Science

Science — Grade 6

Essential questions guide the students in Grade 6 science as they apply scientific principles to build their skills of investigating and questioning using a project-based approach. While studying ecology and population, students are tasked to answer, “How does water quality affect the ecology of a community?” Application of fundamental physics is demonstrated when answering, “How is Energy obtained, transformed, and moved from one place to another?” The question, “How is scientific knowledge created and communicated?” uses the young reader’s book, BOMB, to provide context of the building of the atom bomb. Students conduct experiments and engage in collaborative activities in order to make claims, produce evidence to support claims, and report their findings. Student claims evolve and change as new evidence is observed or concepts are learned. Teachers work collaboratively to support students in tapping into their creativity, research, and presentation skills in all aspects of the course.

Science — Grade 7

Project-Based Inquiry Science (PBIS) inspires the Grade 7 science curriculum. In Grade 7, science students will learn the way scientists learn, investigate, experiment, gather evidence, and form explanations. Grade 7 science is designed to nurture the creation of meaning through knowledge as opposed to rote memorization. Prevention of disease spread is explored as students answer the question, “How can you prevent good friends from getting sick?” Students will investigate communicable diseases, think like epidemiologists, understand the body systems and how they respond to bacteria and viruses, and explore the organization of cells. Students will synthesize and apply the knowledge gained in this unit to develop a specific disease, then formulate recommendations in ways of preventing the spread of that disease. Students will also investigate how traits in organisms are passed on. They will study Mendel’s experiments to gain an understanding of dominant and recessive traits. They will learn that these strands of genetic material are chromosomes that contain genes that have more than one form. “How are traits passed down from generation to generation?” becomes a critical question in the discovery of body systems and the cellular process. Students bring together their scientific learning and experiences to develop a proposal on how genetics can help feed the world. Throughout the year, students engage in scientific practices as they experience and investigate these scientific phenomena, critical concepts, and connect the curriculum to themselves and their world. Project-based learning allows students to bring prior knowledge and experiences from a variety of backgrounds to enhance the learning environment.

Science — Grade 8

Grade 8 students in science are in search of evidence to support scientific principles allowing them to better understand their world. Students study the characteristics of gases, air mass movement, and the effects of Earth’s topography and population as they grapple with the question, “How can you improve the air quality in your community?”

In an effort to explore engineering practices, students are tasked with designing and building a vehicle that will go straight, far, fast, and carry a load. Through their design changes and testing, students derive and develop an understanding of Newton’s laws of motion, with specific emphasis on the relationships between force, mass, and acceleration. Grade 8 science is about doing science; experimenting, thinking, discussing, and discovering evidence to support an idea along with the development of skills such as measurement, graphing, equipment usage, model design, and engineering practices. Sharpening their ability to think critically, problem-solve independently, run experiments, and collect and analyze data, students work individually and with their peers in order to develop solid scientific conclusions that will relate to observations throughout their life.