RECOMMENDATIONS

1. Hands-on activities that include:

• students identifying their own real questions about natural phenomena
• observation activity, often designed by students, aimed at real discovery, employing a wide range of process skills
• students hypothesizing to explain data
• information provided to explain data only after students have engaged in investigation process
• students' reflection to realize concepts and processes learned
• application, either to social issues or further scientific questions (top)
  

2. Focus on underlying concepts about how natural phenomena are explained (top)

3. Questioning, thinking, and problem solving, especially:

• being skeptical, willing to question common beliefs
• accepting ambiguity when data isn't decisive
• willing to modify explanations, open to changing one's opinion
• using logic, planning inquiry, hypothesizing, inferring (top)
  

4. Active application of science learning to contemporary technological, social, and wellness issues (top)

5. In-depth study of a few important thematic topics developing basic underlying principles of the discipline (top)

6. Curiosity about nature and positive attitudes toward science for all students, including females and members of minority groups (top)

7. Integration of reading, writing, and math in science units (top)

8. Collaborative small-group work, with training to ensure it is efficient and includes learning for all group members (top)

9. Teacher facilitating students' investigative steps (top)

10. Evaluation that focuses on scientific concepts, processes, and attitudes (top)

11. Educational technologies that enhance learning processes and expand skills and capabilities of all students including:

• the scientific process
• conducting research that includes data gathering, analysis, synthesis, and communication of findings
• application of thinking skills such as sequencing, inference and deduction, and the transfer of such skills into daily use (top)
  

The Science Curriculum Committee strongly encourages all 9th grade students to enroll in the 9th grade science course entitled Integrated Sciences 9. We strongly believe that the concepts addressed in this class lay a solid foundation for advanced science courses and are necessary in the development of a scientifically literate citizenry.

ASD Secondary Science