1.Purpose Statement of the Science Department
    
1.1.    Philosophy

1.1.1.  At A-JIS, our approach to science education is, learn by doing. In the A-JIS science curriculum, assessment is an ongoing, integral part of instruction.   Assessment emerges naturally from the activities in the lessons, and students are assessed in the same way they are taught. For example, students may perform experiments, record observations, make oral presentations, or write lab reports.  Student mastery of science concepts, skills, and attitudes can be assessed as they complete scientific tasks, work with science materials, organize or interpret data. Such assessments allow the examinations of processes as well products. It emphasizes what students know and can do.  

1.2.    Objectives

1.2.1. Students graduating from A-JIS require the scientific knowledge and skills that will enable them to be productive members of society.  

1.2.2. Students need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner.  At each grade level from 1-9, and LI-1 – UI-3, the knowledge and skills are outlined in Atlas Rubicon.  

1.2.3.  Students must develop a thorough knowledge of basic concepts, which they can apply in a wide range of situations.  

1.2.4. Students must develop the broad-based skills that are so important for effective functioning in the world of work.

1.2.5.  Students must learn to identify and analyze problems and to explore and test solutions in a wide variety of contexts.  This firm conceptual base and these essential skills are at the heart of the science curriculum and must be the focus of teaching and learning in the classroom.

1.2.6.  To facilitate science education at A-JIS, the Carolina Science Program is used.  This program consists of Science and Technology for Children® (STC®) and the Science and Technology Concepts for Middle Schools™ (STC/MS™).  For the rest of this document, this program in its entirety will be referred to as the STC program.


1.3.    Goals

1.3.1. The goals of science education in Grades 1 to 9; LI-1 to UI-3 follow from the nature of science and technology and from the needs of students preparing to enter the global community.  The goals are intended to ensure that all students acquire a basic scientific literacy before they go on from Aoba – Japan International School.  The goals for the students are:

1.3.1.1.    To understand the basic concepts of science.

1.3.1.2.   To develop the skills, strategies, and habits of mind required for scientific inquiry.

1.3.1.2.    To relate scientific knowledge to the world outside the school.

1.3.2.  These goals are equally important.  They can be achieved simultaneously through learning activities that combine the acquisition of knowledge with both inquiry and design processes in a concrete, practical context.  At the same time, these learning activities must enable students to develop the communication skills that are an essential component of science education.

1.4.    The Role of Parents

1.4.1.  Studies show that students perform better in school if their parents are involved in their education.  Parents therefore have an important role to play in supporting their child’s learning.  By reading the curriculum, parents can find out what their children are learning in each grade and why they are learning it.  This awareness will enable parents to discuss their children’s work with them, to communicate with teachers, and to ask relevant questions about their child’s progress.  Knowledge of the expectations in the various grades will also help parents to interpret their child’s report card and to work with the teacher to improve the students’ learning.  For this reason, parents are urged to read through the expectations for all the grades rather than just the particular grade that their child is in.

1.4.2.  There are many other ways in which parents can express their interest in their child’s education.  Participating in parent conferences and encouraging children to complete their assignments at home are two obvious examples.

1.4.3.  The science program at A-JIS promotes lifelong learning not only for students but also for their parents and all those with an interest in education.  In addition to supporting regular hands-on classroom activities, parents are encouraged to promote science in the independent study program.
 
1.4.4.  Parents can also provide valuable support for their children’s learning by taking an interest in their out-of-school assignments.  Such an interest will allow parents to promote safety techniques in handling of tools and the disposal of harmful substances, as well as the handling of animals and plants.


1.5.    The Role of Teachers

1.5.1. Teachers and students have complementary responsibilities.  Teachers are responsible for developing appropriate instructional strategies.  They need to address different student needs and bring enthusiasm and a variety of teaching approaches to the classroom.  Teachers know that they must persevere in their efforts and make every reasonable attempt to ensure sound learning for every student.

