M/J Comprehensive Science 1, Advanced (#2002050)

Version for Academic Year:

Course Standards

General Course Information and Notes

General Notes

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Special Notes:

Instructional Practices
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

Ensuring wide reading from complex text that varies in length.
Making close reading and rereading of texts central to lessons.
Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
Emphasizing students supporting answers based upon evidence from the text.
Providing extensive research and writing opportunities (claims and evidence).

Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics, information and computer technology, and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.

Literacy Standards in Science
Secondary science courses include reading standards for literacy in science and technical subjects 6-12 and writing standards for literacy in history/social studies, science, and technical subjects 6-12. The courses also include speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf

General Information

Course Number: 2002050

Course Path:

Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Science > SubSubject: General Sciences >

Abbreviated Title: M/J COMP SCI 1 ADV

Course Length: Year (Y)

Course Attributes:

Class Size Core Required

Course Type: Core Academic Course

Course Level: 3

Course Status: Course Approved

Grade Level(s): 6,7,8

Educator Certifications

One of these educator certification options is required to teach this course.

Science (Elementary Grades 1-6)

Science (Secondary Grades 7-12)

Middle Grades Integrated Curriculum (Middle Grades 5-9)

Chemistry (Grades 6-12)

Biology (Grades 6-12)

Middle Grades General Science (Middle Grades 5-9)

Physics (Grades 6-12)

Earth/Space Science (Grades 6-12)

Elementary Education (Grades K-6)

Elementary Education (Elementary Grades 1-6)

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Pnyx Hill: Government in the Open Air:

Explore how weathering and erosion may have affected Pnyx Hill, the ancient Greek democratic meeting place which influenced our modern government with this interactive tutorial.