Envisioning the Student at the end of each “Cluster”
By the end of sixth grade, students will have had two to three yearly science units in the Physical Science, Earth and Space Science, Life Science and Engineering / Technology Strands. Through inquiry-based learning embedded in these content units, students should become familiar with the scientific method. They should know how to both form an investigable question and gather evidence to support conclusions. They will have acquired skills of observation and measurement, as well as the ability to record, interpret and display some kinds of data. They should be able to both follow and write step-by-step instructions describing scientific procedures. This learning should provide students with the foundation to understand what separates a scientific way of knowing from other domains of culture.
By the end of the seventh grade, students should come to see the natural world as composed of interdependent systems. Students should develop skills to study biology at the macroscopic and microscopic level. At the microscopic level, they should understand that organisms are composed of cells and that multi-cellular organisms have cells working together to create organs and systems with specific yet interrelated functions. At the macroscopic level, students should understand the fundamental interactions of living things and their environment. Units studied include: Classification, Cells, Human Body Systems, Reproduction and Heredity, Evolution, and Ecology.
By the end of eighth grade, students should understand fundamental ways that matter and energy can change and stay the same in the natural world. Students should develop skills to learn about the composition, structure, properties, and reactions of matter, and the relationships between matter and energy. Students will understand how technology/engineering works in conjunction with science to expand our capacity to understand the world and solve practical problems. Units studied include: Properties of Matter and Chemical Interactions; Experimental Design; Motion, Forces, and Energy; Technology/Engineering Design.
Through inquiry-based learning embedded in content units in both grades, students should develop an understanding that scientific knowledge and methods help people to predict some of the consequences of our actions and to make informed and responsible decisions based on strong evidence.
By the end of tenth grade, we expect all students will have completed Biology and one additional laboratory Science course. Biology is a ‘gatekeeper’ course essential for students to master, to understand their bodies and the relationship of organisms with their environment, and to prepare them for future decisions about their health and the health of the planet.
By the time of graduation from high school, we expect that a majority of students, male and female, will have taken four years of Science. Pathways available include:
Students who complete their high school Science requirement after two years of Science will be able to use their background Science knowledge and acquisition of critical thinking skills either in the workforce or in higher education.
We welcome your feedback to the Science Curriculum Guide. Please send comments to Science@arps.org.