Integrated Science Textbook Pdf

[Geralyn]

Beforecoming to Princeton, I received an unassuming message asking me to consider a so-called Intergrated Science Curriculum (ISC). The program offered to teach physics, chemistry, biology and computer ccience together, and included a very heavy experimental component. I had recently started considering exploring the sciences, and after looking at length over the syllabus, I signed up.

Now, the first part of ISC is an intensive one-year four-course sequence that covers the typical first-year physics and chemistry curriculum, and one semester each of molecular biology and computer science. That's the equivalent of six courses in four, which should give you an idea of the expected intensity of the course.

It was one of the most academically challenging endeavors I have ever undertaken, but at the same time, it was extremely rewarding. It was also an experience unique to Princeton, made possible by the heavy focus on undergraduates, and the large amount of resources dedicated to underclassmen. We had over 20 instructors teaching the course, including a Nobel Prize winner, several members of the National Academy of Sciences, Princeton's dean of research and winners of Princeton's Distinguished Teaching Award. We even had a fully equipped laboratory exclusively for us. All for a class of about 30 people.

I am often asked if the intensity and rigor of the course was worth it, and I have always responded in the affirmative. Apart from a strong theoretical basis in all the sciences, the heavy experimental component exposed me to scientific investigation beyond the textbook. In our labs, we built our own solar cell and photometer, and even designed and executed our own experiment independently with guidance from our instructors.

Also, much of the course was focused on studying the intersection of the individual sciences, where most emerging modern research is happening. We were applying physics to biology, computation to chemistry and so on, breaking traditional boundaries followed by most freshman textbooks. In fall semester of sophomore year, I took a course on biophysics, taught by one of my instructors from ISC, to continue exploring these frontier areas, and I remain fascinated by life ever since. I may not end up studying more of biological physics, but it has redefined how I look at physics, not just as the formulation of a set of laws governing the universe, but as theories for explaining natural phenomena happening around us every day.

This is what we're doing for 9th grade (and beyond - if it works out). I'm guessing very, very few homeschoolers actually do this. I don't have any advice or even any ideas, but it's nice to see at least a couple of other posters doing science like this as well.

Clueless here, but what exactly is the difference between a regular biology text and an integrated biology text? Do you do labs? Moe and Curly are going into the military after graduation like their older brothers did. It's still yet to be seen if they will go to college or not but they are following a scope and sequence of classes as if they were going to college. Both of them love science. These few texts look good so I'm wondering if this would be better than the Apologia Science we have been using.

Ok. So if you use an integrated science textbook how do you put that on your child's high school transcript? Here, there's not really "requirements" for graduation, except that it states that we are to teach the subjects being taught in public school. When you look at college requirements, most state 3 years of science and at least one of those needs to be a lab. Moe and Curly are planning on the military and possibly doing college while enlisted or putting their time in and then possibly going to college after their enlistment is up so I'm still following a college bound high school program which details they need biology, chemistry, and physics, or you can opt for earth or other specific science courses adding a lab to one.

Our course will be centered around The Great Courses Plus Joy of Science. It's comprised of 60 lectures. We will use the corresponding text, The Sciences, An Integrated Approach, as well as Science Matters: Achieving Scientific Literacy. We will do 30 lectures for 8th and 30 lectures for 9th. This will allow us to take our time and explore topics more thoroughly. We will also do some labs as appropriate and as materials are available.

The Next Generation Science Standards were created using that same document. These standards represented a huge shift in how schools approach and deliver science education. We are no longer teaching science content in isolation. The new standards emphasize core ideas in life, physical, earth and space science, as well as cross-cutting concepts and engineering. The cross-cutting concepts openly represent the essence of integration. Major universities have responded in kind with integrated science courses, including U.C. Berkeley and Stanford.

In 2016, the IUSD NGSS Implementation Committee convened and agreed that we could not accomplish teaching all standards in just two years. With this in mind, our conclusion, as well as that of a national committee on NGSS, was that a three-year integrated science model was best for our students.

Additionally, integrated science began as a shift in instructional practice. Integrated science uses both a constructivist and an inquiry-based approach to instruction. These approaches recognize that students have mental models (pre-conceptions) that are often times incorrect. Instead of just disseminating more information for students to memorize, these instructional practices push students to confront their mental models and alter them as they explore new science concepts.

IUSD, all high schools offer integrated science and are expected to cover the same Performance Expectations (PEs) which outline what students should be able to do by the end of instruction. These expectations determine the learning goals for the students and are consistent for all IUSD high schools. To learn more about the PEs, here is a detailed explanation of the expectations by topic. Here is a quick look at how the expectations are grouped:

"The focus on a few Disciplinary Core Ideas is a key aspect of a coherent science education. The Framework for K-12 Science Education identified a basic set of core ideas that are meant to be understood by the time a student completes high school:

In 2016, an IUSD NGSS Implementation Committee was formed and comprised of 150 parents, students, community members, university faculty in science and education, university admissions representatives, elementary, middle and high school science teachers and counselors, and site and district administrators. The purpose of this committee was to determine which science course progressions would best prepare Irvine students for college, career, and citizenship and ensure that all students could access and learn all standards.

The committee worked to identify mutual interests, to build understanding of viable course design options, to evaluate course designs against the mutual interests, and discuss whether choosing different HS course designs would meet the mutual interests. A smaller sub-committee of the implementation group, called the NGSS Development Committee, was an expert group comprised of 42 elementary, middle and high school science teachers, who worked to design and evaluate course progressions, through an instructional lens. Both committees met regularly from January through the end of May in 2016 and a presentation of their work can be viewed here.

Colleges and universities rely on the school profile to determine what the school articulates as its most rigorous course of study and in determining whether students have availed themselves of the most rigorous coursework. If the school offers an integrated pathway, that is the pathway that students will be expected to take.

Admissions officers consider how the students perform in the courses offered at their school. For example, if the school determines AP/Honors course work shall be offered to juniors and seniors only, students are not penalized, because they are following the most rigorous course of study available to them. Upper-level Honors and AP courses receive the same weighted grade point. These courses are available to Northwood students in their junior and senior years.

Our science textbooks are listed below. Integrated Science textbooks are not currently available for adoption but IUSD has plans to adopt materials in fall 2021. Integrated Science students have access to resources through their Canvas page where teachers have posted unit calendars which contain classwork, homework, presentations, handouts, additional resources, etc. for students to access outside of class 24/7.

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