction change for various objects.
Using observation and measurement to determine the affect of balanced and unbalanced forces on an objects motion, and to determine its future motion.
A change in an objects motion (acceleration) depends on a change in the net force acting on an object and the mass of that object. Applying this, along with Newton’s Third Law, can be used to solve a problem involving the collision of two objects.
Analyzing data supporting Newton’s second law of motion and Coulomb’s Law, and their effects on an objects net force, mass, and acceleration. Supporting the conservation of momentum within a system through mathematical representations. Using this information to design a device that minimizes net force on an object during a collision. Understanding how molecular structure plays a role in each of these concepts.
PS2.B Types of interactions
Determining the relationship between pushes/pulls and speed/direction.
Using scientific ideas to ask questions and conduct investigations about cause and effect relationships pertaining to gravitational, electric and magnetic interactions.
Analyzing and questioning data, arguments, and observations to determine the factors affecting electromagnetic and gravitational interactions.
Understanding how to manipulate net force on an object during a collision. Engineering devices that minimize this net force. Mathematically predicting gravitational and electrostatic forces between macroscopic and molecular objects, and evidentially supporting
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those predictions.
PS2.C Stability and instability in
physical systems
Determining if a design solution works as intended to change the speed or direction of an object.
N/A N/A Mathematically supporting the conservation of momentum in a system with no net force.
PS3.A Definitions of energy
N/A Defining the relationship between energy and motion, sound, light, heat, electricity, and collisions.
Describing the impact of thermal energy on the physical and chemical properties of matter. Evaluating the roles and interaction of kinetic and potential energy.
Defining the relationship between molecular and macroscopic energy, and utilizing this information to design devices capable of converting energy between various forms.
PS3.B Conservation of energy
and energy transfer
Determining the effects of sunlight on the Earth’s surface. Building a structure that can minimize temperature changes resulting from this interaction.
Describing energy transfer in various forms (motion, sound, light, heat, electricity, and collisions).
Understanding insulation, conduction, and their role in the transfer of energy. Engaging in argument regarding the transfer of energy to or from an object.
Utilizing technology to model energy transfer, and supporting this through experiential evidence consistent with the 2nd Law of Thermodynamics.
PS3.C Relationship between
energy and forces
N/A Understanding the impact of energy transfer on various forces, and forces on energy transfer.
Describing the relationship of kinetic and potential energy.
Modeling the interaction of electric and magnetic fields to illustrate the resulting force and energy interactions.
PS3.D Energy in chemical
processes and everyday life
Determining the effects of sunlight on the Earth’s surface.
Designing a device capable of converting energy from one form to another. Use models to describe energy conversion from sunlight to various functions in
N/A Providing evidence of thermal energy transfer according to the 2nd Law of Thermodynamics. Relating energy transfer to the transmission and
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living species. capture of information and energy.
PS4.A Wave properties
Investigating the relationship between vibrating materials and sound, vision and light, and how knowledge of these concepts can be used to develop communication devices.
Developing a model to describe wave and light patterns.
Using mathematical formulas to describe the wave model, and how waves are reflected, absorbed, or transmitted through various media.
Mathematically supporting claims describing wave properties in various media. Evaluating the advantages of digital transmission and storage of information.
PS4.B Electromagnetic radiation
Determining the effect light has on different objects, and using this information to develop a device for visual communication.
Developing a model to describe radiation (wave) and light patterns.
Using mathematical formulas to describe electromagnetic radiation, and how it is reflected, absorbed, or transmitted through various media.
Describing wave-particle duality as it pertains to electromagnetic radiation. Evaluating evidence of the effects of radiation on matter.
PS4.C Information technologies
and instrumentation
Utilizing sound and light to develop communication devices.
Developing and optimizing multiple pattern solutions to information transfer.
Comparing and contrasting digitized and analog signaling.
Evaluating the process and advantages of digital transmission, capture, and storage of information.
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Life Science Progression
DCI K-2 3-5 6-8 9-12
LS1.A Structure and function
Using plant and animal anatomical function to design a solution to a human problem of growth and development.
Making an argument about how the structure and function of plant and animal anatomy can support growth, behavior, and reproduction.
Investigating the idea that organisms are made of one or more cells, and that cells or parts of cells may have different functions within a larger system. Supporting the argument that the body is comprised of subsystems, which are in turn composed of groups of cells.
Constructing an explanation, using evidence, for how DNA structure has downstream effects on the structure and function of an organism. Investigating how feedback mechanisms maintain homeostasis in an organism.
LS1.B Growth and development
of organisms
Describing patterns of survival for plants and animals, and their assistance in the survival of offspring.
Developing models to describe both common and unique life cycle processes in different organisms.
Using empirical evidence and reasoning to explain characteristics and behaviors of organisms, and how they might influence reproduction. Explaining how environmental and genetic factors might influence the growth of organisms.
Developing a model to explain the hierarchy of interacting systems and functions within multicellular organisms. Illustrating the role of mitosis and differentiation in producing and maintaining complex organisms.
LS1.C Organization for matter
and energy flow in organisms
Explaining the life cycle of different organisms within an ecosystem.
Using evidence to describe how plants get the materials they need to survive from air and water. Developing a
Constructing a scientific explanation for the role of photosynthesis in the cycling of matter and flow of energy into and out of
Illustrating how photosynthesis transforms light energy into stored chemical energy. Constructing and revising
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model to show how matter and energy can be transferred through different participants within an ecosystem.
organisms. Modeling how food can be digested and processed through chemical reactions, forming new molecules to support matter and energy transfer in an organism.
an explanation for how elements from non-living sources can combine to form organic molecules, and how cellular respiration plays a crucial role in the energy transfer that accompanies this process.
LS1.D Information processing
N/A Modeling and describing the processing of the five senses to the brain to support survival, growth, behavior, and reproduction.
N/A Explain the role of information processing within the context of anatomical structure and function.
LS2.A Interdependent relationships in
ecosystems
Determining if plants need sunlight and water to grow. Explaining the role of animals in the dispersion of seeds and pollination in plants.
Making arguments about how some animals form groups to help members survive.
Describing the effects of resource availability on organisms and groups of organisms within an ecosystem. Recognizing patterns of interactions among organisms across multiple ecosystems.
Supporting and revising explanations about factors affecting populations in ecosystems.
LS2.B Cycles of matter and
energy transfer in ecosystems
N/A Developing a model to show how matter and energy can be transferred through different participants within an ecosystem.
Modeling the cycling of matter and energy among living and nonliving parts of an ecosystem. Constructing a scientific explanation for the role of photosynthesis in the cycling of matter and flow
Constructing an explanation for the cycling of matter and flow of energy under aerobic and anaerobic conditions, and among organisms in an ecosystem. Quantitatively illustrate the role of
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APPENDIX A – Disciplinary Core Idea Progressions
42
of energy into and out of organisms.
photosynthesis and cellular respiration in the cycling of carbon.
LS2.C Ecosystem dynamics,
functioning, and resilience
N/A Using evidence and reasoning to describe how certain characteristics of the same species and different species within an ecosystem may provide advantages in survival, mating, and reproduction.
Explaining why changes to physical or biological components of an ecosystem affect its population. Evaluating competing design solutions for maintaining ecosystem services.
Computationally modeling how factors can affect the carrying capacity of ecosystems at different scales. Evaluating claims and evidence that ecosystems maintain relative homeostasis, but can be altered as the result of changing conditions.
LS2.D Social interactions and
group behavior
N/A Making arguments about how some animals form groups to help members survive.
Explaining patterns of interactions among organisms across multiple ecosystems.
Examining evidence of group behavior and its influence on survival and reproduction.
