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Science Curriculum - Philosophy of Teaching Science
I. Overview
The pursuit of science education at UCAP
ensures all students receive integrated science instruction.
Selected science topics are carefully sequenced stressing the
natural relationships that exist between science and other core
subjects. The New Standards are followed and used as guidelines
when selecting topics. (See Standard Section.) At UCAP, we are
implementing the Principals of Learning approach to teaching and
learning. (See Principles of Learning in school overview
section.) This prepares teachers to meet the needs of the
students and help facilitate learning.
Emphasis is placed on activities that
involve students working cooperatively and include experiments,
field study, written assignments as well as allowing students to
experience “real” science. Students are also responsible for
reading and writing in the content area. This is accomplished
through weekly journal entries as well as reading and critiquing
appropriate science articles. In order to improve writing
students are asked to peer edit and revise work when necessary.
In addition, students will be developing critical thinking and
problem solving skills through various class assignments.
At UCAP, students are expected to work at an
accelerated pace, meaning they should be completing two grades
in one year or three grades in two years. To complete one grade
they would have to obtain fifty criteria in the areas listed
below.
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Five criteria for journal entries,
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Ten criteria for science articles (investigations)
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Ten criteria for science activities in class,
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Five criteria for the use of technology
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Twenty criteria for a project based on an essential question
Science classes consist of sixteen students
and are on an average two hours long. Science meets every other
day throughout out the class; students are engaged in various
learning activities that meet the needs of different learning
styles. Currently there has been a focus on literacy across the
curriculum. In science students utilize the same reading and
writing strategies as in English Language Arts and Humanities.
For example reading assignments generally consist of pre-reading
activities followed by the actual reading and then finally a
post reading activity. Videos, technology, field trips, and
guest speakers are also an important part of science classes and
we try to include at least one of each per unit of topic.
Written activities use techniques similar to
the reading ones mentioned above. Students use graphic
organizers as pre-writing tools. Work is peer edited and then
appropriate revisions are made. Writing is focused on in the
form of investigations. Fridays are set aside for students to
work on investigations. At this time students work with the
teacher or they may work independently on an article of their
choosing. There is a working collaboration with the resource
teacher to enable students in need of extra help to be
successful in complete writing assignments This helps to meet
the needs of all students and give choices as to how a student
wants to complete an assignment
II. Skills
Throughout a student’s two year academic
experience at UCAP they will be asked to participate in various
learning-based activities in science. Over time, student will
acquire skills to enable them to succeed in science. UCAP
science teachers have identified four concentrated areas for
growth: experiments, research, written investigations
(critiques) and field studies. Each of these areas work to
strengthen scientific thinking and increase knowledge on a range
of scientific topics.
The following is a list of intended goals,
what all students should know and be able to do, upon successful
completion of the UCAP science course:.
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Follow written and/or oral directions with little or no
assistance.
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Design experiments to prove or disprove an original hypothesis
using critical thinking skills (scientific method)
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Form conclusions based on evidence and/or data gathered
through an experiment and/or research
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Form and support an opinion on a controversial scientific
topic utilizing factual information through oral
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and/or written projects
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Read and critique assorted scientific writing (magazines,
technical readings, informative text, nonfiction science based reading books).
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Understand “real world” science through field studies,
research, guest speakers and programs with local universities.
