| Science
The Michigan Curriculum Framework states that Science is a way of making sense of the natural world. Scientists seek to describe its complexity, to explain its systems and events, and to find the patterns that allow for predictions. Science is the basis for the design of technologies that solve real-world problems.
The Michigan Curriculum Framework indicates that not all students will become scientists or engineers, but science and technology occupy ever-expanding places in our everyday lives. As citizens, we are asked to make decisions about social issues that involve science and technology. As workers, we have occupations that increasingly involve science and technology. In the 21st century, adults will need to be comfortable and competent in a complex, scientific and technological world. Schools have the responsibility of preparing students for the future. Schools must prepare all students -- regardless of their future aspirations -- to be scientifically literate.
The Michigan Curriculum Framework contends that all graduates of our schools should be:
* knowledgeable about the important concepts and theories of the three major branches of scientific study: earth, life, and physical sciences
* able to think scientifically and use scientific knowledge to make decisions about real-world problems
* able to construct new knowledge for themselves through research, reading, and discussion
* familiar with the natural world, and respectful of its unity, diversity, and fragility
* able to make informed judgments on statements and debates claiming to have a scientific basis
* able to reflect in an informed way on the role of science in human affairs.
The Michigan Curriculum Framework states that to make this happen, education needs to:
* emphasize understanding, not content coverage
* promote learning that is useful and relevant
* emphasize scientific literacy for ALL students
* promote interdisciplinary learning
The "Michigan Content Standards and Benchmarks" describe three broad categories of activities that are common in scientifically literate individuals: using scientific knowledge; constructing new scientific knowledge, and reflecting o knowledge. The content strands are directly related to these types of activities.
The MEAP assesses student progress in Science.
Research and Inquiry
The Research and Inquiry unit includes the history and development of science and scientists, investigation techniques, the use of instruments in science, communication of scientific concepts, and real world issues that surround science, technology, and mathematics.
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