LS3.A Inheritance of traits
Explaining, using evidence, how plants and animals are both similar and dissimilar to their parents.
Using data to provide evidence of inherited traits in plants and animals.
Using a model to describe why asexual organisms share identical genetic information with their parents and sexual organisms do not.
Asking questions to clarify the role of DNA and chromosomes in coding for the inheritance of traits. Using statistical data to explain how organisms with an advantageous and inheritable trait tend to increase in proportion to organisms lacking this trait.
LS3.B Explaining, using evidence, Using data to provide Using a model to describe Making and defending
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Variation of traits how plants and animals are both similar and dissimilar to their parents.
evidence of variable traits in plants and animals. Understanding that traits can be influenced by both inheritance and environment.
how genetic mutations have downstream effects in the function of organisms.
claims regarding how genetic variations can result from a number of factors.
LS4.A Evidence of common
ancestry and diversity
Making observations about plant and animal similarities and diversity in different habitats.
Analyzing data to describe organisms and environments that existed long ago.
Examining the fossil record as documentation of diversity and commonality over the history of life on Earth, and how those similarities and differences can infer evolutionary relationships.
Examining the passing of traits from parents to offspring, and across populations over time. Communicating this information through multiple lines of empirical evidence.
LS4.B Natural selection
N/A Using evidence and reasoning to describe how certain characteristics of the same species may provide advantages in survival, mating, and reproduction.
Using evidence to explain how genetic variations of traits can increase some individuals’ probability of survival and reproduction in a specific environment. Explaining how natural non-natural influences can alter this process.
Providing evidence of evolution and the factors that drive this process. Using statistical data to explain how organisms with an advantageous and inheritable trait tend to increase in proportion to organisms lacking this trait.
LS4.C Adaptation
N/A Explaining the impact that habitat, genetic inheritance, and ability to adapt can have on an organism’s chances of survival. Understanding that plants and animals
Supporting the claim that natural selection can lead to increases or decreases in specific traits over time. Explaining the impact that habitat, genetic inheritance, and ability to
Using statistical evidence and probability to explain the variation, distribution, and expression of traits over time in a population. Providing evidence of the factors that drive this
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might change as a result of changes in the environment.
adapt can have on an organism’s chances of survival, growth, and reproduction.
process, and how natural selection and changing environments lead to the adaptation, emergence, and extinction of populations.
LS4.D Biodiversity and humans
Describing similarities and differences in different organisms of the same species and different species.
Explaining why different members of the same species might have similar or different characteristics.
Describing how human influence and technologies can influence the inheritance of specific traits over time. Developing competing design solutions for maintaining biodiversity in a given population.
Designing, evaluating, and optimizing solutions for minimizing the impact of human activity on the environment and biodiversity. Mathematically representing natural and non-natural (human) factors that affect biodiversity within an ecosystem.
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APPENDIX A – Disciplinary Core Idea Progressions
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Earth and Space Science Progression
DCI K-2 3-5 6-8 9-12
ESS1.A The universe and its stars
Predicting patterns found in the sun, moon, and stars.
Supporting the argument that distance from the Earth plays a role in the brightness of the sun and other stars.
Modeling the Earth-sun-moon system to describe the repetition of patterns in each.
Using astronomical evidence to construct an explanation of the Big Bang Theory. Explaining through scientific ideas how stars can produce elements.
ESS1.B Earth and the solar system
Relating the movement of Earth in comparison to the patterns of the sun, moon, and stars, as well as the amount of daylight during different seasons.
Using graphical data to reveal changing patterns in the length of shadows, day and night, and the appearance of the night sky over time.
Explaining how gravity plays a role in the motions of galaxies and our solar system.
Explaining how energy, resulting from fusion reactions in the sun’s core, can travel to Earth in the form of radiation. Using mathematical and computational representations to predict interplanetary motion.
ESS1.C The history of planet Earth
Garnering the ability to describe changes on Earth that occur quickly or slowly.
Utilizing patterns in rock formations and fossils to describe changes in the Earth over time.
Using data to scale measurements and properties within the context of our solar system.
Determining the age of crustal rocks by examining past and current movements of the Earth’s crust in the context of plate tectonics. Applying scientific reasoning and planetary evidence to account for Earth’s early history.
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ESS2.A Earth materials and
systems
Providing multiple solutions to slowing or preventing land changes that result from the movement of wind or water.
Making observations and collecting data as evidence of weathering or erosion. Describing the interaction of the geosphere, biosphere, hydrosphere, and/or atmosphere.
Modeling the Earth’s materials cycle and the energy that drives those processes.
Analyzing geoscience data to explain changing feedback and responsive processes in the Earth’s systems. Describing the role of system changes on regional climates.
ESS2.B Plate tectonics and large-scale system interactions
Modeling different shapes and kinds of land and water in a given area.
Analyzing and interpreting data from Earth maps to describe physical patterns and features on the Earth’s surface.
Explaining changes in the Earth’s surface over time based on evidence of geoscience processes. Using the distribution of fossils, rocks, continents, and the sea floor to provide evidence of plate motion.
Using plate tectonics as evidence to explain the ages of crustal rocks.
ESS2.C The roles of water in
Earth’s surface processes
Identifying where water is found on Earth and that it can take on various physical states.
Using data to describe water distribution on the Earth’s surface, as well as its role in erosion and weathering.
Modeling the water cycle based on evidence of energy transfer from the sun and gravity.
Investigating the role of water on the Earth’s materials and surface processes.
ESS2.D Weather and climate
Sharing observations of local weather conditions over an extended period of time, including how to predict and respond to severe weather.
Using data to describe weather patterns during specific seasons, and in specific climates throughout the world.
Collecting and interpreting evidence of air movement and its impact on weather conditions. Using a model of the heating and rotation of the Earth to describe atmospheric and oceanic currents, as well as regional climates.
Explaining climate changes using evidence of energy transfer into and out of the Earth’s systems.
ESS2.E Engaging in argument Using fossils as evidence N/A Describing the cycling of
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Biogeology about the ability of plants and animals to change the environment to meet their needs.
to support changes in the Earth’s landscape over time.
matter by thermal convection.
ESS3.A Natural resources
Understanding the relationship between living organisms and the natural resources around them.
Using data and observations to describe how energy and fuel are derived from Earth’s natural resources.
Using evidence to describe the uneven distribution of natural resources that result from geoscience processes.
Evaluating competing positions for the development and consumption of energy and natural resources based on a cost-benefit ratio and its impact on sustainability, human populations, and biodiversity. Explaining the impact that scarce availability of natural resources can have on human activity.
ESS3.B Natural hazards
Discussing severe weather patterns.
Providing a design solution that protects against severe weather-related hazards.
Analyzing and interpreting data on natural hazards to forecast catastrophic events and to develop technologies that diminish their effects.
Explaining the impact that occurrences of natural hazards can have on human activity.
ESS3.C Human impacts on Earth
systems
Using evidence to discuss the impact of humans on a changing environment and ecosystem. Discussing potential solutions to minimizing this impact.
Generating and comparing multiple solutions to minimize the impact of the Earth’s natural processes on humans. Combining information about how communities
Applying scientific principles to design methods of monitoring and minimizing human impact on the environment. Constructing arguments
Optimizing technological solutions that reduce the impact of human activity on Earth systems. Using computational models to illustrate how our relationship with Earth
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48
use science to protect the Earth’s resources and environment.
supported by evidence for how the human population has impacted the consumption of natural resources and impacted Earth’s systems
systems is changing due to human activity.
ESS3.D Global climate change
N/A N/A Asking questions and providing clarifying statements about the factors that have caused changes in global temperatures and climates over the past century.
