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Science
HONORS ALGEBRA 1
Honors Algebra 1 is an Upper School course that is offered to students who have demonstrated good knowledge of the material covered in the Math 7 and Pre-algebra courses, as well as by previous strong mathematics performance. The course covers all topics that would be found in a high school Algebra 1 course and aligns with the Common Core State Standards for high school algebra. The course is designed to prepare students for the upper school courses in Geometry and Algebra 2. After a brief period of intensive review, students begin the core work of the course: linear equations and inequalities, exponents, polynomials, quadratic functions and equations, exponential functions, data analysis and probability. TEXT: Algebra1, by Burger, Chard, et al. (Holt McDougal, 2012) Please note: High School credit will be granted for Honors Algebra 1 taken in the Middle School at TASIS and students taking this course will be granted advancement to take higher levels of mathematics in the TASIS Upper School. TASIS Middle School employs the same standards and text as the TASIS Upper School for this course.
HONORS GEOMETRY
Geometry is an Upper School course. It is offered to those students who have continued to excel in mathematics and have done well the previous year in Algebra I. The course provides a thorough foundation in plane Euclidean geometry with emphasis on the formal nature of definition, the structure of knowledge, and inductive and deductive reasoning. Topics of study include parallel lines and planes, congruent triangles, quadrilaterals, inequalities, similar polygons, transformations, circles, right triangles and trigonometry, planar and space measurements, and coordinate geometry. TEXT: Geometry by Burger, Chard, et al (Holt McDougal, 2015) Please note: High School credit will be granted for Geometry taken in the Middle School at TASIS and students taking this course will be granted advancement to take higher levels of mathematics in the TASIS Upper School. TASIS Middle School employs the same standards and text as the TASIS Upper School for this course.
The Next Generation Science Standards (NGSS) underpin the Middle School Science curriculum. The NGSS are described as “three-dimensional,” comprising the interrelated domains of Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, all of which are combined in each science standard. See below for an overview of the three dimensions, taken from the Next Generations Science Standards website, https://www.nextgenscience.org/, where further information is available.
The TASIS England Middle School Science program in Grades 6, 7, and 8 follows an integrated science model and draws many of its resources from Amplify Science (Lawrence Hall). Each yearlong course emphasizes collaboration and includes multiple instructional units, integrating earth and space science, life science, physical science and/or engineering within each curriculum unit. The course is a blend of hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. These are exciting, thought-provoking units designed to engage students in science learning through complex and relevant questions and problems. Each science course also supports the Common Core State Standards for English Language Arts through the application of standards for nonfiction reading, writing, and presentation skills.
SCIENCE, GRADE 6
Units of study in Grade 6 include: Microbiome; Metabolism; Traits and Reproduction; Thermal Energy; Ocean, Atmosphere, and Climate; Weather Patterns; and Earth’s Changing Climate, as well as two related engineering units.
SCIENCE, GRADE 7
Units of study in Grade 7 include Geology on Mars; Plate Motion; Rock Formations; Phase Change; Chemical Reactions; Populations and Resources; Matter and Energy in Ecosystems, as well as two related engineering units.
SCIENCE, GRADE 8
Units of study in Grade 8 include Harnessing Human Energy; Force and Motion; Magnetic Fields; Light Waves; Earth, Moon, and Sun; Natural Selection; and Evolutionary History, as well as two related engineering units.
Dimension 1: Practices
The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.
Dimension 2: Crosscutting Concepts
Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.
Dimension 3: Disciplinary Core Ideas
Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four: ● Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; ● Provide a key tool for understanding or investigating more complex ideas and solving problems; ● Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; ● Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.
