Science
The primary goals for building science foundations are:
- Instilling in students the joy of science through exciting, challenging activities and experiences.
- Beginning to teach the processes of science and showing how they form the basis of all scientific activity.
At a time when children are most curious about the world, we capitalize on their joy of learning by creating a science curriculum that is both fun and meaningful. Conceptual understanding is strengthened when students draw connections from concepts being studied to actual hands-on experiences. Therefore, Burke's uses a balanced curriculum in the physical, earth, and life sciences where children are actively involved in "doing science."
The sequence of science units is chosen according to grade level and is integrated with other subjects in the classroom. The higher-level thinking processes required for conceptual understanding need more in-depth experiences and may last for two and three weeks. In these units, overarching themes and related science concepts are reinforced.
Science lab time is scheduled according to grade level and what we have found works best for our students. Students are involved in activities that are extensions of their class work and that teach the procedures of scientific inquiry. Kindergarten students and first graders attend the lab with their associate teachers for one 60-minute session every week. Students in second grade attend the lab for 70-minute sessions once a week with their associate teacher. Third and fourth grade students attend the Science Lab once a week for 60 and 80 minutes respectively. In addition, every other week they participate in small group classes (approximately 11 students in a session) that focus on design technology.
The science lab is a hands-on place designed to optimize positive attitudes for learning science. Classroom tables are arranged to facilitate small group work. Science equipment and materials are visible and within easy reach of students. Tanks containing animals are arranged around the room for observation. The environment fosters questioning and inquiry and students are encouraged to assume responsibility for their learning.
