Wyoming Content and Performance Standards for High School Science
WY.1. Concepts and Processes: Science is a dynamic process; concepts and processes in life systems, earth and space systems, and physical systems are best learned through inquiry and investigation. Students develop an understanding of scientific content through inquiry within the context of these unifying concepts and processes: Systems, classification, order, and organization; Evidence, models, and explanations; Change, constancy, and measurement; Evolution and equilibrium and Form and function
SC11.1.1. Life Systems: The Cell: Explain the processes of life, which necessitates an understanding of relationships between structure and function of the cell and cellular differentiation. Identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Differentiate between asexual and sexual reproduction.
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
SC11.1.2. Life Systems: Molecular Basis of Heredity: Demonstrate an understanding that organisms ensure species continuity by passing genetic information from parent to offspring. Utilize genetic information to make predictions about possible offspring. Apply concepts of molecular biology (DNA and genes) to recent discoveries.
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3
SC11.1.3. Life Systems: Biological Evolution: Explain how species evolve over time. Understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. Examine how different species are related by descent from common ancestors. Explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
SC11.1.5. Life Systems: Matter, Energy, and Organization in Living Systems: Describe the need of living systems for a continuous input of energy to maintain chemical and physical stability. Explain the unidirectional flow of energy and organic matter through a series of trophic levels in living systems. Investigate the distribution and abundance of organisms in ecosystems, which are limited by the availability of matter and energy and the ability of the living system to recycle materials.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
SC11.1.6. Life Systems: Behavior and Adaptation: Examine behavior as the sum of responses of an organism to stimuli in its environment, which evolves through adaptation, increasing the potential for species survival. Identify adaptations as characteristics and behaviors of an organism that enhance the chance for survival and reproductive success in a particular environment.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
SC11.1.7. Earth and Space Systems: Geochemical Cycles: Describe the Earth as a closed system and demonstrate a conceptual understanding of the following systems:
SC11.1.7.a. Geosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.b. Hydrosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.c. Atmosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.d. Biosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.8. Earth and Space Systems: Origin and Evolution of the Earth System: Investigate geologic time through comparing rock sequences, the fossil record, and decay rates of radioactive isotopes.
SC11.1.9. Earth and Space Systems: Origin and Evolution of the Universe: Examine evidence for the Big Bang Theory and recognize the immense time scale involved in comparison to human-perceived time. Describe the process of star and planet formation, planetary and stellar evolution, including the fusion process, element formation, and dispersion.
SC11.1.10. Physical Systems: Structure and Properties of Matter: Describe the atomic structure of matter, including subatomic particles, their properties, and interactions. Recognize that elements are organized into groups in the periodic table based on their outermost electrons and these groups have similar properties. Explain chemical bonding in terms of the transfer or sharing of electrons between atoms. Describe physical states of matter and phase changes. Differentiate between chemical and physical properties, and chemical and physical changes.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
SC11.1.11. Physical Systems: Chemical Reactions: Recognize that chemical reactions take place all around us. Realize that chemical reactions may release or consume energy, occur at different rates. Identify the factors that affect reaction rates. and result in the formation of different substances.
SC11.1.12. Physical Systems: Conservation of Energy and Increase in Disorder: Demonstrate and understanding of the laws of conservation of mass and energy within the context of physical and chemical changes. Realize the tendency for systems to increase in disorder.
SC11.1.13. Physical Systems: Energy and Matter: Demonstrate an understanding of types of energy, energy transfer and transformations, and the relationship between mass and energy.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
WY.2. Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
SC11.2.5. Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Lab investigations/scientific methodA biologist reported success in breeding a tiger with a lion, producing healthy offspring. Other biologists will accept this report as fact only if other researchers can replicate the experiment. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
WY.RST.9-10. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
WY.1. Concepts and Processes: Science is a dynamic process; concepts and processes in life systems, earth and space systems, and physical systems are best learned through inquiry and investigation. Students develop an understanding of scientific content through inquiry within the context of these unifying concepts and processes: Systems, classification, order, and organization; Evidence, models, and explanations; Change, constancy, and measurement; Evolution and equilibrium and Form and function
SC11.1.3. Life Systems: Biological Evolution: Explain how species evolve over time. Understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. Examine how different species are related by descent from common ancestors. Explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
SC11.1.7. Earth and Space Systems: Geochemical Cycles: Describe the Earth as a closed system and demonstrate a conceptual understanding of the following systems:
SC11.1.7.a. Geosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.b. Hydrosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.c. Atmosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.d. Biosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.8. Earth and Space Systems: Origin and Evolution of the Earth System: Investigate geologic time through comparing rock sequences, the fossil record, and decay rates of radioactive isotopes.