1.5.2. Teachers will provide as many hands-on activities as possible since the inquiry and design skills emphasized in this curriculum must be taught and learned through experiences with concrete materials.  The activities provided should allow students to discover and learn fundamental concepts through investigation, exploration, observation, and experimentation, and to place these concepts in the social, environmental, and economic contexts in which their relevance and application will be most evident.  Opportunities to relate knowledge and skills to these wider contexts – to the goals and concerns of the world in which they live – will motivate students to learn in a meaningful way and to learn for life.

1.5.3.  All elementary homeroom teachers, and middle school teachers involved in teaching science, are responsible for obtaining, maintaining and ordering materials for their science lessons based on the STC program.  These teachers are also responsible for conducting the science lessons and assessing the achievements of each student.

1.5.4.  Teachers who have an adequate educational background to teach at A-JIS are considered to be qualified individuals to teach science at A-JIS.  

1.5.5.  The Head of Science should possess, as a minimum qualification, a teaching certification and/or a degree in science.

1.5.6.  It is the responsibility of the Head of Science to call a minimum of two meetings per year for the elementary and middle school science teachers.  The initial meeting should address the STC consumable and non-consumable materials use and storage.  Please see Lab Materials in the General Information section for an explanation of this system.  The following meeting(s) should address the ongoing assessment of the students, teachers and the science program in general.

1.6.    The Role of Students

1.6.1. Students also have responsibilities with regard to their learning, which increase as they advance through elementary and middle school.  Students who are willing to make the effort required and who are able to apply themselves will soon learn that there is a direct relationship between achievement and hard work, and will be motivated to work as a result.  There will be some students, however, who will find it more difficult to take responsibility for their learning because of the special challenges they face, which may include lack of support and other difficulties in the home or environment in which they are growing up.  For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success.  However, regardless of their circumstances, learning to take responsibility for one’s progress and learning is an important part of education for all students.

1.6.2. It is imperative that students demonstrate a sincere commitment to safety practices and to true team collaboration skills.  Demonstration of these attitudes and skills will facilitate the hands-on approach necessary for the mastery of scientific and concepts and skills.  Students must also actively pursue opportunities outside the classroom to extend and enrich their understanding of scientific concepts.  For example, they can create their own file on current scientific issues covered in the media.



1.7.    The Importance of Safety

1.7.1.  Teachers are responsible for ensuring the safety of students during classroom activities and also for encouraging and motivating students to assume responsibility for safety.  They must also teach students the knowledge and skills needed for safe participation in science activities.  For these reasons, teachers must model safe practices at all times and communicate safety expectations to students in accordance with school policies.

1.7.2.  To carry out their responsibilities with regard to safety, it is important not only that teachers have concern for their own safety and that of the student, but also that they have:

1.7.2.1. The knowledge necessary to use the materials, tools, and procedures involved in science safely.
1.7.2.2.  Knowledge concerning care of living things – plants and animals – that are brought into the classroom.
1.7.2.3.    The skills needed to perform tasks efficiently and safely.

1.7.3.  Students demonstrate that they have the knowledge, skills, and habits of mind required for safe participation in science and technology activities when they:

1.7.3.1.    Maintain a well-organized and uncluttered work space.
1.7.3.2.    Follow established safety procedures.
1.7.3.3.    Identify possible safety concerns.
1.7.3.4.    Suggest and implement appropriate safety procedures.
1.7.3.5.    Carefully follow the instructions and examples of the teacher.
1.7.3.6.    Consistently show concern for their safety and that of others.

1.7.3.7.  Specific safety concerns associated with the activities of a particular topic are identified in the introduction to that topic.  In addition, skills and practices related to safety are also included in the expectations when knowledge and skills related to safety are part of the learning that students are to acquire in the science program.

1.7.3.8.  In case of an accident in the lab, immediate medical attention must be sought if deemed necessary by the teacher in charge and the Accident Report (see Appendix B) must be completed.

2.    Attitudes in Science

Students need to develop the attitudes or “habits of mind” that are considered essential for meaningful work in science.  These include: commitment to accuracy, precision, and integrity in observation, experimentation, and reporting; respect for evidence; concern for the observance of safety procedures; and respect for living things and the environment.  Activities that involve the students in investigating issues related to science and technology in the world outside the school provide opportunities for them to develop the attitudes and values needed to make informed and responsible decisions.

