The overarching goal of the Science department is for all students to have sufficient knowledge of science and engineering by the time they graduate high school to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. The major goals of the Science curriculum are to:
Implement a guaranteed and viable district science curriculum that is aligned with learning expectations set forth in the Connecticut Core Science Curriculum Framework and the Next Generation Science Standards that helps children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works.
Achieve scientific literacy preparing students to be confident and capable lifelong learners who are equipped with the skills needed to access, understand, evaluate and apply information and present coherent ideas about science, integrating common core science literacy skills into the curriculum.
Develop a thorough understanding of scientific explanations of the world through experimentation of the disciplinary core ideas and applying these understandings to solve environmental and societal challenges.
Foster each student's understanding and use of technology and engineering, including the ability to assess the relevance and credibility of scientific information found in various print and electronic media.
The Science curriculum is aligned with learning expectations set forth in the Next Generation Science Standards (NGSS). Information regarding these standards can be found on the Connecticut State Department of Education website.
Science Units and Skills/Student Outcomes
What students should know and be expected to do by the end of the unit
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot
Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land
Develop a model to represent the shapes and kinds of land and bodies of water in an area.
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs
Plan and conduct an investigation to determine if plants need sunlight and water to grow
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants
Make observations of plants and animals to compare the diversity of life in different habitats
Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem
Additional Resources
Where to go for additional information and support