Science Department

Stacey Reed- Curriculum Leader

Grade 6

The sixth grade science curriculum is a rich and lively program, focusing on the study of matter and basic physics. The program is designed to appeal to curious young scientists. Through frequent labs and demonstrations, students directly study the content and participate in the process of science. Themes for the year include matter, energy, forces and inquiry.

Grade 7

The seventh grade life science curriculum connects all students to the life around and within them. Students collect, examine, compare, sketch, discuss, and delight in the natural world. Guided exploration in the fall, including project work, is gradually replaced by more independent learning, both in and out of the classroom, over the course of the year.

Grade 8
The eighth grade Earth Science course focuses on a conceptual approach to the application and understanding of scientific models, evidence, and experimental data. Students are asked to use the evidence and content they learn to formulate scientific theories about the Earth’s system. Students work on developing 21st century science skills as they work in teams to build models illustrating concepts from class. The emphasis is on the design process, listening and speaking skills as students navigate the ups and downs of teamwork and presentation roles in a group. Despite the team approach each student is evaluated on his or her growth and product within this model. The enduring understanding of the course focuses on how the Earth and Earth system changes over time. This includes long-term changes of over millions of years and short-term changes over hours, days, and years. The course content includes three main units of study: Astronomy, Geology, and the Atmosphere. 

Our accelerated program is designed for students ready to apply the concepts taught in our regular classes.  In addition to demonstrating mastery of the core curriculum, the focus of this course is using the material learned in class to solve and understand novel situations.  Thought Questions and test questions are the tools used to assess these skills and are available to all students upon request. Movement between levels during the year is possible because all classes examine the same topics at the same time.  Eligibility for level change is based on successful completion of middle level assessments, daily homework and classwork, and Thought Questions. The difference between levels lies in the level of application of concepts expected and the amount of direct instruction given.





Rich Battaglia


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Margaret Burke
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Kim Dunkelberg


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Allison King


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Jennifer Nichols


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Brian Reddington 


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Stacey Reed


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