Explaining the impact that climate change can have on human activity. Analyzing data of global climate models in order to forecast future climate changes.
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APPENDIX A – Disciplinary Core Idea Progressions
49
Engineering Design Progression This table was included to complement the addition of the optional Engineering Design Standards. Please see APPENDIX C for the list of the grade-banded standards.
DCI K-2 3-5 6-8 9-12
ETS1.A Defining and delimiting an
engineering problem
Approaching change as a problem that is solvable through engineering: asking questions, gathering information, and determining solutions.
Understanding that solutions to a problem are limited by the availability of materials and resources. These limitations can be minimized through the optimization of design.
Consideration of scientific principles and relevant knowledge towards a proposed solution to a problem.
Utilizing design criteria, constraints, and technological models to address function, durability, risk, and design specifications.
ETS1.B Developing possible
solutions
Developing sketches, drawings, or models to express a design strategy.
Researching a problem through available resources, such as the internet, library, or observation, and brainstorming prior to generating a design strategy.
Testing a design solution, or combining multiple solutions for optimization. Communicating solutions to others.
Breaking down problems into simpler components in order to develop potential solutions, taking into account a variety of constraints (cost, safety, reliability, aesthetics, societal impacts, etc).
ETS1.C Optimizing the design
solution
Comparing designs, while discussing strengths and weaknesses of each.
Comparing designs, looking for the best possible solution within a given set of constraints.
Systematically comparing designs, within the context of constraints and criteria, through tests, control experiments, and optimization.
Determining the best possible design for a solution under a given set of prioritized constraints. Utilizing a design matrix to aide the process of optimization.
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APPENDIX B – Science and Engineering Practices and Crosscutting Concepts Frequency Tables
50
Earth and Space Science Table 1. Science and Engineering Practices (SEP) and Crosscutting Concepts (CCC) addressed by the Earth and Space
Science Standards. Numbers in parentheses identify the number of times a particular SEP or CCC is addressed (if greater
than once). The S&EP marked with an asterisk (*) incorporates engineering practices.
Grade Science and Engineering Practices Crosscutting Concepts
K ● Analyzing and Interpreting Data ● Engaging in Argument from Evidence ● Asking Questions and Defining Problems* ● Developing and Using Models ● Obtaining, Evaluating, and Communicating Information* (2)
● Cause and Effect (2) ● Patterns ● Systems and System Models (2)
1 ● Planning and Carrying out Investigations ● Analyzing and Interpreting Data
● Patterns (2)
2 ● Developing and Using Models ● Scientific Explanations* ● Obtain, Evaluate, and Communicate Information
● Patterns (2) ● Stability and Change (2)
3 ● Analyzing and Interpreting Data ● Obtain, Evaluate, and Communicate Information ● Argumentation from Evidence
● Patterns (2) ● Cause and Effect
4 ● Scientific Explanations* (2) ● Planning and Carrying out Investigations ● Analyzing and Interpreting Data ● Obtain, Evaluate, and Communicate Information
● Patterns (2) ● Cause and Effect (3)
5 ● Analyzing and Interpreting Data ● Argumentation from Evidence ● Developing and Using Models ● Mathematics and Computation ● Obtain, Evaluate, and Communicate Information
● Patterns ● Scale, Proportion, and Quantity (2) ● Systems and System Models (2)
6-8 ● Asking Questions ● Developing and Using Models (5) ● Planning and Carrying out Investigations ● Analyzing and Interpreting Data (3) ● Argumentation from Evidence (2) ● Scientific Explanations (4)
● Patterns (3) ● Scale, Proportion, and Quantity (3) ● Systems and System Models (2) ● Cause and Effect (4) ● Energy and Matter ● Stability and Change (2)
9-12 ● Developing and Using Models (5) ● Planning and Carrying out Investigations ● Analyzing and Interpreting Data (2) ● Argumentation from Evidence* (3) ● Scientific Explanations* (4) ● Mathematics and Computation (3)
● Patterns ● Scale, Proportion, and Quantity (2) ● Systems and System Models ● Cause and Effect (2) ● Energy and Matter (4) ● Stability and Change (7) ● Structure and Function
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APPENDIX B – Science and Engineering Practices and Crosscutting Concepts Frequency Tables
51
Life Science Table 2. Science and Engineering Practices (SEP) and Crosscutting Concepts (CCC) addressed by the Life Science
Standards. Numbers in parentheses identify the number of times a particular SEP or CCC is addressed (if greater than
once). The S&EP marked with an asterisk (*) incorporates engineering practices.
Grade Science and Engineering Practices Crosscutting Concepts
K ● Analyzing and Interpreting Data ● Patterns
1 ● Constructing Explanations and Designing Solutions* (2)
● Obtaining, Evaluating, and Communicating Information
● Structure and Function
● Patterns (2)
2 ● Planning and Carrying out Investigations (2)
● Developing and Using Models*
● Structure and Function
● Cause and Effect
3 ● Developing and Using Models
● Engaging in Argument from Evidence* (3)
● Analyzing and Interpreting Data (2)
● Constructing Explanations and Designing Solutions (2)
● Cause and Effect (4)
● Patterns (2)
● Scale, Proportion, and Quantity
● Systems and System Models
4 ● Engaging in Argument from Evidence (2) ● Systems and System Models (2)
5 ● Engaging in Argument from Evidence
● Developing and Using Models
● Energy and Matter
● Systems and System Models
6-8 ● Developing and Using Models (5)
● Planning and Carrying out Investigations
● Constructing Explanations and Designing Solutions (5)
● Using Mathematics and Computational Thinking
● Engaging in Argument from Evidence* (4)
● Analyzing and Interpreting Data (3)
● Obtaining, Evaluating, and Communicating Information (2)
● Cause and Effect (8)
● Stability and Change (2)
● Energy and Matter (3)
● Systems and System Models
● Scale, Proportion, and Quantity
● Patterns (4)
● Structure and Function (2)
9-12
● Developing and Using Models (5)
● Planning and Carrying Out Investigations
● Constructing Explanations and Designing Solutions* (6)
● Using Mathematics and Computational Thinking* (4)
● Engaging in Argument from Evidence (4)
● Asking Questions and Defining Problems
● Analyzing and Interpreting Data (2)
● Obtaining, Evaluating, and Communicating Information
● Systems and System Models (3)
● Energy and Matter (5)
● Structure and Function
● Stability and Change (3)
● Cause and Effect (7)
● Scale, Proportion, and Quantity (3)
● Patterns (2)
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APPENDIX B – Science and Engineering Practices and Crosscutting Concepts Frequency Tables
52
Physical Science Table 3. Science and Engineering Practices (SEP) and Crosscutting Concepts (CCC) addressed by the Physical Science
Standards. Numbers in parentheses identify the number of times a particular SEP or CCC is addressed (if greater than
once). The S&EP marked with an asterisk (*) incorporate engineering practices.