SC11.1.9. Earth and Space Systems: Origin and Evolution of the Universe: Examine evidence for the Big Bang Theory and recognize the immense time scale involved in comparison to human-perceived time. Describe the process of star and planet formation, planetary and stellar evolution, including the fusion process, element formation, and dispersion.
SC11.1.13. Physical Systems: Energy and Matter: Demonstrate an understanding of types of energy, energy transfer and transformations, and the relationship between mass and energy.
WY.2. Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
SC11.2.5. Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
WY.RST.9-10. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
WY.1. Concepts and Processes: Science is a dynamic process; concepts and processes in life systems, earth and space systems, and physical systems are best learned through inquiry and investigation. Students develop an understanding of scientific content through inquiry within the context of these unifying concepts and processes: Systems, classification, order, and organization; Evidence, models, and explanations; Change, constancy, and measurement; Evolution and equilibrium and Form and function
SC11.1.3. Life Systems: Biological Evolution: Explain how species evolve over time. Understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. Examine how different species are related by descent from common ancestors. Explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
SC11.1.7. Earth and Space Systems: Geochemical Cycles: Describe the Earth as a closed system and demonstrate a conceptual understanding of the following systems:
SC11.1.7.a. Geosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.b. Hydrosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.c. Atmosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.d. Biosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.8. Earth and Space Systems: Origin and Evolution of the Earth System: Investigate geologic time through comparing rock sequences, the fossil record, and decay rates of radioactive isotopes.
SC11.1.9. Earth and Space Systems: Origin and Evolution of the Universe: Examine evidence for the Big Bang Theory and recognize the immense time scale involved in comparison to human-perceived time. Describe the process of star and planet formation, planetary and stellar evolution, including the fusion process, element formation, and dispersion.
SC11.1.11. Physical Systems: Chemical Reactions: Recognize that chemical reactions take place all around us. Realize that chemical reactions may release or consume energy, occur at different rates. Identify the factors that affect reaction rates. and result in the formation of different substances.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
SC11.1.13. Physical Systems: Energy and Matter: Demonstrate an understanding of types of energy, energy transfer and transformations, and the relationship between mass and energy.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
WY.2. Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
SC11.2.5. Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
WY.RST.11-12. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
WY.1. Concepts and Processes: Science is a dynamic process; concepts and processes in life systems, earth and space systems, and physical systems are best learned through inquiry and investigation. Students develop an understanding of scientific content through inquiry within the context of these unifying concepts and processes: Systems, classification, order, and organization; Evidence, models, and explanations; Change, constancy, and measurement; Evolution and equilibrium and Form and function
SC11.1.2. Life Systems: Molecular Basis of Heredity: Demonstrate an understanding that organisms ensure species continuity by passing genetic information from parent to offspring. Utilize genetic information to make predictions about possible offspring. Apply concepts of molecular biology (DNA and genes) to recent discoveries.
Genetics and heredity IIBy whom were first described the principles of dominance, segregation, and independent assortment? What did Gregor Mendel discover using the results of his experiments with plant crosses? Match each Genetics and heredity term to its definition like Splindle fibers, Telophase, Trait, Transcription, Mutation, Phenotype. Read more...iWorksheets :3Vocabulary :7
SC11.1.3. Life Systems: Biological Evolution: Explain how species evolve over time. Understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. Examine how different species are related by descent from common ancestors. Explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
SC11.1.7. Earth and Space Systems: Geochemical Cycles: Describe the Earth as a closed system and demonstrate a conceptual understanding of the following systems:
SC11.1.7.a. Geosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.b. Hydrosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.c. Atmosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.7.d. Biosphere (Explain the role of energy in each of these systems, such as weather patterns, global climate, weathering, and plate tectonics.)
SC11.1.8. Earth and Space Systems: Origin and Evolution of the Earth System: Investigate geologic time through comparing rock sequences, the fossil record, and decay rates of radioactive isotopes.
SC11.1.9. Earth and Space Systems: Origin and Evolution of the Universe: Examine evidence for the Big Bang Theory and recognize the immense time scale involved in comparison to human-perceived time. Describe the process of star and planet formation, planetary and stellar evolution, including the fusion process, element formation, and dispersion.
SC11.1.13. Physical Systems: Energy and Matter: Demonstrate an understanding of types of energy, energy transfer and transformations, and the relationship between mass and energy.
WY.2. Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
SC11.2.5. Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
WY.RST.11-12. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.