Living Earth

Year Long Course, 10 credits

Fulfills UC/CSU and graduation requirements for life science. 

This course centers on the biosphere and examines how it interacts with each of the other Earth systems. For example, students look at how the California grasslands have changed in the last 24,000 years by looking at physical conditions in the geosphere, hydrosphere and atmosphere. Students investigate the evolution of Earth’s atmosphere which changed dramatically when plants evolved due to photosynthesis and respiration. Students develop a model of how ancient life is recorded in the geosphere as fossils form through Earth’s surface processes. They then explain how fossils provide evidence of evolution. Students use models to create explanations of how cells use DNA to construct proteins, build biomass, reproduce, and create complex multicellular organisms. They investigate how these organisms maintain stability. Students use computer models to investigate how Earth’s systems respond to changes, including climate change. They make specific forecasts and design solutions to mitigate the impacts of these changes on the biosphere.

Chemistry in the Earth System

Year Long Course, 10 credits

Fulfills UC/CSU and graduation requirements for life science.

The sequence of this course is based on a specific storyline about climate change with a tangible example of combustion and food calorimetry, and indeed the combustion of fossil fuels and release of heat, carbon dioxide, and water is a fundamental thread that ties together most of the sections of the course and ensures that chemistry concepts are able to be placed in the context of Earth’s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion). The next Instructional Segment zooms into the microscopic, but begins with simple interactions between particles to explain thermal energy and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system. They return to the combustion chemical reaction and consider the impact its reaction product, carbon dioxide, has on the global climate system. Students consider more advanced chemical reactions and then apply their understanding of chemical equilibrium to a very real problem of ocean acidification, which is also due to changes in carbon-dioxide concentrations in the atmosphere.

ELECTIVE SCIENCE CLASSES:

Environmental Science

(taken during wheel with Mr. Marple or Mrs. Holmes)

Year Long Course, 10 credits

Fulfills UC/CSU graduation requirements for elective science.

This is a followup course to Estuary Biology and Chemistry in the Community. This course allows students to further explore scientific concepts while doing fieldwork in partnership with community organizations. 

Entomology

(taken during wheel with Mrs. Holmes)

Year Course, 10 credits

Fulfills UC/CSU graduation requirements for elective science.

Year Course, 10 credits

Fulfills graduation requirement for electives.

This class provides additional field work while taking any of the above science classes to interested students. Field Studies allows for additional regular field work in our local wetlands and more extensive interactions with scientists from our partner organizations. This class requires additional meeting times beyond the student's weekly appointment.

Astronomy

Year course, 10 credits

Fulfills graduation requirement for electives.

Students will learn the fundamentals of astronomy. This foundational knowledge includes a history of science and how it has progressed through time. In addition to this, students will examine the various tools that have been used in astronomy and how these tools have advanced from basic telescopes to space observatories. The basic structure of the universe shall be discussed, starting with our local place in the universe, the solar system. Topics such as the formation of our sun and planets will serve as introductory processes before moving on to the unique features of our planets. Expanding out from our solar system, we will learn about galaxy formation and classification based on galactic properties. The universe will be the final backdrop of our astronomical investigations. We will learn about the big bang and the expansion of the universe. This unit will also be an opportunity to explore more current theories in astronomy, such as dark matter, dark energy, black holes, and supernovas.

Physics in the Universe

Year long, 10 credits

Meets UC/CSU "D" requirement

The sequence of this course is based on a specific storyline about renewable energy and climate change. Both physical science and earth science emphasize how discoveries in their discipline influence society, but the two differ in which aspects of society they focus upon. Physical science emphasizes society's use of technology, while Earth and space science emphasize humanity's impact on natural systems and the other way around, which includes California's Environmental Principles and Concepts. Students will explore phenomena such as humanitarian food drops, thunderstorms and weather, geothermal vents, electricity production, earthquakes, and a teacher-chosen phenomenon dealing with the electromagnetic spectrum.

For more information regarding the Science classes offered at I.H.S. please contact Mrs. Holmes or Mr. Marple in Room 3.

NGSS Overview (Next Generation Science Standards)

The NGSS are standards with a purpose.  The K-12 science content standards cover every grade and every scientific discipline, setting expectations for what students should know and be able to do in science.  A major difference between the NGSS and previous science standards is “three-dimensional” (3D) learning. 3D learning refers to the thoughtful and deliberate integration of three distinct dimensions: Scientific and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). Through 3D learning, the NGSS emphasizes that science is not just a series of isolated facts. This awareness enables students to view science more as an interrelated world of inquiry and phenomena rather than a static set of science disciplines. The NGSS represents a fundamental shift in science education and requires a different approach to teaching science than has been done in the past. Looking ahead, teachers can use a range of strategies to engage students and create opportunities to demonstrate their thinking and learning.