“Science is a way of thinking much more than it is a body of knowledge”
By the end of 12th grade, all students, not just those who pursue careers in science, engineering or technology, should have the science and engineering foundations in preparation for their individual lives, and for their roles as citizens in this technology-rich and scientifically complex world. By this time they should have gained sufficient knowledge of science and engineering to engage in public discussions on science related issues, to be critical consumers of science information related to their everyday lives, and to become lifelong science learners.
(Adapted from A Framework for K-12 Science Education)
- Contact Information
- Learner Goals
- Program Guiding Principles
- Curriculum State & National Standards
- Course Outline
- WPS Curriculum Materials
Science Program Goals
(Adapted from NGSS Science and Engineering Practices)
As students advance through the grades and make individual progress toward mastery of a rigorous, blend of disciplinary core ideas, science and engineering practices and crosscutting concepts, they are able to exhibit with increasing breadth and depth these capacities of scientific literacy:
They connect their learning across units and courses to build a coherent understanding of science ideas and of the crosscutting concepts.
They ask questions and define problems.
They can plan and carry out investigations.
They analyze and interpret data.
They develop and use models.
They construct explanations and design solutions.
They engage in argument from evidence.
They use mathematics and computational thinking.
They obtain, evaluate and communicate information.
They use technology and digital media strategically and capably.
They demonstrate self-directed planning, monitoring and evaluation.
Core Principles for Science Instruction
(Adapted from BSCS 5E Instructional Model and Common Core State Standards)
Much has been learned in the past few decades about classroom instruction that effectively promotes the development of high-level science literacy skills. Based on this research, the Wilton Public Schools has established the following core principles for science instruction:
- Engagement, through lessons that are structured around real-world phenomena (or an engineering design problem) to capture student interest, initiates the learning process and exposes students’ current conceptions.
- Student are provided with exploration opportunities that give them a common base of experiences to help them begin constructing concepts and developing skills.
- Students have opportunities to apply their developing science knowledge to explain phenomena or design solutions to real-world problems. Teachers have opportunities to directly and explicitly present the terms, definitions, and explanations for concepts, processes, skills, or behaviors.
- Students extend their conceptual understanding through elaboration -- additional practice with new experiences to develop deeper and broader understanding and application.
- Teachers will use assessment as an element of instruction to evaluate student progress toward learning goals.
- Inclusive instructional strategies engage all students and support them in sustained learning.