Science 6-12

In the Troy School District, we believe that a quality science education can help expand opportunities for all students.

Our curriculum decisions are aligned with the Michigan Science Standards which are designed to provide an equitable, high-quality science education for all students. These science standards will enable students to develop a deeper understanding of science beyond memorizing facts and experience similar scientific and engineering practices as those used by professionals in the field.

We believe that for students to be informed citizens of the world, they need to develop scientific reasoning skills and have opportunities to be challenged by real-life phenomena. Throughout their years in Troy, students will build capacity for connecting knowledge across and between, the physical sciences, life sciences, earth and space sciences, and engineering design. In order for students to develop scientific knowledge, they need to be engaged in “doing science” by using the same practices employed by scientists and engineers. Key concepts are developed with greater sophistication as students advance through the grades. Understanding is developed by engaging in Science and Engineering Practices and connecting to key overarching ideas (Crosscutting Concepts).

Marie Woodman

Titles: Curriculum & Instructional Specialist: K-12 Science

Locations: Service Center

Departments: Teaching & Learning

Email:

In This Section:

K-12 Science Practices & Concepts

Crosscutting Practices

The K-12 Crosscutting Concepts, shown below, are overarching themes that span multiple scientific disciplines and connect core disciplinary ideas.

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and Systems Models

5. Energy and Matter in Systems

6. Structure and Function

7. Stability and Change of Systems

Science & Engineering Practices

The K-12 Science and Engineering Practices, show below represent the ongoing behavior or students as they build understanding of core ideas.

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and Using Models

3. Planning and Carrying Out Investigations

4. Analyzing and Interpreting Data

5. Using Mathematics and Computational Thinking

6. Constructing Explanations (for science) and Designing Solutions (for engineering)

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating, and Communicating Information

Curriculum Development Phases

Phase 1:

Assemble a content area Curriculum design team made up of teachers and administrators to review district data, best instructional practices, state and national standards, district goals, and content area needs.

Research: Year 1.

Phase 2:

Review and analyze resources that match district needs. If necessary, conduct a pilot student. Seek approvals.

Resources: Year 1.

Phase 3:

Develop curriculum outlines for each new or revised unit of student with essential questions, standards alignment pacing guides, and assessments. Provide necessary professional learning.

Mapping: Years 1 and 2.

Phase 4:

Implement new units of study. Review assessment data. Based on data, adjust unit maps, assessments, or instructional strategies as needed. Provide professional learning and ongoing teacher support as needed.

Implementation: Years 2 and 3.