Section I	Massachusetts Science & Technology/ Engineering High Standards: Earth and Space Science, Biology, Chemistry, Introductory Physics, Technology/Engineering, May 2001
Section II	Draft Massachusetts Science & Technology/ Engineering High Standards: Earth and Space Science, Biology, