1. Science Curriculum Parent Informational Night Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator Sharon High School January 8, 2008 Joan LaCroix, Science Coordinator

2. Physics as the Anchor Science Course - Why ?  Based on National Science Foundation Research  Discussions began in November 2003  Incorporated into Superintendent and School Committee Goals for 2004-2005  Based on National Science Foundation Research  Discussions began in November 2003  Incorporated into Superintendent and School Committee Goals for 2004-2005

3. Past Science Sequence  Grade 9Earth Science/ Accelerated Biology  Grade 10 Biology / Accelerated Chemistry  Grade 11 Chemistry/ Accelerated Physics  Electives:  Anatomy & Physiology  Physics II  Environmental Science  Astronomy  AP Biology, Chemistry or Physics  Grade 9Earth Science/ Accelerated Biology  Grade 10 Biology / Accelerated Chemistry  Grade 11 Chemistry/ Accelerated Physics  Electives:  Anatomy & Physiology  Physics II  Environmental Science  Astronomy  AP Biology, Chemistry or Physics

4. Present Science Sequence  Grade 9Physics I  Grade 10 Biology  Grade 11 Chemistry  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy  Grade 9Physics I  Grade 10 Biology  Grade 11 Chemistry  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy

5. Planned Science Sequence  Grade 9 Physics I  Grade 10 Chemistry (3 year transition)  Grade 11 Biology  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy  Grade 9 Physics I  Grade 10 Chemistry (3 year transition)  Grade 11 Biology  Electives:  Anatomy & Physiology  Physics II  Environmental Science  AP Physics, AP Chemistry, AP Biology  Astronomy

6. Accomplishing the Goal: Collaboration to meet Needs  Collaboration between the 8th/9th grade science and math teachers  Alignment of Math curriculum with Science mathematics needs Algebra needed for Physics Physics needed for Chemistry Chemistry needed for Biology  Alignment of concepts and principles  Preparation for the MCAS Exams  Collaboration between the 8th/9th grade science and math teachers  Alignment of Math curriculum with Science mathematics needs Algebra needed for Physics Physics needed for Chemistry Chemistry needed for Biology  Alignment of concepts and principles  Preparation for the MCAS Exams

7. Why the Transition in Grade 10? from Biology to Chemistry  Natural Flow of Principles: physical properties leading to chemical processes underlying biology.  Illustrate the connections between physics and chemistry.  Physics and Chemistry are based on Algebraic concepts: linear equations and functions; slope; graphing.  Modern Biology is based on concrete principles learned in physics and chemistry.  Natural Flow of Principles: physical properties leading to chemical processes underlying biology.  Illustrate the connections between physics and chemistry.  Physics and Chemistry are based on Algebraic concepts: linear equations and functions; slope; graphing.  Modern Biology is based on concrete principles learned in physics and chemistry.

8. Biology is Increasingly a Molecular Science  Physics  Chemistry  Biology  Biology is an abstract science based on concrete principles.  Teaching photosynthesis, respiration or genetics requires a chemical understanding.  Physics  Chemistry  Biology  Biology is an abstract science based on concrete principles.  Teaching photosynthesis, respiration or genetics requires a chemical understanding.

9. Complex Life Processes: Cellular Respiration

10. What was the process? Committee of SHS teachers:  Joan LaCroix, Dr. Cho, Mr. Churchill, Dr. Jeffrey Cruzan, Mr. Dixon, Ms. Kallin, Dr. Kenner Comparable Districts that have made the switch to this or a similar sequence: Boston Latin, Boston, Brookline, Natick, Newton North, Wellesley, Weston Belmont - in planning process Committee of SHS teachers:  Joan LaCroix, Dr. Cho, Mr. Churchill, Dr. Jeffrey Cruzan, Mr. Dixon, Ms. Kallin, Dr. Kenner Comparable Districts that have made the switch to this or a similar sequence: Boston Latin, Boston, Brookline, Natick, Newton North, Wellesley, Weston Belmont - in planning process

11. … the Process Continues  Mrs. Reardon, Math Curriculum Coordinator, provides input for the math sequence.  Mrs. Whittemore, Coordinator of Guidance, provides input from the Program of Studies and from a scheduling perspective.  Creation of a three year transition plan.  Administrative support for funding improved science lab function, electricity, materials.  Mrs. Reardon, Math Curriculum Coordinator, provides input for the math sequence.  Mrs. Whittemore, Coordinator of Guidance, provides input from the Program of Studies and from a scheduling perspective.  Creation of a three year transition plan.  Administrative support for funding improved science lab function, electricity, materials.

12. Selection of the Text  Four Publishers have been contacted for examination materials.  Level and content is considered.  Committee members and chemistry teachers asked for feedback.  Departmental discussions as we search for the “perfect” text.  Four Publishers have been contacted for examination materials.  Level and content is considered.  Committee members and chemistry teachers asked for feedback.  Departmental discussions as we search for the “perfect” text.

13. Course Transition - Sections Year# Physics# Chemistry# Biology 2007-200813Freshmen13 Junior13Sophomore 2008-200913 Freshmen13 Junior 4 Sophomore 9 Sophomore 2009-2010 * 13 Freshmen8 Sophomore 9 Juniors 4 Junior 5 Sophomore 2010-2011 * 13 Freshmen5 Juniors 13Sophomor e 8 Juniors 2011-2012 * *Sections subject to 13 Freshmen change depending on 13Sophomor e on number of students 13 Juniors

14. What Will the Outcome Be?  Transition takes place over 3 years.  Students meet the state graduation requirement.  Students will be more successful due to the sequence change.  Students will see the connections between physics, chemistry and biology.  Students will be better prepared for upper level courses.  Transition takes place over 3 years.  Students meet the state graduation requirement.  Students will be more successful due to the sequence change.  Students will see the connections between physics, chemistry and biology.  Students will be better prepared for upper level courses.

15. References Dike, Joy, “Current Research on High School, Science Course Sequencing” www.coe.uga.edu/science/ Fermilab-Pub-02/088 May 2002 Fermilab-Pub-01/206 March 2003 Project ARISE http://ed.final.gov/arise_lml/arise_why.html http://ed.final.gov/arise_lml/arise_why.html Vazquez, Jose, “High School Biology Today: What the Committee of Ten Did Not Anticipate” The American Society for Cell Biology. Spring 2006: 29-30. Dike, Joy, “Current Research on High School, Science Course Sequencing” www.coe.uga.edu/science/ Fermilab-Pub-02/088 May 2002 Fermilab-Pub-01/206 March 2003 Project ARISE http://ed.final.gov/arise_lml/arise_why.html http://ed.final.gov/arise_lml/arise_why.html Vazquez, Jose, “High School Biology Today: What the Committee of Ten Did Not Anticipate” The American Society for Cell Biology. Spring 2006: 29-30.