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Scientific Thinking
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| S5e |
Uses evidence from reliable sources to
develop descriptions, explanations and models |
| S5d |
Distinguishes from fact and opinion
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Scientific tools and technologies
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| S6a |
Uses technology and tools to observe and
measure objects |
| S6d |
Acquires information from multiple sources
such as print, the internet or computers |
S6c
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Collect and analyzes data
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Scientific communication
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| S7a |
Represents data in multiple
ways |
| S7c |
Critiques published material
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S7d
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Explains a scientific concept to others
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S7e
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Communicates in a form suited to suited to
the purpose and the audience |
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Scientific Investigations
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| S8a |
Controlled experiment
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| S8b |
Fieldwork |
S8c
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Design |
S8d
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Secondary Research |
Additional Standards Applied Learning Across
the Curriculum
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A1
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Problem Solving- apply problem solving
strategies in purposeful ways |
| A2 |
Communication Tools and Techniques- student
publishes information using several methods |
A3
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Information Tools and Technique-Using
information technology to assist in completing project work |
| A4 |
Learning and Self Management tools and
Techniques-Manage and direct one¹s own learning. |
| A5 |
Tools and Techniques for Working with
Others. Work with others to achieve a shared goal. |
III. Content
At UCAP, all science students should be able
to produce evidence that demonstrates understanding of the
following standards.
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Physical Science Concepts
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| S1a |
Properties and changes of properties in
matter |
| S1b |
Transfer of energy, mechanical motion, and
the nature of a chemical reaction |
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Life Science
Concepts |
| S2a |
Structure and function in
living systems |
| S2b |
Reproduction and heredity
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S2d
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Population and Ecosystems
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Earth and Space
Science Concepts |
| S3a |
Structure of the earth as a system
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| S3c |
Natural resource management
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Scientific
Connections and Explanations |
| S4c |
Health-including nutrition, exercise,
disease, and effects of drugs and toxic substances. |
| S4e |
Impact of science on both historical and
contemporary society |
Year 1
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Topic |
Standards |
| Marine Biology |
S2a,b,d; S5d-f; S6a,c,d; S7a,c,d; S8 a-d;
A1,3,5 |
Physical Oceanography/Earth Science
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S3a,c; S5d-f; S6a,c,d; S7a,c-d; S8c-d; A3,5
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| Astronomy |
S3a,c; S5d-f; S6a,c,d; S7a,c,d; S8c-d; A3,5
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| Physics/Electricity |
S1a-b; S5d-f; S6a,c-d; S7a,c-d; S8a,c-d,
A3,5 |
Year 2
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Topic |
Standards |
Environmental Science
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S2a,d; S3c; S4e; S5d-f; S6a,c,d; S7a,c-e;
S8a-d;A1,3,5 |
Chemistry
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S1a-b; S5d-f; S6a,c-d; S7a,c-e; S8a,d; A3,5
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Plants
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S2a,b,d; S3c; S5d-f; S6a,c-d; S7a,c-e;
S8a,c,d; A1,3,4,5 |
Human Biology and Health
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S2a,b,d; S4c,e; S5d-f; S6a,c,d; S7a,c-e;
S8a,d; A2,3,5 |
Essential Questions
Each topic is investigated during a quarter
long unit. Units are planned and designed using an Essential
Question generally accompanied by guiding sub-questions.
Students are asked to refer to the Essential Questions numerous
times throughout the unit. Upon completion of the unit, students
will have the knowledge, skills and resources to answer the
Essential Question. Essential questions are updated and revised
depending upon current events, new technology and/or student
interest..
Projects
Units are comprised of activities, writing
prompts, journal entries and projects. Projects are the major
contributor to criteria. Projects are generally found towards the
end of the unit and are designed to answer the Essential
Question although projects may also be used to answer guiding
sub-questions when applicable. To adhere to all learning styles
and differences, projects are created using various formats from
oral presentations, research essays, models, field studies with
data analysis and so on.
Investigations
Throughout the academic year,
investigations, science reading and writing activities, are
conducted on Fridays. Investigation topics are selected by
students are open to all fields of science. Investigations
support and strengthen standards addressed within the class
(S5d-e; S7c,e; A4)
IV. Evidence of Learning
Assessment is done by rubrics and
observation of student performance in class. Projects or
culminating activities consist of essays, models, presentations,
display boards experiments and field studies. Quizzes are given
periodically and usually are open notes/handouts. This is to
encourage students to take good notes and also keep handouts
organized in the science section.
Curriculum |
Guidance |
Beyond School
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