Grade Science and Engineering Practices Crosscutting Concepts
K ● Analyzing and Interpreting Data
● Planning and Carrying Out Investigations (2)
● Constructing Explanations and Designing Solutions*
● Cause and Effect (2)
1 ● Planning and Carrying Out Investigations
● Constructing Explanations and Designing Solutions* (2)
● Cause and Effect (3)
2 ● Planning and Carrying Out Investigations
● Analyzing and Interpreting Data*
● Constructing Explanations and Designing Solutions
● Engaging in Argument from Evidence
● Patterns
● Cause and Effect (2)
● Energy and Matter
3 ● Asking Questions and Defining Problems* (2)
● Planning and Carrying Out Investigations (2)
● Patterns
● Cause and Effect (2)
4 ● Asking Questions and Defining Problems
● Planning and Carrying Out Investigations
● Constructing Explanations and Designing Solutions* (3)
● Developing and Using Models (2)
● Energy and Matter (4)
● Patterns (3)
5 ● Developing and Using Models (2)
● Planning and Carrying Out Investigations (2)
● Using Mathematics and Computational Thinking
● Engaging in Argument from Evidence
● Cause and Effect (2)
● Scale, Proportion, and Quantity
(3)
● Energy and Matter
6-8 ● Developing and Using Models (5)
● Analyzing and Interpreting Data (2)
● Constructing Explanations and Designing Solutions* (3)
● Obtaining, Evaluating, and Communicating Information (2)
● Asking Questions and Defining Problems
● Planning and Carrying Out Investigations (3)
● Engaging in Argument from Evidence (2)
● Using Mathematics and Computational Thinking
● Patterns (2)
● Cause and Effect (3)
● Scale, Proportion, and Quantity
(3)
● Energy and Matter (4)
● Structure and Function (3)
● Systems and System Models (3)
● Stability and Change
9-12 ● Developing and Using Models (4)
● Planning and Carrying Out Investigations (3)
● Using Mathematical and Computational Thinking (5)
● Constructing Explanations and Designing Solutions* (5)
● Analyzing and Interpreting Data
● Obtaining, Evaluating, and Communicating Information* (3)
● Asking Questions and Defining Problems
● Engaging in Argument from Evidence
● Patterns (5)
● Energy and Matter (5)
● Stability and Change (2)
● Cause and Effect (7)
● Systems and System Models (4)
● Structure and Function
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APPENDIX C – Grade-Banded Engineering Design Standards
53
K-12 Grade-Banded Engineering Design Standards
The iterative cycle of design offers the opportunity for students to apply science knowledge in the
classroom and engage in the engineering practices. The components of engineering design have been
broken down by a Framework for K-12 Science Education and are listed, below:
Core Idea ETS1: Engineering Design
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing a Possible Solution
ETS1.C: Optimizing the Design Solution
It is essential that every unit of instruction in science or engineering must include a goal for students to develop understanding of at least one disciplinary core idea in Life, Physical, or Earth/Space Science.
These standards are optional points of access for integrating the engineering design process into science lessons/units/curriculum. The standards are broken down by grade-band.
Note: These standards will NOT be assessed on the statewide monitoring exam at grades 5, 8 and 11.
K-2 Engineering Design Standards Engineering design in the earliest grades introduces students to “problems” as situations that people want to change. They can use tools and materials to solve simple problems, use different representations to convey solutions, and compare different solutions to a problem and determine which is best. Students in all grade levels are not expected to come up with original solutions, although original solutions are always welcome. Emphasis is on thinking through the needs or goals that need to be met, and which solutions best meet those needs and goals.
Grades K-2 Engineering Design Standards K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want
to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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APPENDIX C – Grade-Banded Engineering Design Standards
54
3-5 Engineering Design Standards At the upper elementary grades, engineering design engages students in more formalized problem
solving. Students define a problem using criteria for success and constraints or limits of possible
solutions. Students research and consider multiple possible solutions to a given problem. Generating
and testing solutions also becomes more rigorous as the students learn to optimize solutions by revising
several times to obtain the best possible design.
Grades 3-5 Engineering Design Standards 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
6-8 Engineering Design Standards
At the middle school level, students learn to sharpen the focus of problems by precisely specifying
criteria and constraints of successful solutions, taking into account not only what needs the problem is
intended to meet, but also the larger context within which the problem is defined, including limits to
possible solutions. Students can identify elements of different solutions and combine them to create
new solutions. Students at this level are expected to use systematic methods to compare different
solutions to see which best meet criteria and constraints, and to test and revise solutions a number of
times in order to arrive at an optimal design.
Grades 6-8 Engineering Design Standards 6-8-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure
a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
6-8-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
6-8-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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APPENDIX C – Grade-Banded Engineering Design Standards
55
9-12 Engineering Design Standards
Engineering design at the high school level engages students in complex problems that include issues of
social and global significance. Such problems need to be broken down into simpler problems to be
tackled one at a time. Students are also expected to quantify criteria and constraints so that it will be
possible to use quantitative methods to compare the potential of different solutions. While creativity in
solving problems is valued, emphasis is on identifying the best solution to a problem, which often
involves researching how others have solved it before. Students are expected to use mathematics
and/or computer simulations to test solutions under different conditions, prioritize criteria, consider
trade-offs, and assess social and environmental impacts.
Grades 9-12 Engineering Design Standards 9-12-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
9-12-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
9-12-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
9-12-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Item #6
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH
CONFLICT OF INTEREST DISCLOSURE AND AUTHORIZATION
SDCL 3-23-6 states: “3-23-6. No board member, business manager, chief financial officer, superintendent,
chief executive officer, or other person with the authority to enter into a contract or spend money in an amount greater than five thousand dollars of a local service agency, school district, cooperative education service unit, education service agency, nonprofit education service agency, or jointly governed education service entity that receives money from or through the state may have an interest in a contract nor receive a direct benefit from a contract in amount greater than five thousand dollars or multiple contracts in an amount greater than five thousand dollars with the same party within a twelve-month period to which the local service agency, school district, cooperative education service unit, or education service agency is a party except as provided in § 3-23-8.”
“[n]o board member, fiscal agent, officer, or executive of a local service agency, school district, cooperative education service unit, education service agency, nonprofit education service agency, or jointly governed education service entity that receives money from or through the state may have an interest in a contract nor receive a direct benefit from a contract that the local service agency, school district, cooperative education service unit, education service agency, nonprofit education service agency, or jointly governed education service entity is a party to the contract except as provided in § 3-23-8.”
I. DEFINITIONS:
a. “School Official” refers to a school board member, business manager, chief financial officer, superintendent, chief executive officer, or other person with the authority to enter into a contract or spend money in an amount greater than five thousand dollars.
b. “Interest in a contract” is when (1) a School Official, the spouse of a School Official or any other person with whom the School Official lives and commingles assets, is employed by a party to any contract with the school district; or (2) the School Official, the spouse of a School Official, or any other person with whom the School Official lives and commingles assets, receives more than nominal compensation or reimbursement for actual expenses for serving on the board of directors of an entity that derives income or commission directly from the contract or acquires property under the contract.
c. “Direct benefit from a contract” is when a School Official, the spouse of a School Official or any other person with whom the School Official lives and commingles assets (1) is a party to or intended beneficiary of the contract between the school district and a third party, or (2) has more than a five percent ownership interest in an entity that is a party to the school district contract, or (3) acquires property under the contract with the school district, or (4) receives compensation, commission, promotion, or other monetary benefit directly attributable to any contract.
Item #11
REVISED
Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH II. PROHIBITION:
This policy prohibits School Officials board members, business manager, superintendent, and any other person who has the authority to enter into a contract or spend money on behalf of the school district from having an interest in a contract or receiving a direct benefit from one or more contracts between the school district and a third party, if the total contract amount is more than $5,000 within a 12 month period, unless the School Official discloses to the school board his or her interest in the contract, or in the case of a direct benefit from the contract, discloses the direct benefit and receives school board authorization to receive the benefit.
This policy prohibits school board members, the school district fiscal agent (business
manager), school officers and executives (school administrators defined to be any Administrative Council member) from having an interest in a contract, or receiving a direct benefit from a contract, if the school district is a party to that contract or has a separate contract which is related to the contract of the school board member, business manager or school administrator, unless the school board grants a waiver. Disclosure requirements apply to public contracts for labor or services to be rendered, the purchase of commodities, materials, supplies, or equipment of any kind, and any kind of contract related to facilities.
