The ultimate goal of science education is to develop scientifically literate citizens who use and understand the impact, knowledge and processes of science. Scientific literacy includes no less than:

competence in scientific inquiry;

a sense of wonder about the natural world;

understandings of humans, other constituent parts of the universe and their interactions and transformations;

facility for synthesizing and applying the big ideas of science for the purpose of problem-solving and evidence-based decision-making ; and

a functioning perspective of the interrelations between and among the scientific endeavor, society and technology.

The educational component of the process of developing scientifically literate individuals, can be best accomplished by providing a myriad of experiences for students and leading them to construct well supported theories about the world around them. The processes of observation, experimentation, manipulation of materials, sharing and communicating findings to others, and applying what they have learned to real life situations are the steps toward developing scientifically literate students.

Therefore, every student should receive a sequentially planned science program (K-12) designed to develop scientific literacy.

GOAL 1: THE NATURE OF SCIENCE. To enable students to understand and engage in scientific inquiry; to develop positive attitudes toward the scientific enterprise; and to make decisions that are evidence-based and reflect a thorough understanding of the interrelationships among science, technology and society.

GOAL 2: THE PHYSICAL SETTING. To enable students to describe the relationship between the physical universe and the living environment, and to reflect upon and be able to apply the principles on which the physical universe seems to run.

GOAL 3: THE LIVING ENVIRONMENT. To enable students to describe the relationship between the structure and functions of organisms, to assess how organisms interact with one another and the physical setting, and to make decisions that ensure a sustainable environment.

GOAL 4: SOCIETAL PERSPECTIVES. To enable students to analyze the interactions of science, technology and society, in the past, present and the future.

GOAL 5: THEMATIC IDEAS. To enable students to use major scientific ideas to explore phenomena, inform their decisions, resolve issues, and solve problems; and to explain how things work.

This guide was developed to assist educators in understanding and using this course of study with its revised format. The course of study (from this point abbreviated as COS) consist of several components at each grade level or course offering. The COS will take on two distinct patterns. In grades K-6, the science curriculum will be addressed as a grade level curriculum where as grades 7-12 will be presented as a specified course (e.g. biology, chemistry, etc.). At each level, the COS will contain appropriate grade level proficiency test outcomes, performance objectives, instructional objectives and the four science strands: scientific inquiry, scientific knowledge, conditions for learning science and applications for science learning. The following is a breakdown of the importance or use of each of these areas.

• Proficiency Test Outcomes: Before each grade level or course offering, a list of proficiency outcomes for the fourth, sixth, ninth or twelfth grade will be included. This will allow the coordination of specific outcomes with the performance and instructional objectives.

   

• Performance Objectives: Are statements of observable outcomes of what students know and can do as a result of the science instruction at that grade level or during that course. Each of these objectives need to be met during the time frame of the course.

   

• Instructional Objectives: Are tailored to match the units of study determined for each grade level or course. They are a statement of the result that is expected of the learner following appropriate learning activities. Instructional objectives are to provide guidance for the teacher to move their student toward mastery of the performance objectives. These objectives will specifically match the scope and sequence.

   

Science Strands: Are illustrative instructional objective components that are to be used to accomplish the stated instructional objectives for each grade level or course. They are broken down into four strands; methods to develop scientific inquiry, a guide for the attainment of scientific knowledge, varying conditions for learning science, and everyday applications for science learning. These objective statements are not mandated instructional material but are to be used for assistance in completing the established instructional and performance objectives. The strands are directly from the state model course of study. For grades 7-12 these strands will be found in the appendix due to multiple courses at each grade level.