Darby School District- Rich May, Nathan Olson, and Karen Hedges
Hamilton School District- Martha Lard, Tony Favero, Becky Burg, Melissa Davis, Sonia York,
Carrie Bullman, Annie Zora, Nikki McConnell, Holly Faris, Jeremy Barcus, and Kimberly Dowling
Lone Rock School District- Lori Ann Muchmore and Terri Morrison
Stevensville School District- Terry Rosin, Brandon Day, and Valerie Pateman
Victor School District- Janet Ioder, Kim King, and Nathan Beckwith
In August 2011, the committee met with the Ravalli Curriculum Consortium concentrated on Science curriculum development. The committee reviewed current practices, student achievement data, current research, existing science curriculum from each district, curriculum guides from other states, the National Standards, and the Montana
Standards. The curriculum guide which follows is the culmination of this work.
Gratitude and appreciation are extended to the individual committee members for their hard work and dedication.

Science comprises our knowledge about the natural world and the processes, by which that knowledge is acquired, synthesized, evaluated, and applied based on direct observations and real world experiences.
Therefore, science education must emphasize hands-on exploration and direct experience with the natural world. Students should be engaged in the observation of these phenomena whenever possible. Science is, above all, a problem-solving activity that seeks answers to questions by collecting and analyzing data in an attempt to offer a rational explanation of naturally occurring events. The knowledge that results from scientific problem solving is most useful when it is organized into concepts, generalizations, and unifying principles, which lead to further investigation of objects and events in the environment. Science is practiced in the context of human culture, and therefore, dynamic interactions occur among science, technology, and society. Teaching inquiry and problem solving; scientific knowledge organized by unifying principles or theses; and science, technology and society is critically important to instruction in science.
Scientifically literate citizens are equipped with the skills and knowledge necessary to study and solve complex problems. These skills and knowledge are critical to sustaining and improving the quality of life on earth. The goal of science education is to prepare well rounded, clear thinking, scientifically literate citizens in addition to producing scientists. The major purpose of science instruction is to help young people acquire the knowledge and skills they will need as productive adults in an increasingly technological society.
Science and the current body of scientific knowledge are not static, but are in a continual process of change in which ideas are routinely modified with new data. The knowledge and processes of science have evolved over many years, and we use this rich history regularly to construct our path to the future. Although science as a body of knowledge is ever changing, the processes of science are constant. In scientific procedure, a question is identified, pertinent data is gathered, a hypothesis is formulated, experiments are performed, the results are interpreted, and conclusions are drawn. Focus on the traditional basics of reading, writing, and arithmetic must be expanded to include communication, collaboration, scientific and technological literacy, and the ability to access and process information.
Problem-solving skills include the abilities to recognize and define a problem, generate and evaluate alternatives, choose a course of action, and make sound judgments based on real data.

The Stevensville School Board supports an inquiry-based approach to science education, which includes hands-on laboratory experiences for all students. The teachers emphasize high expectations for all students. Teachers create a learning environment that focuses on conceptual learning and engages students in meaningful activities that are culturally conscious and enables them to apply and communicate their knowledge. Adequate time and appropriate resources must be provided for this specialized instruction. It is important to engage students in science investigations that foster students’ natural curiosity and that provide opportunities for learning experiences to extend into the community.

 Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate the results and form reasonable conclusions of scientific investigations.
 Students, through the inquiry process, demonstrate knowledge of properties, forms, changes, and interactions of physical and chemical systems.
 Students, through the inquiry process, demonstrate knowledge of characteristics, structures, and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.
 Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth’s systems and other objects in space.
 Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.
 Students understand historical developments in science and technology.
Source: Montana Science Content Standards, Office of Public Instruction, Montana

Classification - Systematic arrangement of objects or organisms into groups or categories according to established criteria.
Control – A group of test subjects left untreated or unexposed to the independent variable and then compared with treated subjects in order to validate the test results; the standard for comparing experimental effects. Not all experiments have a control, though all have controlled variables (Cothorn, Giese, and Rezba 17).
Controlled Variable - A variable that is not changed and is kept the same for all tests; also referred to as a constant (Cothorn, Giese, and Rezba 17).
Data – Qualitative or quantitative values collected through observation or experimentation from which conclusions may be drawn.
Dependent Variable – The observed or measured variable in an experiment or study whose changes are determined by the presence or degree of one or more independent variables; also referred to as the responding variable.
Disciplines – A particular branch of scientific knowledge (Earth, Physical, Life Sciences).
Essential Learning Expectations (ELE) - Describes requisite content knowledge, abilities, and thinking/reasoning skills that students must comprehend and apply along the K-12 learning continuum.
Experiment – The act of conducting a controlled test or investigation.
Hypothesis - A tentative explanation of a phenomenon, event, or the nature of an object based on prior experience, scientific background knowledge, preliminary observations, and logic. A hypothesis is testable (Fundamentals of Inquiry).
Independent Variable – A factor or condition that changes naturally or is intentionally manipulated by the investigator to observe the effect; also referred to as the manipulated variable.
Inquiry – A search for knowledge; a systematic process of teaching and learning where the learner:
• engages in scientifically oriented questions;
• gives priority to evidence in responding to questions;
• formulates explanations from evidence;
• connects explanations to scientific knowledge; and
• communicates and justifies explanations.

Investigate - To observe or study by using a systematic inquiry approach.
Law - Summarizing statement of observed experimental facts that has been tested many times and is generally accepted as true.
Model - A description, analogy or a representation of something that helps us understand it better (e.g., a physical model, a conceptual model, a mathematical model).
Natural Phenomenon - An occurrence, circumstance, or fact that exists in or formed by nature and is perceptible by the senses.
Observation - To gather information and direct evidence about an object, event or phenomenon by using the senses and/or appropriate tools.
Prediction – A forecast of the outcome of a specific future event based on a pattern of evidence or a hypothesis (explanation). A predication based on a hypothesis can be used in planning a test of that hypothesis (Fundamentals of Inquiry).
Sample Tasks – A task the classroom teacher can use to assess proficiency in the classroom.
System - An organized group of related objects or components that form a whole.
Technology – 1. Human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities.
Testable – A statement, question, or hypothesis that can be investigated through experimentation and/or observation.
Theory - Systematically organized knowledge applicable in a relatively wide variety of circumstances; especially, a system of assumptions, accepted principles and rules of procedure devised to analyze, predict or otherwise explain the nature or behavior of a specified set of phenomena ("Science Glossary").
Variable - An attribute of a physical or an abstract system which may change its value while it is under observation.

Stevensville School will continue to be on the cutting edge of facility development to ensure the most up to date science education for all students. Stevensville School constructed a new 4-8 building equipped with current science technology and adequate space for the curriculum.
Stevensville School will continue to provide 21 st Century science technology to classrooms. The Smartboard technology will be maintained through professional development training and the continued commitment to maintain, replace and update equipment. Current science lab materials and tools are essential to the curriculum and must be replaced and restocked annually.
Implementation Plan
What How Who When
Intro Board Present at Board Meeting Curriculum Director December 2011
Intro Staff
Review Curriculum Materials
Present at multiple In-service at building level
Talk with Leading Textbook companies
Specialists, and
Principals
Building Principals,
Specialists, and
Curriculum Director
February-May
2012
September-May
2011-2012

Implementation Teach Curriculum
All teachers k-6 and specialists 7-12
September 2012