Description

At Cary Academy, the faculty of the Middle School Science Department strives to provide instruction which  focuses on the history and nature of science, inquiry-based experimentation, and the integration of science, mathematics and technology.  The Middle School Science department implements an interdisciplinary science curriculum founded on biological, physical, and earth sciences. The program provides extensive laboratory experience, both within and outside the classroom, and utilizes technology for data collection and analysis. The program also reflects the philosophy that science is a dynamic process and that through experience, students begin to understand concepts and develop their critical thinking skills. By developing scientific concepts and skills, students are better able to understand how science works and why scientific phenomena occur. 

Students use a 15 - module science textbook series by Glencoe publishers. This series allows us to customize our curriculum to address the variability of developing analytical and critical thinking skills in our sixth through eighth grade students. Opportunities to explore topics such as chemistry, the earth’s surface, electricity and magnetism, and human biology are provided through the modules.

Program Goals (back)

1. To develop the ability to answer questions through analysis, investigation, and evaluation.

2.      To recognize the essential nature of mathematics within the process of scientific inquiry.

3.      To acquire the base of scientific knowledge and skills necessary for higher-level studies.

4.      To stimulate scientific interest and literacy.

Specific Objectives (back)

1.   Understand important scientific ideas and concepts.

2.      Use critical thinking skills to apply scientific concepts and solve problems.

3.      Describe and investigate scientific events.

4.      Use laboratory equipment and interpret the results.

5.      Communicate the results of investigations to others.

6.      Work effectively and safely in a group setting.

7.      Read and analyze scientific literature for content and accuracy.

8.      Use knowledge to make decisions and express positions regarding science, technology and society.

9.      Incorporate computer technology for scientific research and experimentation.

Skills (back)

1. EXCEL for data analysis and interpretation

2. Proper graphing and table making techniques for communicating information

3. Lab safety procedures

4. Use of the microscope, triple beam balance, graduated cylinder and other lab tools

5. Analytical thinking and creative questioning

6. Synthesizing ideas and hypotheses based on data collected

7. Oral presentation skills

8. Written report development: formal lab write-ups and analytical question answering

9. Efficient and discriminate use of the internet for research

10.  Developing models and analogies to explain complex ideas

11.   Apply scientific method of problem solving to academic, scientific and everyday situations

Methods of Instruction (back)

The design and structure of each of the science courses in the middle grades reflect the changes in science instruction that are recommended by the National Research Council in its National Science Education Standards and North Carolina Science Education Standards. The curriculum reinforces three underlying assumptions about science; science is for everyone, science is merely the asking and answering of everyday questions, and "doing" science is rewarding to students. Opportunities for active and extended inquiry constitute the primary means for students to obtain information. Lectures and reliance upon the text play a diminished role in conveying course content. The benefits of problem based methods of instruction are many. group investigations foster the ability to work on a cooperative basis with one’s peers. Furthermore, the emphasis upon inquiry as an instructional method promotes the acquisition of scientific knowledge, as well as the development of process skills that enable students to investigate, analyze and draw conclusions. Continued growth in these areas contributes to the scientific literacy of the students; that is, their ability to utilize their knowledge and understanding of science to form opinions and make educated decisions that have individual and societal implications.  

Grading Policy and Effort Marks (back)

The grading system in MS Science Department follows the general Cary Academy Academic Policy. In short, students receive two marks for each course: one for achievement and one for effort. Though the achievement marking system is consistent throughout the MS Science Department, individual faculty members use either a "total points" system or "weighted type" system. 

The MS Science Department also follows the Cary Academy Academic Policy guidelines in regard to Effort Marks.  Additionally, the MS Science Department has defined our Effort Mark system as detailed below.

Cary Academy's Middle School Science Program is activity-based (hands-on) and inquiry-based (minds-on). Moreover, individual student effort is required in both a lab setting (as part of a lab group) and traditional classroom setting. Therefore, on a mid-term and end-of-term basis, students will be evaluated using the following criteria:

• Teamwork during collaborative assignments
• Classroom Discussion/Participation
• Homework Quality/Timeliness
• Scientific Inquiry beyond the Classroom