“All young children have the intellectual capability to learn science. Even when they enter school, young children have a rich knowledge of the natural world, demonstrate causal reasoning, and are able to discriminate between reliable and unreliable sources of knowledge. In other words, children come to school with the cognitive capacity to engage in serious ways with the enterprise of science”. [1]

“Development is not a kind of inevitable unfolding in which one simply waits until a child is cognitively “ready” for abstract or theory-based forms of content. Instead, parents and teachers can assist children’s learning, building on their early capacities. Adults play a central role in promoting children’s curiosity and persistence by directing their attention, structuring their experiences, supporting their learning at­tempts, and regulating the complexity and difficulty of levels of information for them. In the sciences, both teachers and peers can and must fill these critical roles”. [1]

SCIENCE K-5
The Elementary Science Scope and Sequence is the culmination of a complete and thorough standards alignment initiative. Sequenced coverage of the content is spiraled throughout the elementary levels to ensure a balanced coverage of all eligible content that is both vertically and horizontally aligned. The focus in grades K-3 is biological science with an introduction to earth/environmental science. Supplemental materials utilized by teachers in K-3 align with biological or environmental science topics. As students move into 4th and 5th grades physical science plays a more prominent role and additional earth/environmental science topics are incorporated. In grades 4 and 5 grades, supplemental materials utilized must align with physical science topics. Text support is infused into the curricula in 2nd, 3rd and 4th grades. Strategies for reading more advanced science texts are developed in 5th grade through facilitated reading of The Nature of Science & Technology. 

SCIENCE 6-8
The middle school science curriculum spirals over the elementary content when students study biological science in 6thgrade, physical science in 7th grade and earth/environmental science in 8th grade. The curriculum is vertically aligned with the elementary and secondary science programs of study. Horizontal alignment is achieved through standards based instruction including the Academic Standards for Science and Technology and Engineering Education along with the Academic Standards for Environment and Ecology.

SCIENCE 9-12 
The high school science curriculum is aligned to the Academic Standards for Science and Technology and Engineering Education along with the Academic Standards for Environment and Ecology. Students are encouraged to take Biology, Chemistry, and Physics before choosing from a variety of electives. Second-year science courses and Advanced Placement courses are offered in Biology, Chemistry, and Physics.

Science Academic Standards:

• Academic Standards for Science and Technology and Engineering Education. (Elementary)
• Academic Standards for Science and Technology and Engineering Education. (Secondary)
• Academic Standards for Environment and Ecology.

Access the academic standards.

Contact:
Ian Kerr - Elementary Math

Dina Dormer - Secondary Math  

[1] National Research Council. Taking Science to School; Learning and Teaching Science in Grades K-8. 2007.