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Science Curriculum Parent Informational Night Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator Sharon High School January 8, 2008 Joan.

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Presentation on theme: "Science Curriculum Parent Informational Night Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator Sharon High School January 8, 2008 Joan."— Presentation transcript:

1 Science Curriculum Parent Informational Night Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator

2 Physics as the Anchor Science Course - Why ?  Based on National Science Foundation Research  Discussions began in November 2003  Incorporated into Superintendent and School Committee Goals for  Based on National Science Foundation Research  Discussions began in November 2003  Incorporated into Superintendent and School Committee Goals for

3 Past Science Sequence  Grade 9Earth Science/ Accelerated Biology  Grade 10 Biology / Accelerated Chemistry  Grade 11 Chemistry/ Accelerated Physics  Electives:  Anatomy & Physiology  Physics II  Environmental Science  Astronomy  AP Biology, Chemistry or Physics  Grade 9Earth Science/ Accelerated Biology  Grade 10 Biology / Accelerated Chemistry  Grade 11 Chemistry/ Accelerated Physics  Electives:  Anatomy & Physiology  Physics II  Environmental Science  Astronomy  AP Biology, Chemistry or Physics

4 Present Science Sequence  Grade 9Physics I  Grade 10 Biology  Grade 11 Chemistry  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy  Grade 9Physics I  Grade 10 Biology  Grade 11 Chemistry  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy

5 Planned Science Sequence  Grade 9 Physics I  Grade 10 Chemistry (3 year transition)  Grade 11 Biology  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy  Grade 9 Physics I  Grade 10 Chemistry (3 year transition)  Grade 11 Biology  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy

6 Accomplishing the Goal: Collaboration to meet Needs  Collaboration between the 8th/9th grade science and math teachers  Alignment of Math curriculum with Science mathematics needs Algebra needed for Physics Physics needed for Chemistry Chemistry needed for Biology  Alignment of concepts and principles  Preparation for the MCAS Exams  Collaboration between the 8th/9th grade science and math teachers  Alignment of Math curriculum with Science mathematics needs Algebra needed for Physics Physics needed for Chemistry Chemistry needed for Biology  Alignment of concepts and principles  Preparation for the MCAS Exams

7 Why the Transition in Grade 10? from Biology to Chemistry  Natural Flow of Principles: physical properties leading to chemical processes underlying biology.  Illustrate the connections between physics and chemistry.  Physics and Chemistry are based on Algebraic concepts: linear equations and functions; slope; graphing.  Modern Biology is based on concrete principles learned in physics and chemistry.  Natural Flow of Principles: physical properties leading to chemical processes underlying biology.  Illustrate the connections between physics and chemistry.  Physics and Chemistry are based on Algebraic concepts: linear equations and functions; slope; graphing.  Modern Biology is based on concrete principles learned in physics and chemistry.

8 Biology is Increasingly a Molecular Science  Physics  Chemistry  Biology  Biology is an abstract science based on concrete principles.  Teaching photosynthesis, respiration or genetics requires a chemical understanding.  Physics  Chemistry  Biology  Biology is an abstract science based on concrete principles.  Teaching photosynthesis, respiration or genetics requires a chemical understanding.

9 Complex Life Processes: Cellular Respiration

10 What was the process? Committee of SHS teachers:  Joan LaCroix, Dr. Cho, Mr. Churchill, Dr. Jeffrey Cruzan, Mr. Dixon, Ms. Kallin, Dr. Kenner Comparable Districts that have made the switch to this or a similar sequence: Boston Latin, Boston, Brookline, Natick, Newton North, Wellesley, Weston Belmont - in planning process Committee of SHS teachers:  Joan LaCroix, Dr. Cho, Mr. Churchill, Dr. Jeffrey Cruzan, Mr. Dixon, Ms. Kallin, Dr. Kenner Comparable Districts that have made the switch to this or a similar sequence: Boston Latin, Boston, Brookline, Natick, Newton North, Wellesley, Weston Belmont - in planning process

11 … the Process Continues  Mrs. Reardon, Math Curriculum Coordinator, provides input for the math sequence.  Mrs. Whittemore, Coordinator of Guidance, provides input from the Program of Studies and from a scheduling perspective.  Creation of a three year transition plan.  Administrative support for funding improved science lab function, electricity, materials.  Mrs. Reardon, Math Curriculum Coordinator, provides input for the math sequence.  Mrs. Whittemore, Coordinator of Guidance, provides input from the Program of Studies and from a scheduling perspective.  Creation of a three year transition plan.  Administrative support for funding improved science lab function, electricity, materials.

12 Selection of the Text  Four Publishers have been contacted for examination materials.  Level and content is considered.  Committee members and chemistry teachers asked for feedback.  Departmental discussions as we search for the “perfect” text.  Four Publishers have been contacted for examination materials.  Level and content is considered.  Committee members and chemistry teachers asked for feedback.  Departmental discussions as we search for the “perfect” text.

13 Course Transition - Sections Year# Physics# Chemistry# Biology Freshmen13 Junior13Sophomore Freshmen13 Junior 4 Sophomore 9 Sophomore * 13 Freshmen8 Sophomore 9 Juniors 4 Junior 5 Sophomore * 13 Freshmen5 Juniors 13Sophomor e 8 Juniors * *Sections subject to 13 Freshmen change depending on 13Sophomor e on number of students 13 Juniors

14 What Will the Outcome Be?  Transition takes place over 3 years.  Students meet the state graduation requirement.  Students will be more successful due to the sequence change.  Students will see the connections between physics, chemistry and biology.  Students will be better prepared for upper level courses.  Transition takes place over 3 years.  Students meet the state graduation requirement.  Students will be more successful due to the sequence change.  Students will see the connections between physics, chemistry and biology.  Students will be better prepared for upper level courses.

15 References Dike, Joy, “Current Research on High School, Science Course Sequencing” Fermilab-Pub-02/088 May 2002 Fermilab-Pub-01/206 March 2003 Project ARISE Vazquez, Jose, “High School Biology Today: What the Committee of Ten Did Not Anticipate” The American Society for Cell Biology. Spring 2006: Dike, Joy, “Current Research on High School, Science Course Sequencing” Fermilab-Pub-02/088 May 2002 Fermilab-Pub-01/206 March 2003 Project ARISE Vazquez, Jose, “High School Biology Today: What the Committee of Ten Did Not Anticipate” The American Society for Cell Biology. Spring 2006:


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