Inspired by the well-researched Next Generation Science Standards the Science Curriculum integrates the four domains of science including physical science, life science, earth and space science, and engineering. The curriculum builds from grade to grade and provides tools to move students from learning about science to experience being a scientist. Students apply the scientific method at every grade level from first to eighth grade as they develop a coherent and scientifically based view of the world around them.  

Kindergarten Seasons and the concept of change

Grade 1 Food Cycle, Light and Sound, Animal communities

Grade 2 Plant Life Cycle, Simple Machines, Force and Motion

Grade 3 Evolution, Water, Riparian Ecosystems

Grade 4 Dynamic Earth, Waves, Electricity/Magnetism

Grade 5 Weather, Matter, Ecology

Grade 6 Human Biology and Body Systems

Grade 7 Geology, Astronomy, Chemistry

Grade 8 Living Environment

Smashed potato chips provided data for first graders as they conducted a taste and fat content lab.   They made predictions about the fat content of various foods, took scientific samples, studied the results, and drew conclusions based on the data they gathered.

Scientific inquiry was in full force as second graders wondered if a flashlight could provide enough light for plants to grow. This question was one of many they explored as they conducted experiments to test seed viability

with the restriction of either light, warmth, water, soil, or air.  Students documented their work -from hypothesis to conclusion - in lab books. Next week they will be introduced to Newtonian Laws of Motion as they begin a study of forces and motion.

 "WHOA! why does the water act like THAT?!"asked curious third grade scientists. Students designed their own experiments to answer their own research questions in order to learn more about the properties of water.  Their personalized experiments include big questions about a range of topics from capillary action to surface tension to the process of suction. In a recent study of Benthic.

Macroinvertebrates students used nets, tanks, tubes, microscopes and dissecting scopes and provided real data for the DEC to use in evaluating local stream health.

Three fourth graders rushed in to the administrative offices to share their real-world finding of erosion on the soccer field. They had become “experts” on erosion during a study of the dynamic earth and how landforms change over time. Their erosion experiment began with placing  soil in trays and predicting which of three conditions resulted in more loss of soil when they simulated heavy rain. The condition which was most resistant to erosion was the one with grass growing through it.

The fifth grade’s study of density culminated with layering liquids. The students hypothesized about which of four liquids of different colors would be the most dense (water, salt water, glycerin and isopropyl alcohol) and tested their predictions in a test tube. The students adjusted their predictions based on observing the behavior in each test tube and experimented until they successfully layered each liquid. This lab helped cement their understanding of how density affects behavior including the impact on weather patterns.

The sixth grade opened their study of genetics by extracting their own DNA.They concluded this complex unit by participating in the Monster Genetics Lab. The students randomized the traits for one parent monster by flipping a coin to determine the alleles, and tested their knowledge of simple and complex traits for both parent monsters through identifying the genotypes and phenotypes. The genotypes are used to create Punnett Squares for predicting possible inheritance

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