III. EXCEPTIONS:
If any of the following apply, the School Official does not have an interest in the contract and does not derive a direct benefit from a contract, and disclosure (and authorization, if a direct benefit) is not required:
1. When the person’s relationship to the contract is based solely on the value associated with the person's publicly-traded investments or holdings, or the investments or holdings of any other person with whom the board member, business manager, chief financial officer, superintendent, or chief executive officer lives or commingles assets;
2. When the person’s relationship to the contract is due to participating in a vote or a decision in which the person's only interest arises from an act of general application;
3. When the person’s relationship to the contract is due to the person receiving income as an employee or independent contractor of a party with whom the local service agency, school district, cooperative education service unit, or education service agency has a contract, unless the person receives compensation or a promotion directly attributable to the contract, or unless the person is employed by the party as a board member, executive officer, or other person working for the party in an area related to the contract;
4. When the contract is for the sale of goods or services, or for maintenance or repair services, in the regular course of business at a price at or below a price offered to all customers;
5. When the contract is subject to a public bidding process;
6. When the contract is with the official depository as set forth in SDCL 6-1-3;
Item #11
REVISED
Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH
7. When the person only receives income or compensation, a per diem authorized by law or reimbursement for actual expenses incurred; or
8. When the contract or multiple contracts with the same party within a twelve-month period with whom the school district contracts in an amount less than five thousand dollars.
IV. DISCLOSURE:
A School Official who has an interest in a contract or who receives a direct benefit from a contract must disclose to the school board the existence of a contract in which the person has an interest or receives a direct benefit.
1. The disclosure must include the following: (i) all parties to the contract, (ii) the person's role in the contract, (iii) the purpose or objective of the contract, (iv) the consideration or benefit conferred or agreed to be conferred upon each party, and (v) the duration of the contract;
2. The disclosure must be in writing;
3. To the extent circumstances allow, disclosure must be given prior to entering into any contract that requires disclosure, and if circumstances do not permit disclosure prior to entering into the contract then within forty-five days after entering into the contract, and if the contract extends into consecutive fiscal years, disclosure shall also be made at the annual reorganization meeting.
4. The school board will have a regular agenda item at the beginning of the school board meeting agenda at which time the school board will address conflict of interest disclosures.
5. Conflict of Interest Disclosures must be submitted to the President of the School Board, the Superintendent or the Business Manager, at least 5 calendar days before the scheduled meeting in order to be included in the posted meeting agenda for the next school board meeting. Conflict of Interest Disclosures submitted to the President of the School Board, the Superintendent or the Business Manager after the proposed agenda has been posted may be deferred until the following school board meeting.
Disclosure is required by the school board member, the business manager or a school
administrator in each of the following situations:
1. when the school board member, business manager or school administrator has an interest in a contract or receives a direct benefit from a contract.
2. if the spouse of the school board member, business manager or school administrator has
an interest in a contract or receives a direct benefit from a contract.
3. if another person with whom the school board member, business manager or school administrator lives and commingles assets has an interest in a contract or receives a direct benefit from a contract.
Item #11
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH
4. A school board member, business manager or school administrator derives a direct benefit from a contract, or their spouse or other person with whom assets are commingled derives a direct benefit from a contract:
5. if the person has more than a five percent ownership or other interest in an entity that is a party to the contract;
6. if the person derives income, compensation, or commission directly from the contract or
from the entity that is a party to the contract;
7. if the person acquires property under the contract; or
8. if the person serves on the board of directors of an entity that derives income directly from the contract or acquires property under the contract.
V. BOARD ACTION UPON DISCLOSURE:
1. Interest in the contract:
a. The school board is not required to authorize a School Official’s interest in a contract;
b. The interest disclosure must be included in the official minutes of the school board (the official minutes are not required to be sent to the auditor-general and attorney general).
2. Direct benefit from a contract:
a. The school board shall review the disclosure and decide if the terms of the contract are fair and reasonable, and if the contract is contrary to the public interest.
i. if the school board determines the contract terms from which a direct benefit is derived are fair and reasonable, and that the contract is not contrary to the public interest, the school board shall vote to authorize the School Official to derive a direct benefit from the contract.
ii. After the school board authorizes a School Official to derive a direct benefit from a contract, no further disclosure or authorization related to the contract is required unless the contract extends into consecutive fiscal years. If the contract extends into consecutive fiscal years, disclosure must be made at the annual reorganization meeting but no new authorization is required.
b. If the school board determines the contract terms from which a direct benefit is derived are not fair and reasonable, or is contrary to the public interest, the school board shall vote to not authorize the School Official to derive a direct benefit from the contract.If the school board votes to not authorize a direct benefit, the contract is voidable and subject to disgorgement (i.e., the act of giving up on demand or by legal compulsion something that was obtained by illegal or unethical acts) or the person may resign from the school district.
Item #11
REVISED
Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH
c. The disclosure and school board action is public record.
d. The official minutes of the school board shall include the school board action on each disclosure and request for authorization to derive a direct benefit from a contract. A copy of the official school board minutes shall be sent to the Auditor- General and Attorney General within thirty (30) days of board approval of the minutes.
e. No school board member may participate in or vote upon a relating to a matter in which the school board member derives a direct benefit.
A person does not derive a direct benefit from a contract based solely on the value
associated with the person's investments or holdings, or the investments or holdings of other persons the state officer or employee lives with and commingles assets.
If in doubt whether an actual conflict exists, this policy also requires disclosure of possible or potential conflicts.
If other specific conflict of interest laws or administrative regulations relating to school
board members, school administrators and the school business manager apply in addition to SDCL Ch. 3-23 and this policy, the more restrictive conflict of interest law shall apply.
Any school board member, school administrator or school business manager who
knowingly violates SDCL Ch. 3-23 commits a criminal offense (Class 1 misdemeanor). Any school board member who knowingly violates the provisions of this policy is subject to being removed as a school board member. Any school administrator or business manager who knowingly violates the provisions of this policy is subject to his or her employment relationship with the school district being terminated. Unless the school board has granted a waiver, the contract in which the school board member, school administrator or school business manager has an interest or receives a direct benefit is voidable by the school board and any benefit received by the school board member, school administrator or school business manager is subject to forfeiture.
A waiver may be granted by the school board to authorize a school board member, school
administrator or school business manager to receive a direct benefit from the school district’s contract with a person or entity (public, private, for-profit, non-profit) if the following conditions are met:
1. the school board member, school administrator or school business manager provides a full
written disclosure to the school board;
2. the school board reviews the essential terms of the contract or transaction and the school board member’s, school administrator’s or school business manager’s role in the contract or transaction;
3. the school board determines that the transaction and terms of the contract are fair and
reasonable and not contrary to the public interest; and
Item #11
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
BOARD POLICY Section A Foundations and Basic Commitments File: AH
4. the authorization of the school board is in writing and filed with the Auditor-General.
The public records laws (SDCL Ch. 1-27) apply to all requests for a waiver.
VI. MISCELLANEOUS:
1. Consequences for knowingly violating the conflict of interest laws set forth in SDCL Ch. 3-23:
a. It is a criminal violation for a School Official to knowingly violate the conflict of interest law.
b. A School Official who knowingly violates the conflict of interest law will be removed from office or employment and is disqualified from holding any public office, elective or appointive.
c. Any benefit which a School Official derived from the person's knowing violation of the conflict of interest law is subject to forfeiture.
d. Any contract made in violation of this policy may be voided by the school board.
2. The School District Attorney represents the school district and the school board and may answer questions about the law that address conflict of interest. As the school district attorney does not represent School Officials in their individual capacity, School Officials should consult with their own private attorney related to questions they may have regarding how this policy applies to their individual interests and contracts.
