6 minute read
Integrated Science
Science is an interesting subject.
In essence, it is the study of the universe around us and within us, natural phenomena, and solutions to problems.
No matter who you are, you would be hard pressed to say that not a single area of science piqued your interest, whether it was understanding how cells work (mitochondria is the powerhouse of the cell), dissecting an animal to see how organs are laid out (no one can forget that smell), realizing how large space is (it’s so vast), or assessing a crime scene for clues to find the culprit (leave no stone unturned).
Science is all about curiosity which, at Cheshire Academy, is cultivated through an engaging and safe environment. And it all starts at the 9th grade level with Integrated Science.
At its core, Integrated Science introduces students to the world of science as they uncover the patterns that characterize the universe, life, and the physical world. Students think like scientists as they dive into biology, chemistry, physics, earth science, environmental science, and engineering.
But a good class goes beyond subject material. In Integrated Science, students learn more. They learn about collaboration, empathy, social skills, how to assess themselves, and so much more in a hands-on, data-driven environment. And there’s no one better to helm the ship than Ellie De Leon, a former scientist and longtime science educator.
Science has always been a passion for De Leon, and it shows in her teaching. She’s right there alongside the students, helping them to experience the ideas they are exploring in three dimensions. Whether the class is building molecular models to better understand covalent bonding or being challenged to honestly consider how deeply they engaged with their coursework on their bi-monthly Community of Scientists Reflection, both De Leon and her students get their hands dirty.
For De Leon, her interest in science sparked in high school when she began studying protein synthesis and the cellular processes that make life function. Her enthusiasm for the sciences only grew, prompting her to pursue a degree in biochemistry in college and graduate school. She worked as a scientist for a period of time before getting back to the classroom — this time as the educator.
“Teaching science seemed like a nice way to marry my love of science with my love of working with people and with kids,” De Leon recalled.
Understanding science is critical to one’s life, De Leon said. For example, understanding the connection between nutrition, digestion, and health allows someone to better communicate with a healthcare provider and seek appropriate care. “When you go to a doctor, it’s nice to know what you’re talking about, or at least to be able to ask better questions so that you can take ownership of your health. The collisions of everyday life with these biological concepts was interesting to me. As I learned more and began to realize how interconnected all of the scientific disciplines are, more of the subjects became interesting to me.”
Though Integrated Science covers topics in the disciplines of biology, chemistry, and physics, rather than teach these concepts in isolation, they are, as the course title suggests, integrated. Units in this course address larger scientific ideas such as patterns, systems, or building blocks and use the disciplines of biology, physics, and chemistry as perspectives through which to explore those broader ideas.
The goal in these units is to complete a lot of data collection and experimental design as well as build connections between ideas.
- Integrated Science Teacher Ellie De Leon
Students begin with a building blocks unit that covers what makes up the world, from matter to the objects we see in our everyday life ranging from the various cells that form bodies to the plastic and metals in your cell phone. The unit culminates with students picking a specific molecule to highlight and present.
The study of water comes next. As De Leon says, water is integral to life on Earth and how the world operates. The class finds answers to why the unique chemistry and physics of water influence the biological functions of all life in Earth. They explore why the physical and chemical properties of water molecules cause ice to float, snowflakes to never have the same pattern, and enable tardigrades to survive in extreme environments by using a unique phase of water known as “water glass.”
Overarching concepts covered in the spring term include an exploration of patterns of structures and their functions across the disciplines as well as an introduction to system thinking centered around the question, “Why is a whole more than the sum of its parts?”
“The goal in these units is to complete a lot of data collection and experimental design as well as build connections between ideas,” De Leon explained. “We’re pushing them to take the initiative. They’re doing an experiment, they’re collecting data and, from that, they’re drawing conclusions to make meaning.”
De Leon hopes her interests impact the newest generation of young learners. By the end of the course, students will have a better understanding of the world around them, and where they plan to take their science career during their time at CA. For those students who plan to pursue the International Baccalaureate® Diploma Programme and pursue the study of science beyond high school, Integrated Science helps to prepare them for those greater challenges. For those who opt to not pursue the IB diploma, this gives students a foundational understanding of the world around them, and problem-solving skills that will prove useful in any discipline.
“Whether they pursue science or not, in their years at CA, in college, and beyond they’re going to have to self-regulate and self-manage their own study process. They’re in the driver’s seat of their academic experience,” De Leon said. “We really want to give them a structured environment so they can intentionally engage with science (and all parts of their high school experience) now.”
