Falls Church City Public Schools

K-12 Science Curriculum Study Final Report

I. Conclusions:

A. T he primary goal of science, and therefore of science education, is to construct knowledge of the physical world through systematic observation, prediction and testing. The acceptability and integrity of scientific knowledge is determined by general agreement among qualified members of the scientific community. Science, driven by its ability to predict and explain observable phenomena, is but one among many ways of knowing and representing human experience. The FCCPS science curriculum will be consistent with this understanding of science.

B. Science educators must value a well-conceived, developmentally appropriate science program that is articulated across grade levels and structured to draw upon the strengths of parents, teachers and the community. While the emphasis given to each valued component of such an education will vary from course to course and grade to grade, the sum of the education in science provided to students in FCCPS should result in:

1. Well-grounded knowledge of important facts, concepts, and relationships in science, including those specified in the Virginia Standards of Learning.
2. Curiosity and the desire to engage in further investigation and learning.
3. Ability to use critical thinking and problem-solving skills.
4. Ability to use mathematics for data analysis and problem-solving.
5. Social interaction skills needed for effective collaborative investigation.
6. Communication skills needed for effective planning, and for reporting of results.
7. Ability to distinguish science from non-science, and basic science from its applications through technology.
8. Understanding the relationship of science to culture and to other ways of knowing the universe.
9. Understanding the impact of science on individuals, families, communities, and societies.
10. Understanding that science is a dynamic process

C. It is necessary to provide students with a developmentally appropriate science curriculum characterized by:

1. Strong emphasis on the development of knowledge through field studies and laboratory-based inquiry.
2. Use of mathematics in the collection and analysis of quantitative data, solution of problems, and communication of research results.
3. Opportunities for students to design and conduct investigations.
4. Organizational strategies relating effective group interactions, peer review concepts, and communication skills to scientific investigation of the universe.
5. Activities examining science as a way of knowing, with multiple methodologies and with standards of evidence and tenets determined by members of the scientific community.
6. Opportunities for students, as consumers of science, to study the differences between science and non-science and to critically analyze claims made in the name of science.
7. Studies providing insight into science as a human activity, as defined by its relationship to the general culture and to other fields of knowledge.
8. Links to the family and community through guest speakers, field trips, web-based projects, individual explorations, internships, interview assignments, parental involvement, and similar activities that relate science and technology to life beyond the classroom.
9. Assignments and activities relating science and scientific knowledge to occupational requirements and careers in other fields.
10. Activities relating science and technology to decision-making at the individual, family, community, state, national, and international levels.

1. Financial support, training, time, and opportunity for CIRTs and staff members to write and revise curriculum documents;
2. Research based professional development for science educators which focuses on academic subject matter, gives teachers opportunities for active learning, and is integrated into the total school program;
3. Financial resources for the acquisition of textbooks and/or tradebooks, instructional materials and adequate facilities and equipment.
4. Collaboration and information sharing opportunities between FCCPS science educators and parents, the community, and professional organizations must be encouraged and facilitated.

E. It is expected that as part of “No Child Left Behind” legislation and the Virginia Standards of Learning, annual science achievement examinations will be forthcoming in grades 3-8. It is anticipated that these tests will begin during the 2005-2006 academic year. Student, staff and program preparation for this external assessment initiative must begin immediately.

F. Science curricular support will be provided through Rebuild America, a Department of Energy/Environmental Protection Agency program. (The School Board signed a Rebuild America Partnership Agreement on April 8, 2003.) Through this partnership, the schools can work with the National Energy Education Development Project to incorporate energy education in the science curriculum.

II. Recommendations:

A. Each Falls Church City school will ensure that the design and delivery of the science program is consistent with the philosophy, values, and goals of FCCPS Science Education.

B. Elementary Schools

Given that the following goals will be seen as priorities at Mt. Daniel and/or Thomas

Jefferson Elementary Schools:

• Strong emphasis on the development of knowledge through field studies and laboratory-based inquiry.
• Opportunities for students to design and conduct investigations.
• Activities examining science as a way of knowing, with multiple methodologies and with standards of evidence and tenets determined by members of the scientific community.

In order for these goals to be met, resources such as funding, training and protected or release time must be provided to complete the following tasks:

1. Review and revise as necessary the K-5 Science curriculum to articulate content and skills performance standards and to align with national and state standards.

2. Evaluate and design valid and reliable classroom assessments to identify student strengths and needs.

3. Align science safety procedures currently being implemented in classrooms with the safety criteria established by the Virginia DOE and the National Science Teachers Association.

C. Middle School

Given that the following science goals will be seen as priorities to be addressed at George Mason Middle School:

• Strong emphasis on the development of knowledge through field studies and laboratory-based inquiry.
• Links to the family and community through guest speakers, field trips, web-based projects, individual explorations, internships, interview assignments, parental involvement, and similar activities that relate science and technology to life beyond the classroom.
• Activities relating science and technology to decision-making at the individual, family, community, state, national, and international levels.

In order for these goals to be met, resources such as funding, training and protected or release time must be provided to complete the following tasks:

1. Review and revise as necessary the 6-8 Science curriculum to include content and skills performance standards and to align them with national and state standards. Considerations will be given to including the following components in curriculum documents in these grades: differentiation to meet needs of TAAP, LEP and Special Education students; problem solving outcomes, and appropriate connections to the established program of studies in mathematics.

2. Publicize systematically community and regional science-learning opportunities, such as special exhibits, museums, and field experiences, share these opportunities with middle school parents and families.

3. Design and outfit science classrooms that facilitate laboratory experiential learning in a flexible, efficient, and safe manner.

D. High School

Given that the following science goals will be seen as priorities to be addressed by George Mason High School:

• Strong emphasis on the development of knowledge through field studies and laboratory-based inquiry.
• Use of mathematics in the collection and analysis of quantitative data, solution of problems, and communication of research results.
• Opportunities for students to design and conduct investigations.
• Organizational strategies relating effective group interactions, peer review concepts, and communication skills to scientific investigation of the universe.
• Activities examining science as a way of knowing, with multiple methodologies and with standards of evidence and tenets determined by members of the scientific community.
• Opportunities for students, as consumers of science, to study the differences between science and non-science and to critically analyze claims made in the name of science.

In order for these goals to be met, resources such as funding, training and protected or release time must be provided to complete the following tasks:

1. Review student enrollment data for all science courses in order to identify the final schedule of courses. The impact of student numbers and class size on instructional staff and facility assignments must be carefully assessed and decisions made accordingly.

2. Conduct textbook review and adoption processes in the 2003-04 and 2004-05 academic years to acquire textbooks in the biological and physical sciences, chemistry and geophysics. In the future, the science textbook review and adoption process should parallel the IB and state standards review cycles.

3. Affiliate science teacher leaders (CIRT, Department Leader) with national and state professional organizations in order to secure professional development and programming resources.

4. Professional development and curriculum evaluation/revision resources such as release time, summer paid time, additional resource and support staff, and general incentives will be needed to support continuous program and program delivery goals established by school personnel.