MISSION

• To ensure that all students become scientifically literate.

1. All students can learn and succeed in science.
2. Understanding science is essential for the survival of a free, democratic society.
3. Scientific literacy is essential for participation in an increasingly complex scientific society.
4. Success in science requires concept development through active participation in scientific processes and problem solving.
5. Experiential science instruction must be available to every student on a regular basis at all grade levels.

Skills needed to successfully solve problems

A student should use these 14 skills by high school
 

• observe
• classify
• use numbers
• communicate
• measure
• infer
• predict
• use space-time relations
• interpret data
• define operationally
• experiment
• control variables
• formulate hypotheses
• formulate models

HOW TO TEACH SCIENCE

• Hands on learning
• Focus on the process
• Explore
• Investigate
• Demonstrate
 
WAYS TO ASSESS SCIENCE
• Portfolios
• Observation
• Performance
• Open Ended
• Objective

MAIN FOCUS OF  SPECIFIC GRADE LEVELS

KINDERGARTEN	5TH GRADE	9TH - 12TH GRADE BIOLOGY
1ST GRADE	6TH GRADE	9TH - 12TH GRADE CHEMISTRY
2ND GRADE	7TH GRADE	9TH - 12TH GRADE EARTH & ENVIRONMENTAL SCIENCE
3RD GRADE	8TH GRADE	9TH - 12TH GRADE PHYSICAL SCIENCE
4TH GRADE	9TH -12TH GRADE CURRICULUM OVERVIEW	9TH - 12TH GRADE PHYSICS

 

• Develop an understanding of the nature of science.
-Public, historic, replicable, tentative, probabilistic
 
• Develop ability to use science process skills.
-Observe, classify, communicate, measure, and predict
 
• Develop the ability to use science manipulative skills.
-Use of lab equipment, safety, care of lab equipment
 
• Develop a positive attitude toward science.
-Attitude, use of resources, curiosity
 
• Develop an understanding of relevant current topics.
-Current research, careers, technology

 
MAIN FOCUS IN KINDERGARTEN

THE STUDENT AND HIS OR HER WORLD
 
• self-awareness
• senses
• interaction with the environment

LIVING AND NONLIVING OBJECTS
 
• needs of living organisms
• safety
• material objects

CHANGES WITHIN THE WORLD
 
• life cycles
• environmental adaptations
• matter
• weather cycles
• prehistoric life

PATTERNS AND SYSTEMS
 
• interdependence of plants and animals
• earth cycles
• solutions and mixtures
• rocks and soils
• energy systems
• nutritional patterns

ANALYZING SYSTEMS
 
• animal groupings
• animal behavior
• solar system
• interaction of matter and energy
• heat energy transfer
• simple machines
• chemical substances and the body

ENERGY SYSTEMS
 
• plant communities
• sources and forms of energy
• natural resource preservation
• wise use of natural resources
• earth over time
• weather and climate
• physical fitness energy

PATTERNS AND CYCLES

• similarities and differences of living things
• growth patterns
• populations, communities, ecosystems
• heat, light, sound
• sun, earth, moon and planets

SYSTEMS AND DIVERSITY
 
• matter
• solar energy, weather systems, seasons, and climates
• motion
• energy
• cells and the cellular process
• interacting systems in living organisms
• inheritance and reproduction
• ecosystems

CHANGE WITHIN SYSTEMS
 
• life and landforms
• conservation of matter
• properties and relationships of electricity and magnetism
• gravity
• sources of energy
• peoples interaction with the environment
• adaptation and evolution

• more theoretical, more applied
• use of current technology
• recent developments, including socially relevant issues
 

All high schools must offer at least 5 science courses, including biology, chemistry, earth science, physical science, and physics.

Chapel Hill High School offers 19 classes, including 5 AP classes.

Starting in 1996, every student in North Carolina is required to take three science classes before graduation.  One of those classes must be biology and one must be a physical science.

• Understand the chemical and physical basis of life
-Living vs. non-living, cells, processes of life, anatomy and physiology
 
• Understand the continuity of life
-Heredity, variation, human origin, classification, genetics
 
• Understand ecology
-Ecosystems, influence of humans, survival

• Understanding of the properties of solutions
-Concentrations, ionic and covalent, solutes and solubilities
 
• Understanding of the regularities in chemistry
-Moles, periodic table, acids/bases, reactions
 
• Understanding of the changes in chemistry
-Reaction rate, energy changes
 
• Understanding of models
-Bonding, shape, polarity, kinetic molecular theory

• Have an understanding of location and mapping
 
• Have an understanding of geology
-Minerals and rocks, weathering, soil formation
 
• Have an understanding of meteorology
-Atmosphere, circulation, weather patterns and conditions, nature of climate
 
• Have an understanding of oceanography
-Shoreline processes, tides, resources, marine communities, water cycle
 
• Have an understanding of astronomy
-Solar system, origin of universe, space exploration
 
• Have an understanding of natural resources and environment
-Interacting system

• Develop an understanding of sound, light, and heat
 
• Develop an understanding of the basic principles of chemistry
-Periodic table, chemical properties and reactions
 
• Have an understanding of mechanics
-Work, energy, power, motion, forces, fluids
 
• Have an understanding of electricity and magnetism
-Circuits, current, relationship between electricity and magnetism
 
• Have an understanding of energy
-Conversion and conservation

• Have and understanding of basic mechanics
-Use of laws, vectors, gravity, mechanical energy, kinetic molecular theory
 
• Have an understanding of the elementary principles of thermodynamics
-Heat and conservation of energy, heat equivalent of work
 
• Have an understanding of wave motion
-Characteristics, sound, light
 
• Have an understanding of electricity, magnetism
-Direct current circuits, electrostatic phenomena, magnetism
 

Graduation Requirements
Recently, the State Board of Education (SBOE) has approved a measure that would change the high school graduation requirements in science.  Three units in science will still be required.  However, the state will mandate the content of all three.  Sciences must include a biology, a physical science, and an earth/ environmental science.  Originally, this requirement was to take effect with the entering class of Fall '98.  However, several groups have protested that there is not enough time to get a sufficient number of teachers trained in the areas of earth/ environmental science.  Therefore, the State Board is now considering beginning the requirement in the Fall of ‘99.  The SBOE should make a decision within the next two months.

Evolution
A recent issue dealing with the NC SCOS Science Curriculum deals with Biology.  Competency Goal 7 (objective 7.4) states learners should "demonstrate knowledge of the nature of human origin and development."  In March of 1997, Representative Russell Capps from Wake County brought a bill (HR 511) before the North Carolina General Assembly entitled “An Act to Amend the Public School Laws to Ensure that Evolution is Not Taught as a Fact in North Carolina Public Schools.”  A document evaluating the NC approved biology textbooks was also distributed by Rep. Capps’ office.  Introduction of the bill brought about a flurry of debate from both sides of the evolution issue.  The version of the bill was passed in the House but was not brought before the Senate in the 1997 legislative year.  Some speculate it may be re-introduced in 1998.

For further information see:
    North Carolina Academy of Science. (1997). North Carolina scientists speak out on evolution.
 
 

 For more information click below:

Learn NC

North Carolina Department of Public Instruction

 http://www.nabt.org/Evolution.html