References Adoption History State Reference: First Reading 07/14/16 SD Constitution, Article 8, §17 Approved 08/15/16 SDCL 1-27 First Reading – Revision 06/12/17 SDCL 13-20-2.1 SDCL 13-43-1 SDCL 3-23-6 SDCL 3-23-7 SDCL 3-23-8 SDCL 3-23-9 SDCL 6-1-1 SDCL 6-1-17 SDCL 6-1-2 Policy Reference BBF BBFA GBC GBCA
Item #11
DELETE (INCORPORATED IN AH) Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
Administrative Regulation Section A Foundations and Basic Commitments File: AH-R
APPLYING FOR A WAIVER
1. If the potential for a conflict exists, the school board member, school administrator
or school business manager having the potential conflict of interest must submit the Request for School Board Waiver form, Exhibit AH-E(1).�
2. The request should be submitted to the school board before entering into a conflicted
contract or transaction.�
3. Disclosures and requests for a waiver should be submitted to the President/ Chairperson of the School Board, the Superintendent or the Business Manager, at least 5 calendar days before the scheduled meeting in order to be included in the posted agenda and acted upon at the next scheduled meeting. Disclosures and requested received by the President/ Chairperson of the School Board, the Superintendent or the Business Manager less than 5 calendar days before the scheduled meeting may be deferred until the following school board meeting.�
4. The person applying for the waiver must describe the relationship to the contract in
question and why the applicant believes the contract may be subject to disclosure, including how person, his/her spouse or anyone with whom he/she lives and commingles assets might benefit from the contract. Examples of persons other than a spouse might include a girlfriend, boyfriend, roommate, or an adult child.�
5. The person requesting the waiver identify and describe the essential terms of the
contract:��(a) all parties to the contract,�(b) the person’s role in the contract or transaction,�(c) the purpose(s)/objective(s) of the contract,�(d) the consideration or benefit conferred or agreed to be conferred upon each party,�(e) the length of time of the contract,�(f) any other relevant information.�
6. The person requesting the waiver should briefly describe why he/she believes a
waiver would not be contrary to the public interest (i.e., the contract was part of a competitive bidding process, there are other school district people involved in the decision-making process to enter into the contract, or the terms of the contract are consistent with other, similar contracts).�
7. The School District Attorney may answer general questions about the applicability
of SDCL Ch. 3-23 or about the other laws that address conflict of interest. However, the school district attorney represents the school district and the school board, and not school board members, school administrators, or the school business manager, in their individual capacities. School board members, school administrators, and the school business manager should contact a private attorney if they have questions as to how SDCL Ch. 3-23 and this policy apply to their individual interests and contracts.
BOARD ACTION ON A REQUEST FOR WAIVER:
1. School Boards will have a regular agenda item at the beginning of the school board meeting agenda when the school board will address disclosures and requests for a waiver.�
Page 1 of 2
Item #12
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Administrative Regulation Section A Foundations and Basic Commitments File: AH-R
2. Disclosures and requests for a waiver submitted to the President/Chairperson of the School Board, the Superintendent or the Business Manager, at least 5 calendar days before the scheduled meeting will in included in the posted agenda and acted upon at the next scheduled meeting.�
3. Disclosures and requested received by the President/ Chairperson of the School
Board, the Superintendent or the Business Manager less than 5 calendar days before the scheduled meeting may be deferred until the following school board meeting.
4. If possible, waiver requests will be acted upon at the meeting in which the request is
brought forth. If the school board believes the request form information is incomplete, the school board must ask the person requesting the waiver for additional information. The Board will avoid using an incomplete request form as the basis for extending the time for review and decision on the waiver request; the school board may receive the needed information from the requesting party at the school board meeting when the waiver request is being addressed.�
5. When considering a waiver request, the school board should be able to determine the
requesting party’s relationship to the contract, the requesting party’s relationship to the outside contracting party, whether the contract terms are reasonable and in the public interest, and any other factors the school board believes will help establish the relevant facts and circumstances surrounding the contract(s) and the request for waiver.
6. At the meeting when the waiver request will be considered by the board, the school
board member, school administrator or school business manager submitting the waiver request must be present and prepared to answer questions from the school board about the request for a waiver.�
7. The request and the Board’s determination must be included in the minutes of the
meeting.�
8. If the authorization is granted, a written authorization [Exhibit AH-E(2)] shall be prepared following the meeting and signed by the President/Chair of the School Board or other authorized School Board Member, and filed with the Auditor General.
Notes: School Boards need to consult with their school attorney before the school board goes into executive session to discuss a disclosure and waiver request. Only upon the recommendation of the school attorney should the School Board discuss the disclosure and request in executive session.
Page 2 of 2 Board Approved 8/15/16
Item #12
AH-E(1)REVISED
DouglasSchoolDistrict51-1CONFLICTOFINTERESTDISCLOSUREREQUESTFORSCHOOLBOARDWAIVER
ThisisaPublicDocumentNameoftheschoolofficialboardmember,schooladministratororschoolbusiness
managerrequestingthewaiver:______________________________________________________________
ThedisclosureisforthepurposeofnotifyingtheSchoolBoardofDouglasSchoolDistrictof: __________aninterestinacontract __________adirectbenefitfromacontractBriefexplanationofthepotentialconflictofinterest:______________________________________
Briefexplanationoftheessentialtermsofthecontract(s)ortransaction(s)fromwhichapotentialconflictofinterestmayarise,including:Identifythefollowing:a)allpartiestothecontract:___________________________________________________________________b)theperson’sroleinthecontractortransaction:__________________________________________c)thepurpose(s)/objective(s)ofthecontract:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________d)theconsiderationorbenefitconferredoragreedtobeconferreduponeachparty:__________________________________________________________________________________________________________________________________________________________________________________________________e)thelengthofthecontract:____________________________________________________________________f)anyotherrelevantinformation:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ifthedisclosurerelatestotheschoolofficialderivingadirectbenefitfromacontract,explainhowBriefexplanationofhoworwhythetransactionorthetermsofthecontractarefair,reasonable,andnotcontrarytothepublicinterestsuchthatauthorizationawaivershouldbegrantedbytheschoolboard.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________SignatureofSchoolOfficialPersonRequestingWaiver Date
BdApproved8/15/16
Item #13
AH-E(2)
DouglasSchoolDistrict51-1
SCHOOLBOARDACTIONONCONFLICTOFINTERESTDISCLOSUREOFADIRECTBENEFIT
WAIVERAUTHORIZATIONPURSUANTTOSDCL3-23-3THISISAPUBLICDOCUMENT
ConflictofInterestDisclosureofaDirectBenefit,Awrittenrequestforwaiverofconflictdated___________________________________________________,wasreceivedfrom__________________________________________________________________________________.TheDisclosureRequestwasconsideredbyacteduponbythemembersoftheDouglasSchoolDistrictSchoolBoardduringameetingheldon_________________________________________._________ Therequestforauthorizationwaiverwasdeniedbecausethetermsofthe
contractweredeterminedtonotconsideredbefairandreasonable,and/orwerecontrarytothepublicinterest.
_________ Thedirectbenefitfromthecontractrequestforwaiverwasauthorized
becausethetermsofthecontractarefairandreasonable,andnotcontrarytothepublicinterestsuchthatawaivershouldbegranted.
