Science and Engineering

Vision for Science Education

As a result of their science education in Cambridge Public Schools, students will gain deep understandings of scientific knowledge through application of scientific practices in relevant, real-world contexts, recognize that science is a way of knowing and explaining the world that can change in light of new information, become scientifically literate and adept at discerning and disseminating information, think critically about science's role in local, national, and global events to create positive change through innovation and action, and ultimately find joy in scientific pursuits while being well-positioned for lifelong learning.

All students in CPS will have equitable opportunities to excel in science across all grades. Culturally and linguistically sustaining classroom practices will support students to thrive by creating affirming environments where they have a sense of belonging, engage in deeper learning, and are held to high expectations with targeted support as needed.

Learning experiences are relevant, real-world, & interactive

• Students learn through standards-aligned curriculum and instruction at or above grade level.
• Students have opportunity and access to develop science and engineering practices – the skills necessary to engage in scientific inquiry and engineering design (creating and using models, planning and carrying out investigations, analyzing and interpreting data, applying mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information) as a way to gain deeper understanding of core scientific principles and approach novel scenarios.
• Students make observations of real-world phenomena and generate the questions that drive their learning.
• Students conduct hands-on investigations and grapple with open-ended, often ambiguous, results.
• Students collaborate with each other to make sense of complex ideas and develop academic language.
• Students are encouraged to take academic risks, incorporate feedback, learn from mistakes, and showcase the effectiveness of their reasoning to produce high quality work.
• Students build connections across other disciplines, including ELA, Mathematics, and Social Studies.
• Caregivers and community partners are leveraged to support student success.

All students are known & valued

Identity is evident when students show investment by driving their learning because they think of themselves as active agents who do that kind of work. Students feel that their identities are affirmed and that their funds of knowledge, experiences, and interests are leveraged in the learning as their thinking shifts from "I'm learning about physics" to "I am a physicist." As a result, they have the capacity to be innovators, collaborators, disseminators of knowledge, and changemakers. ¹

Individualized support enables students to excel at grade level or beyond

• Students have access and opportunity to grade appropriate learning (not remediation) with flexible supports and accommodations that are a response to evidence gathered from classwork, observation, and assessment data.²
• Students with disabilities receive specially designed instruction (SDI) that accelerates their growth towards learning goals.
• Students who are learning English receive explicit language instruction that enables access to grade-level content and supports English language acquisition.
  
• Students engage in differentiated learning experiences that provide multiple options for how they access content and demonstrate understanding.

¹ Kaleidoscope Collective for Learning
² Acceleration Roadmap

Educators in Cambridge Public Schools can access the PK-8 science curriculum by clicking here. Contact us for the high school science curriculum.