Issues In Science
COURSE DESCRIPTION
This science course is an elective class that will provide all students an opportunity to develop their higher-order
thinking skills. Students will have an opportunity to read about and watch current
developments in science and technology while critically analyzing the processes involved
and the end product as well. By satisfying requirements of this study, all students will become more informed,
skilled, productive, employable, and socially responsible citizens.
SWRSD OUTCOMES
Outcome 7:
Students use a variety of ways to think and to reason when solving problems, and making
t thoughtful decisions.
Outcome 10:
Students demonstrate leisure, vocational and life skills.
Outcome 11:
Students demonstrate skills and attitudes that will enable them to achieve post high
school education.
COURSE OUTLINE
CONTENT
(Essential course facts, concepts, and basic skills; assessed
with
teacher
-made
tests
and
rubrics
)
Major Units of Study
A. Scientific Inquiry
Alaska Content Standard(s): Standard B
:
( A student should possess and understand the skills of scientific inquiry.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(observing, classifying, inferring, predicting, creativity, hypothesizing)
- survey the multiple paths that can be used by scientists while thinking and exploring.
- determine the importance of personal integrity, skepticism, openness to new ideas,
creativity, and a collaborative effort while studying a current "breakthrough"
in science. (Cloning, Viagra)
B. Nature & History of Science
Alaska Content Standard(s): Standard C:
(A student should understand the nature and history of science.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(fact, concept, principle, theory, law, valid)
- determine if a current "breakthrough" coincides with the nature of science (valid
experiments that conclude in similar results; did society, culture, history and
environment affect the development of the knowledge; importance of sharing information)
- formulate an opinion by discussing current technology used and the way it influences
society.
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C. Reasoned Decisions
Alaska Content Standards: Standard D
(A student should be able to apply scientific knowledge and skills to make reasoned
decisions about the use of science and scientific innovations.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- determine the affect of the scientific innovation may have on our economy, safety,
environment, health, and society; and if those effects would be long or short term,
positive or negative, and expected or unexpected results.
- brainstorm possible solutions to everyday problems by applying scientific knowledge
and skills.
- criticize the scientific and social merits of solutions to everyday problems (viagra)
- distinguish if a current "breakthrough" has 'sound' scientific methods and reasoning.
(funded by whom, needed or not?, factual, helpful?, methods used)
- compare/contrast current science with traditional and native science.
SKILLS
(Essential processes or skills, universally taught by all teachers in all courses;
assessed
with
teacher
-made
rubrics
and/or
tests
)
Major Categories of Skills
A. Cross-curricular and/or Integrative Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain,
persuade, defend)
- apply a variety of mathematical concepts and skills (logic, statistical interpretation,
plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day
problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing,
classifying, synthesizing, evaluating,inferring, generalizing) to solve common
day-to-day problems
- set and achieve goals (brainstorm, envision, plan, research, manage time, persist,
complete)
- produce quality products (plan, organize, draft, evaluate, revise, improve, persist,
complete)
B. Technological Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
- use modern technology (computers, scanners, copiers, printers, calculators, audio/visual
tools, telephones, fax machines, calculators) to solve common, day-to-day problems
- apply basic computer applications (word processing, spreadsheet, database, graphics,
desktop publishing, Internet, e-mail) to produce quality products, including
- multimedia presentations (speeches, demonstrations, lectures)
- reports, bids, proposals, instructions, manuals
- research polls, surveys, checklists
- graphs, tables, charts, maps, illustrations, photographs
- letters (complaints, requests, replies, recommendations, applications, resumes)
- expository essays, research papers, literary works related to Science.
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C. Life and/or Employability Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
- behave responsibly and produce quality products related to Science.
- attend, be punctual, follow directions, manage time, stay on task, meet deadlines
safely, effectively, efficiently, accurately use the work area, materials,
tools, & technology
- set short and long-term goals, plan, use higher order thinking skills, seek help,
persist
- work well with others (cooperate, develop group unity, determine leadership roles,
contribute to group success, allow others to contribute, resolve group conflicts,
make group decisions)
- relate Biological Science content and skills to your personal life and the lives of others
respect and treat others equally, from the perspective of the needs and rights
of all people
- responsibly examine (be aware, know resources, research, consider, discuss) current
Biological Science issues and/or events that personally affect you or others
- effectively support opinions in productive ways (preplan, research, logically organize,
give specific examples, illustrate, recommend)
- use new knowledge, understanding, skills and tools to solve real life problems, make
decisions or choices , and predict logical consequences or possibilities
- . acquire career knowledge and skills related to employment opportunities in the sciences.
- compare colleges, technical, or business schools (locations, size, costs, special
programs)
- apply for admission, complete applications for scholarships or other financial aids
- develop a four-year schedule of classes, including alternatives for those not available 6. present oneself in an employable manner
- wear appropriate dress and be physically well-groomed demonstrate good
speaking and/or interviewing skills
- complete all written forms (letter of application, resume, required forms, legal
documents) provide a portfolio that shows special products, skills, experiences,
achievements, awards
D. Cultural Relevance:
Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements:
Student will know about, understand, and demonstrate the ability to
- respect ones own cultural heritage, traditions, and language
- interview elders in order to compile personal genealogies and/or a local history
- identify local cultural values and traditional responsibilities to the environment
- respect and live in tune with local cultural values and traditions
- build on local knowledge and skills to achieve future success in the world at large
by
- using methods from ones own traditions to learn about the world beyond ones village understanding
how the local culture relates to others in the area, state, nation, and world
- making appropriate choices regarding the long-term consequences of ones own actions
- participate in a variety of traditional activities related to the local culture,
including
- subsistence activities, arts and crafts, dance and music, sports and recreation
- community government, tribal, and church affairs
- total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
- engage in family-related activities based on traditional ways of knowing and learning,
including
- consistent, respectful, loving interactions with Parents and Elders that show appreciation of
their roles as providers and care givers, culture bearers, and educators in the community
- self-assess ones own strengths and needs in order to make appropriate life choice
- explain the processes, forces, and interactions of the world and its varied cultures,
includinng the
- interrelationships of the spiritual, natural, and human world
- geographical and ecological resources of the local environment
- impact of the environment on the origins of culture and ones personal cultural perspective
- the nature of diversity and the need for change over time
- cross-cultural influences, interactions, conflicts, communications, and resolutions
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INSTRUCTIONAL RESOURCES AND MATERIALS
A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students,
parents and other concerned community members should cooperatively compile and periodically
update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their
wealth of experiences, knowledge and skills.
B.
Major Internet Web Site Addresses Related to Course
(a tiny sample)