Science

Matt Davis Science Curriculum Coordinator: Matt Davis
Location: Marcus Whitman Junior High
Phone: 360-874-4721
 
Core Beliefs:
  • Science is an important part of our everyday lives.
  • Science will be incorporated in K-12 instruction.
  • Students are to be scientifically literate.
  • Content emphasizes in-depth understanding of big ideas rather than breadth of coverage.
  • Content and processes are developmentally appropriate with respect to student readiness.
  • Instruction, assessment and curriculum are balanced and varied.
  • The diverse backgrounds of students need to be recognized, respected and addressed in a responsive way.
What we teach and have K-12 students learn is critical. We…
  • Align and teach content and scientific processes to the state/national standards.
  • Develop and use consistent terminology and processes.
  • Provide balance between scientific concepts and processes.
  • Utilize multiple strategies to solve problems and answer questions.
Why we teach and have K-12 students learn is critical. We…
  • Make science practical, applicable to everyday life and something students can use.
  • Build and understand knowledge gained from previous experience and observations to apply to further scientific investigations.
  • Identify and correct misconceptions about scientific phenomena.
How we teach K-12 students to learn is critical. We…
  • Require thought, development, and construction of student understandings as they explore, invent and apply.
  • Provide student centered science instruction that builds upon student’s readiness to learn.
  • Access prior knowledge to develop current and future concepts.
  • Allow ample time and opportunity for activity, discussion, and reflective feedback.
  • Minimize number of concepts taught to acquire basic building blocks.
  • Model and instruct scientific behavior, action, and thought.
  • Model and instruct safe and appropriate laboratory guidelines.
  • Apply multiple strategies to enhance student learning.
  • Use a model of open inquiry as a tool to reach all students.
  • Utilize current technological tools to enhance student learning.
  • Integrate community resources into classroom instruction.
How we know K-12 students have learned is critical. We…
  • Align assessment to learning goals and instructional strategies.
  • Assess a variety of levels including knowledge, comprehension, application, analysis, synthesis, and evaluation.
  • Incorporate performance based as well as content based assessments.
  • Utilize formative and summative assessments.
  • Provide opportunities for students to reflect on and analyze their own scientific learning.
  • Provide timely feedback for students to reinforce or revise thinking.
Staff Development Recommendations:
  • Successful implementation will require overall district support, including staff development, additional instructional time and getting the materials (consumables, equipment and supplies) beyond the first year.
  • Provide scientific inquiry training and continually support the implementation of inquiry methods.
  • Provide scientific content training and continually support the enhancement of teacher knowledge.
  • Develop and implement consistent terminology K-12, so teachers are using the same language to talk about science and about teaching science.
  • Leave room for openness, flexibility and adaptation so alignment can be adjusted based upon student success and standards.
  • Utilize community resources to supplement expertise and materials for instruction.
Definitions:
 
Assessments:

Formative assessment: Used to guide future instruction. This is assessment FOR learning.

Summative assessment: Used to verify that learning goals have been met. This is the assessment OF learning.

Content based assessment: Used to evaluate students understanding of knowledge and ideas of science.

Performance based assessment: Used to evaluate student’s understanding of scientific behavior and processes such as mixing chemicals, reading of equipment, and use of laboratory apparatus. This can include doing a project, demonstration, or activity.
Big ideas: refer to general concepts that are inherent to all branches of science. Big ideas include: Systems, Order, and Organization; Evidence, Models, and Explanations; Constancy, Change and Measurement; Evolution and Equilibrium; and Form and Function. (National Science Education Standards)
 
Inquiry “refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.” (National Science Education Standards)
 
Processes: The act of engaging in scientific behavior, such as making observations, classifying, measuring, inferring, predicting, communicating, using number relationships, making models, defining operationally, collecting data, interpreting data, identifying and controlling variables, formulating hypotheses, experimenting.
 
Scientific Method: Process by which individuals identify a problem or question and systematically go through steps to solve or test solutions to the problem or question.