_________ Thedirectbenefitrequestforwaiverwasauthorizedbecausethetermsof
thecontractarefairandreasonable,andnotcontrarytothepublicinterestsuchthatawaivershouldbegranted,subjecttothefollowingconditions:
_________________________________________________________________________________________ _________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________________________________________________________________________Date SchoolBoardPresidentSignature ________________________________________________________________________ PrintedName******************************************************************************************UponSchoolBoardapprovaloftheofficialminutesofthemeetingwhentheSchoolBoardactedupontheaboveConflictofInterestDisclosure,acopyoftheofficialminuteswillbeemailedtotheAuditorGeneralandmailedtotheAttorneyGeneral.
BdApproved8/15/16
Item #14
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
Administrative Regulation
Section G Personnel File: GBM-R
STAFF COMPLAINTS AND GRIEVANCES
Procedures
DEFINITIONS:
• A “grievance” is a complaint by a person or group of persons employed by the Douglas School District 51-1, made either individually or by a duly authorized and recognized employee association through its representative, that there have been a violation, misinterpretation or inequitable application of any existing agreement, contract, policy, rule, or regulation of the School Board. Negotiations for, or a disagreement over, a non-existing agreement, contract, policy, rule, or regulation is not a “grievance”.
• An “aggrieved person” is the person or group of persons filing the grievance. • “Board” means the Douglas School Board. • “Days” shall refer to calendar working days. The day of delivery or notice shall be not be
counted as a calendar working day as it pertains to the timelines.
PURPOSE: The purpose of this procedure is to secure, at the lowest possible level, equitable solutions to the problems which may from time to time arise between employees and the District and to facilitate this purpose, the process will be kept as informal and confidential as may be, appropriate at any level of the procedure. Nothing herein contained shall be construed as limiting the rights of any employee have a grievance to discuss the matter informally with any appropriate member of the administration, and having the grievance adjusted without the intervention of the employee association, provided the adjustment is not inconsistent with the terms of any settlement with the employee association then in effect. The employee or the administrator involved in the grievance may be represented by a representative at such an informal discussion. PROCEDURE:
• It is important the grievances be processed as rapidly as possible. The number of days indicated at each level shall be the maximum and every effort should be made to expedite the process.
• If appropriate action is not taken by the employee within the time limit specified, the grievance will be deemed settled on the basis of the disposition at the preceding level. The time limits specified herein may be extended by mutual agreement, provided the time extension is requested within the time limits provided in the regulation.
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Item #15
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
Administrative Regulation
Section G Personnel File: GBM-R
• If an employee does not file a grievance in writing with the principal or other supervisor within thirty (30) twenty (20) calendar days after the employee knew, or should have known, of the act or condition on which the grievance is based, the grievance shall be considered as having been waived.
• A supply of grievance forms shall be on file with the building principal, and/or the immediate supervisor.
Informal Procedures:
If an employee has a complaint, he/she shall first discuss the matter with his/her
immediate supervisor, principal, or other administrator to whom he/she is directly responsible in an effort to resolve the problem. Formal Procedures: Level 1 – School Principal, Immediate Supervisor or Other Administrator
• If an aggrieved person is not satisfied with the disposition of his/her problem though informal procedures, he/she shall submit his grievance in writing.
• Signed copies of the written grievance shall be delivered by the employee to each of the following: supervisor, principal or other administrator, the Superintendent, and the president of the School Board.
• An employee who is not directly responsible to a building principal may submit his/her formal written grievance to the administrator or supervisor to whom he/she is directly responsible.
• The administrator within ten (10) seven (7) days of the filing of the grievance shall render his/her decision in writing to the aggrieved person.
Level 2 – Superintendent
• If an aggrieved person or the Board is not satisfied with the decision concerning his/her grievance at Level 1, or if no written decision has ben rendered within ten (10) seven (7) days, he/she shall, within ten (10) seven (7) days after the decision is rendered, or within twenty (20) fourteen (14) days after the grievance was presented at Level 1 whichever is sooner, resubmit his/her grievance in writing to the Superintendent.
• The Superintendent shall within ten (10) seven (7) days from the filing of the written grievance meet with the aggrieved person for the purpose of resolving the grievance. The Superintendent shall, within ten (10) seven (7) days after this meeting render his/her decision in writing to the aggrieved person.
Page 2 of 4
Item #15
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
Administrative Regulation
Section G Personnel File: GBM-R Level 3 – Board of Education
• If the aggrieved person or the Board is not satisfied with the disposition of the grievance at Level 2, or if no written decision has been rendered within ten (10) seven (7) days, he/she shall within ten (10) seven (7) days or within twenty (20) fourteen (14) days after the grievance was presented at Level 2, whichever is sooner thereafter resubmit the grievance to the business manager and the president of the School Board.
• At its next meeting or within twenty (20) fifteen (15) days, whichever is sooner, the Board or its designated agent shall hold a hearing on the grievances. The decision of the Board shall be rendered in writing within ten (10) seven (7) days after the hearing.
Level 4 – Arbitration
• If the aggrieved person is not satisfied with the disposition of the grievance at Level 3 or if no written decision has been rendered within the time period set forth in the preceding paragraph, he/she may, within ten (10) seven (7) days after receipt of the written decision is due, whichever is earlier, appeal to the Department of Labor, pursuant to statute.
• The inclusion of this paragraph in this grievance procedure shall not constitute a waiver by either party of its rights to dispute the authority of the Department of Labor to hear the appeal and/or render any particular decision.
Miscellaneous
• If, in the course of investigation of any grievance by representatives of the complainant, such investigation requires their presence in a school building; they shall report immediately to the principal of such building being visited and state the purpose of the visit.
• Interruption of regularly assigned classes or activities shall be avoided and students shall not be included in any phase of the grievance procedure except with the mutual consent of both parties.
• Any party or parties in interest shall appear and may be represented at formal Levels One and Two of the grievance procedure by one representative. When the representative is not a member of the employee organization, the employee organization shall have the right to have one spokesperson present and to have that spokesperson state its views at the formal Levels One and Two of the grievance procedure except when the aggrieved person specifically requests the exclusion of all but the parties in interest and their respective representatives. At Level Three a maximum of three representatives, one of whom will be the spokesperson, may represent the aggrieved person or persons involved in a grievance.
• If, in the judgment of the employee organization a grievance affects a group or class of employees, the organization may submit such grievance in writing to the Superintendent directly and the processing of such a grievance shall be commenced at Level Two. The employee organization shall designate not more than two spokespersons for the organization in processing such a grievance through the remaining levels of the grievance procedure. Provided, however, that the employee organization shall not be permitted to file or process a grievance with respect to an incident or occurrence on which an employee or group has already initiated a grievance.
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Item #15
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota
Administrative Regulation
Section G Personnel File: GBM-R
• Meetings and hearings under this procedure shall not be conducted in public and shall include such parties and only such parties in interest and their designated or selected representatives heretofore referred to in this grievance procedure. The vote on the Board's decision on Level Three grievances shall be made in open session but the name of the aggrieved party shall not be disclosed.
• When it is necessary for a party or parties in interest to attend a board meeting or a hearing called during the working day, the Superintendent's office shall so notify the party or parties in interest, principals or immediate supervisor, and the party or parties in interest shall be released without loss of pay for such time as their attendance is required at such meeting or hearing.
• At all hearings conducted under this procedure, the aggrieved person and the administrative representative may call witnesses and present evidence that is relevant to the matter being considered. The Board may request that other witnesses be called for questioning by the parties.