Students’ attitudes towards science and education can have a significant effect on their achievement of the expectations.  Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and to learn effectively.

3.    Communication Skills

Communication is an essential component of the science program since many of the activities and tasks that students undertake involve the use of communication skills, both written and oral.  For example, students use language to record their observations, to describe their investigations in both informal and formal contexts, and to present their findings in oral presentations and written reports.  Students therefore need to be able to communicate effectively.

The language of science includes special terms that are recognized as belonging to these fields as well as many words that have ordinary meaning but that, in the context of science, are used in new or more specific ways.  The study of science will thus encourage students to use language with greater care and precision.

The science curriculum also builds on and reinforces certain aspects of the language and mathematics curricula.  For example, it emphasized the importance of clear, concise communication and involves the use of various charts, tables, and graphs for communicating observations and measurements.  It also includes other forms of communication – for example, the use of SI metric units, technical drawing, and experimental reporting.  Care has been taken to ensure that expectations involving SI metric units and other communication-related knowledge and skills are consistent with the expectations in language and mathematics for the grade.


I.    General Information

A.    Materials
The A-JIS Science Department has based its curriculum on the use of STC kits for the Elementary and Middle School Science Programs.
 
Each kit consists of consumable and non-consumable materials.  By the end of the second term, STC order sheets (see Appendix C) are to be distributed to all science teachers.  At this time, it is the responsibility of the teacher to order sufficient quantities of consumable materials or replacements of broken, damaged or missing non-consumable materials.  

Refurbishment kits are available upon request to the Head of Science.  It should be noted that one refurbishment covers all of the consumable materials for that unit.  If the teacher feels that a whole refurbishment kit is not necessary, then they should order the individual requirements from the STC order sheet outlined previously.



B.    Texts
 For the Middle School program, a series of texts are used for support.  Currently, the Prentice Hall series is in use.  Students may sign out a text if they wish.  Located in the back of each text is a library card.  On this, the student’s name, class, and date of withdrawal are to be recorded.  The teacher keeps the card until the student returns the book.  At this time, the teacher signs the card, and the card is placed into the book and returned to the shelf.

There is no specific text used for the Elementary Program.  The lessons follow the manuals included in the STC kit.

C.    STC Teacher Guides and Videos
The A-JIS library holds additional copies of the teacher guides and instructional videos (VHS).  These may be signed out according to the library procedure.

D.    Additional Resources
The A-JIS library holds many other science books, and videos.  Students and teachers may sign these out according to the library procedure.

E.    Science Lab Operating Hours
The lab is open Mondays to Fridays from 8:30 to 4:30.  It is closed on weekends and holidays.  For special events, the lab may be used outside of these regularly scheduled hours.  In this case, details will be outlined by the event coordinator.
F.    Emergency Procedures
All emergency procedures are outlined in a pink covered manual, Aoba Japan International School Emergency Procedures, located in the yellow box beside the door of the science lab.


II.    Appendices


A.    Science Program Overview

Level    Unit
K    Weather        
1    Comparing and Measuring    Liquids and Solids    
2    Changes    Balancing and Weighing    Soils
3    Sound    Plant Growth and Development    Land and Water
4    Electric Circuits    Motion and Design    Rocks and Minerals
5    Floating and Sinking    Measuring Time    Food Chemistry
6    Measurement and The Scientific Method    Magnets and Motors    Living Things
7    Heat Energy    Catastrophic Events    Plant Structure
8    Energy, Machines and Motion    Ecology    Properties of Matter
9    Human Body Systems    Chemistry    
LI-1    Weather        
LI-2    Changes    Balancing and Weighing    
MI-1    Sound    Plant Growth and Development    
MI-2/3    Electric Circuits    Motion and Design    Rocks and Minerals
UI-1    Measurement and The Scientific Method    Magnets and Motors    Living Things
UI-2    Energy, Machines and Motion    Ecology    Properties of Matter
UI-3    Human Body Systems    Chemistry    Geology

Indicates that a specific STC kit is not used for the course