Grade 9 - 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.PS.1Analyze and cite moʻolelo from a variety of primary and secondary resources (i.e. mele, nūpepa, websites, books, ʻohana) to deepen understanding about the moʻokūauhau of our ʻāina.
S.PS.2Utilize kilo in various communities and expand observations through the use of ʻōlelo Hawaiʻi to describe patterns of wahi pana interdependence (i.e. ahupuaʻa, ecosystem, loko iʻa).
S.PS.3Discern between and lead appropriate protocol in age/kuleana appropriate ceremonies and protocols.
S.PS.4Utilize and mālama wahi pana resources (i.e. pāhonu, limu, salt beds, mala, kupuna, water, kiʻopua) to aloha ʻāina.
S.PS.5Understand multiple perspectives to better empathize and collaboratively formulate solutions based on kānaka genealogy of that place (i.e. kupuna, ʻāina partners, state/Federal Agencies, institutions of higher education, law).

S.PS.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.PS.7Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
S.PS.8electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
S.PS.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.PS.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.PS.11Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
S.PS.12Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
S.PS.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.PS.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.PS.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, how our
S.PS.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.PS.17Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
S.PS.18Create 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.PS.19Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
S.PS.20Evaluate questions about the advantages of using digital transmission and storage of information.
S.PS.21Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
S.PS.22Apply 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.PS.23Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
S.PS.24Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS1-6)
S.PS.25Develop 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.
S.PS.26Analyze 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.
S.PS.27Use 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.
S.PS.28Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
S.PS.29Plan and conduct 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.
S.PS.30Plan 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.PS.31Develop 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.
S.PS.32Evaluate 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.
S.PS.33Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
S.PS.34Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
S.PS.35Communicate 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.PS.36Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
S.PS.37Develop 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.PS.38Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
S.PS.39Develop 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.PS.40Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
S.PS.41Create a computational model to calculate the change in the energy of one component in a system when the
S.PS.42change in energy of the other component(s) and energy flows in and out of the system are known.
S.PS.43Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

Standard Definitions

I. Sense of Place: ʻĀina Learning Competencies

II. Sense of Belonging: Science and Engineering Practices

III. Sense of Belonging: Physical Science