Page 4 of 4 Revised 6/29/17 10/13/15
Item #15
1
REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota Board Policy ______________________________________________________________________________ Section J Students File: JH ______________________________________________________________________________
WELLNESS POLICY
The Goal of the Douglas School District is to provide a healthy school program that reaches beyond school meals in the cafeteria. Living a healthy lifestyle and maintaining a healthy weight requires a combination of healthy food choices, knowledge of nutrition, and appropriate amounts of physical activity. All foods made available in the District offer children nutritious choices. Nutrition education and physical activity are incorporated into the school day as often as possible. Nutrition Education: • Nutrition education teaches consistent scientifically based nutrition messages throughout the
schools, classrooms, cafeterias, homes, community, and media. • Nutrition education is part of health education instruction. • The school cafeteria serves as a “learning laboratory” to allow students to apply critical
thinking skills taught in the classroom. • Nutrition education uses the South Dakota Health Education Standards and addresses
nutrition concepts progressively in grades K through 12. • Nutrition education will offer information to families that encourages them to teach their
children about health and nutrition, and assists them in planning nutritious meals for their families.
• Students in grades K through 12 are to receive nutrition education that is interactive and teaches the skills they need to adopt healthy eating behaviors.
• Nutrition education will provide enjoyable, developmentally appropriate, culturally relevant and participatory activities that may involve parents, students and the community.
Nutritional Standards: The K-12 nutrition standards will include, but not be limited to promoting healthy nutritional choices while impressing upon the students the importance of good nutritional decisions throughout their lives. Foods of good nutritional content including fruits, vegetables, low-fat dairy foods, and low-fat grain products are available wherever and whenever food is sold or otherwise offered at school during the normal school day. School Meal Program:
• The District food service program operates in accordance with applicable laws and regulations of the state of South Dakota. All schools comply with USDA regulations and state policies.
• Food pricing strategies will follow the Healthy Hungry Free Kids Act 2010. • Food Service provides information to families, upon request, about the ingredients
and nutritional values of the foods served.
Item #16
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REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota Board Policy ______________________________________________________________________________ Section J Students File: JH ______________________________________________________________________________
• Food and beverages sold or served on school grounds or at school-sponsored events during the normal school day will meet the Dietary Guidelines for Americans and the Standards for Food and Beverages.
• Students with special dietary needs (e.g. diabetes, celiac sprue, allergies,) are accommodated as required by USDA regulation.
Food Service A La Carte Offerings:
• A la carte items available during the school day will meet the Standards for Food and Beverages set forth in this document.
• Food Service will neither sell nor give extra portions of dessert or french fries. Snacks:
• Healthy snacks include fresh, dried, or canned fruits (in 100% juice only); vegetables; 1% or skim milk; and grains meeting the Standards for Food and Beverages set forth in this document.
• School staff will encourage healthy/nutritious snacks and beverages at parties and other celebrations. A list of easy, healthy, affordable snacks and beverages will be disseminated to parents and teachers.
• Vending machines with food and beverages will not be available to elementary (K-5) students, and will not be available to any students during meal service.
• Food and beverages sold in such machines accessible to students before school and during the normal school day will meet the Standards for Foods and Beverages and guidelines for vending machines as attached.
Physical Activity: The primary goal for the school’s physical activity component is to provide opportunities for every student to develop the knowledge and skills for specific physical activities, maintain physical fitness, regularly participate in physical activity, and understand the short and long-term benefits of a physically active and healthful lifestyle. Physical Education Classes K-12:
• Students will spend at least 50 percent of physical education class time participating in moderate to vigorous physical activity.
• The physical education curriculum demonstrates a progression and sequence consistent with South Dakota and/or National Physical Education standards for K through grade 12 and is taught by highly qualified physical education teachers.
• Student-teacher ratios in physical education classes should match those for other subject areas.
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REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota Board Policy ______________________________________________________________________________ Section J Students File: JH ______________________________________________________________________________
• Participation in other activities involving physical activity will not be substituted for meeting the physical education requirements.
Recess:
• All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which students are encouraged (verbally and through the provision of space and equipment) to engage in moderate to vigorous physical activity.
• When feasible, recess will occur prior to lunch to ensure appropriate healthful food and beverage intake.
Physical Activity Opportunities Before and After School:
• The District provides high school and middle school interscholastic sports programs.
• The District strives to offer activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs.
• The District encourages participation in community or club activities. • After-school childcare and enrichment programs provide and encourage (verbally
and through the provision of space, equipment, and activities) daily periods of moderate to vigorous physical activity for all participants.
Other School-Based Activities Designed to Promote Student Wellness: Schools will create an environment that provides consistent wellness messages, conducive to healthy eating and physical activity; and contributes to forming healthy life long habits for students, staff and community. Professional Development:
• The District will provide ongoing professional development and education for foodservice professionals, educators, administrators and other staff.
• The District will promote nutrition and physical educational opportunities for students, staff, parents, and when appropriate, community members.
Eating Environment:
• Students will be provided with a safe, clean and enjoyable eating environment with adequate time, ample space and appropriate facilities to ensure health and wellness.
Use of School Facilities Outside of School Hours:
• Community (when supervised), staff and student access to the District’s physical activity facilities outside the normal school day will be provided to promote recreational/physical activity.
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REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota Board Policy ______________________________________________________________________________ Section J Students File: JH ______________________________________________________________________________ Fundraising:
• School fundraising efforts are to be supportive of a healthy lifestyle. Fundraisers that include physical activity, school support and academic achievement will be encouraged.
• All food and beverages sold in concession stands outside of school hours will include at least a 35% mix of items that meet the Standards for Food and Beverages.
• Organizations are encouraged to sell non-food items and healthy foods as fundraisers. The District will make available a list of ideas for acceptable fundraising activities.
• The sale of food or beverages as fundraisers that do not meet the Standards for Food and Beverages will take place after the end of the normal school day.
Rewards, Incentives, and Consequences:
• Rewards and incentives will be given careful consideration as to the messages they send to the students
• Food will not be withheld from students as a consequence for inappropriate behavior or poor academic performance.
• Teachers and other school personnel will give careful consideration before limiting student participation in physical activity as consequences or for instructional makeup time. Mandatory 20-minute recess per this policy is not to be denied as consequence for behavior or for instructional makeup time.
School Wellness Council:
• A Wellness Council (to include teachers, parents, administrators, food service personnel, students, and other interested parties) will be developed to plan, implement, and improve the nutrition and physical activity within the school environment.
• The Wellness Council will meet annually and will review this policy and suggest possible revisions, coordinate the implementation of this policy, and promote healthy eating and physical activity.
Program Evaluation:
• The district administrators, through the evaluation of all staff responsible for nutrition education, nutrition standards, physical education/activity, and other school-based activities, will assure that the requirements of this policy are met. • Parent evaluation through district survey.
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REVISED Box Elder DOUGLAS SCHOOL DISTRICT South Dakota Board Policy ______________________________________________________________________________ Section J Students File: JH ______________________________________________________________________________ Legal References: Healthy Hunger Free Kids Act of 2010 •Child Nutrition and WIC Reauthorization Act of 2004 • PL 1056-268 • Federal Guidelines for reimbursable school meals • Regulations and guidance issued by the Secretary of Agriculture Pursuant to Subsections (a) and (b) of Section 10 of the Child Nutrition Act (42 U.S.C. 1779) and Section 9(f)(1) and 17(a) of the Richard B. Russell National School Lunch Act (42U.S.C. 1758(f)(1), 1766(a)0, as those guidance apply to schools. Appendices available upon request: A. USDA Dietary Guidelines - www.dietaryguidelines.gov B. South Dakota Department of Education Standards for Food and Beverages C. South Dakota Department of Education Content of Vending Machines guidelines
References Adoption History
First Reading 05/08/06 Listed Above Approved 05/22/06 First Reading 02/11/13 Approved 03/11/13 First Reading – Revision 06/30/16 Approved 07/14/16 First Reading – Revision 06/12/17
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