SCIENCE CURRICULUM
NATURE OF SCIENCE*
Unifying Concepts for Biological, Chemical, & Physical Sciences
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Living things, materials, and systems remain constant, change at different rates, or exist in equilibrium over time. * Change |
There is order and predictability in the universe which can be organized into systems and energy. * Systems
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The form or shape of a living thing, material, or system is related to its function. * Form |
Scientists use logic, models, evidence, & current knowledge to explain their world. * Scientific investigation |
*Click on title to view district science competencies for the Nature of Science, Constancy & Change, Systems & Energy, Form & Function, and Models & Explanations.
Philosophy
The Epping School District believes that students learn science through natural curiosity, formal inquiry and investigation, and the exploration of relevant scientific issues.
Goals
All students will develop an appreciation for the role science plays in our culture and everyday lives, and an understanding that:
- Scientists attempt to explain our natural world by developing, testing, and verifying scientific theories through a process involving the larger scientific community.
- Key scientific concepts have unified the biological, chemical, and physical sciences in explaining the natural and engineered world.
- Science has been subject to misconceptions throughout history.
- Scientific thought and methods may be applied and naturally integrated in all subject areas.
- Science has a wide social influence through scientific advances affecting all aspects of our lives.
- Scientific knowledge also comes with a responsibility to use it ethically to improve our world.
All students will actively engage in scientific investigation by:
- Asking testable questions,
- Developing hypotheses,
- Observing and recording data,
- Analyzing information,
- Reporting conclusions supported by evidence,
- Assessing the investigative process.
How Do Scientists Work?
- Inquire - Scientists look at the world and ask questions. I ask myself questions that may be tested through scientific research and investigation. I brainstorm with other scientists about a scientific problem.
- Research – Scientists research all known information pertaining to their question and/or problem. I read all scientific information that may help to answer my question or solve my problem.
- Investigate – Scientists conduct investigations to answer questions or solve problems. I design an experiment using available resources to investigate the question or problem.
- Connect to Prior Knowledge – Scientists add new evidence from scientific investigation and make connections to their existing knowledge. I reflect on my existing knowledge of science and add new information based on evidence from my experiment.
- Make Predictions – Scientists make a hypothesis about the outcome of the investigation. I make an educated guess based on my existing knowledge and on the outcome of the experiment.
- Observe & Gather Information – Scientists observe and record observations with an attention to detail. I watch and record what I see, smell, touch, hear, and sometimes taste.
- Classify - Scientists group together things that are alike in some way to make better sense of their world. I make sense of my observations and findings by organizing it into groups.
- Make Inferences – Scientists interpret their observations and add to or revise prior knowledge. I organize and analyze my data, make logical conclusions based on the data, and determine if I will add it to my existing knowledge.
- Model – Scientists use models to explain that which can or cannot be observed directly. I make physical and/or mental models to understand and explain what I observed.
- Persevere – Scientists look at failure as a natural part of the scientific process. I review my question and reflect on my experiment to determine if it was a success or failure. I try again knowing that failure, although it has not provided what I was looking for, has added to my scientific knowledge.
- Communicate – Scientists share ideas and information with the scientific community. I communicate with other scientists to share my results and get their help in testing my thinking, understanding, and results.
District Competencies
Nature of Science - Students will understand that science plays a significant role in our culture and everyday lives and demonstrate the ability to actively engage in scientific investigation.
Constancy & Change - Students will understand that living things, materials, and systems remain constant, change at different rates, or exist in equilibrium over time.
Systems & Energy - Students will understand that there is order and predictability in the universe which can be organized into systems and energy.
Form & Function - Students will understand that the form or shape of a living thing, material, or system is related to its function.
Models & Explanations - Students will understand that scientists use logic, models, evidence, and current knowledge to explain their world.
Sequence of Topics
State and National Science Standards
NH Curriculum Frameworks for Science
Next Generation Science Standards*
*The National Research Council has completed a Framework for K-12 Science Education focusing on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework was a scientific and educational partnership to build upon with the development of grade level standards. Achieve has been working with 26 states in the development of the Next Generation Science Standards. This is not a federal initiative and NH is not one of the states. The timeline is this spring to release draft standards for comment and this fall the approved standards.