Grade 11 - Science

In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 Science Kahua is grounded in the belief that the purpose of science is “Science is best defined as a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence and always subject to correction and improvement upon discovery of better evidence. What's left is magic. And it doesn't work.” (year, Randi).

End of school year grade level outcomes were crosswalked with the HFCS Vision of the Graduate (2013), NGSS, Fountas and Pinnell, and were prioritized using the following criteria (Reeves, 2004): 1) Endurance, 2) Leverage, 3) Readiness, 4) Assessment Requirements.

I. Sense of Place: ʻĀina Learning Competencies

Overarching goals for ʻāina-based curriculum designed to connect the learner to their cultural, linguistic and physical community

II. Sense of Belonging: Science and Engineering Practices

Gather manaʻo and ʻike about the ʻāina through nīnauele (interviews), research, and oral histories to define community and ʻāina-based problems by thinking about the broader society and the environment. Demonstrate appropriate lawena when engaging in protocol to evaluate different ideas proposed using a systematic method such as a tradeoff matrix (understanding the criteria and constraints of a problem). Ground thoughts and actions in kānaka historical and contemporary science and engineering practices to test and combine best ideas into a new solution, and follow an iterative process to reach the best possible result that would benefit the community and ʻāina.

III. Sense of Belonging: Physical Science

Using multiple knowledge systems and understanding of the connections with physical, life, and Earth and space science, one can make sense of real world phenomena and live in lōkahi with all beings and spaces on Earth.

S.C.1Create and share capstone projects and hōʻike (i.e. puka kula haʻi ‘olelo, research papers, community service, testimonies) to expand the body of knowledge about ʻāina.
S.C.2Synthesize ʻōlelo Hawaiʻi kilo, performance cartographies (i.e. oli, mele, hula, kaulana mahina, hoʻokele), and inoa ʻāina (traditional place names) to make decisions about what ʻāina needs.
S.C.3Perpetuate ʻike kupuna through the creation and use of Hawaiian cultural artifacts (i.e. kīhei, lei, ʻohe kāpala, mea ʻai) in ceremonies and protocols.
S.C.4Contribute knowledge, resources, and practices to enhance the lāhui and world as aloha ʻāina.
S.C.5Take actions to advocate for justice on behalf of kānaka and ʻāina because we are an extension of ʻāina (i.e. testimonies, water rights, civic engagement).

S.C.6Evaluate 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.
S.C.7Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
S.C.8electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
S.C.9Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
S.C.10Use 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.
S.C.11Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
S.C.12Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
S.C.13Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
S.C.14Evaluate 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.

S.C.15Use 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. The periodic table is a tool to communicate the connections between physical properties i.e. how magma interacts with water to produce iron blooms essential for life.
S.C.16Construct 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.
S.C.17Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
S.C.18Construct 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.
S.C.19Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
S.C.20Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
S.C.21Plan and conduct an investigation to provide evidence that the transfer of thermal energy when 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).
S.C.22Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
S.C.23Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
S.C.24Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
S.C.25Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
S.C.26Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
S.C.27Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
S.C.28Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
S.C.29Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
S.C.30Communicate 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.
S.C.31Communicate scientific ideas about the way stars, over their life cycle, produce elements.
S.C.32Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
S.C.33Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
S.C.34Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects).
S.C.35Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
S.C.36Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
S.C.37Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
S.C.38Create 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.
S.C.39Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
S.C.40Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
S.C.41Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Standard Definitions

I. Sense of Place: ʻĀina Learning Competencies

II. Sense of Belonging: Science and Engineering Practices

III. Sense of Belonging: Chemistry