Science

Scientific and technological advances have proliferated and now permeate most aspects of life in the 21st century. It is increasingly important that all members of our society develop an understanding of scientific and engineering concepts and processes. Learning how to construct scientific explanations and how to design evidence-based solutions provides students with tools to think critically about personal and societal issues and needs. Students can then contribute meaningfully to decision-making processes, such as discussions about climate change, new approaches to health care, and innovative solutions to local and global problems. 

Mission

All students will possess an understanding of scientific concepts and processes required for personal decision-making, participation in civic life, and preparation for careers in STEM fields (for those that chose). 

Vision

Prepare students to become scientifically literate individuals who can effectively: 

• Apply scientific thinking, skills, and understanding to real-world phenomena and problems;

• Engage in systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned;

• Conduct investigations, solve problems, and engage in discussions;

• Discuss open-ended questions that focus on the strength of the evidence used to generate claims;

• Read and evaluate multiple sources, including science-related magazine and journal articles and web-based resources to gain knowledge about current and past science problems and solutions and develop well-reasoned claims; and

• Communicate ideas through journal articles, reports, posters, and media presentations that explain and argue.

Featured Resources

• Science Model Curriculum Framework: provides concrete examples and resources for the development of local science curriculum. The courses and units were developed through the work of consortia of practicing teachers, science supervisors, and higher education faculty.

• Science Instruction Companion to the Danielson Framework: serves two purposes. First, the document provides science specific observable evidence that supervisors of science teachers can reference during and after classroom observations. Second, the document is envisioned to be used as a common reference for professional conversations with and among the science faculty.

• Science Program Rubric: is designed to help teams of educators answer the following questions. To what extent is the science program consistent with the letter, spirit, and intent of the New Jersey Student Learning Standards for Science? and What should our goal(s) be for continued improvement?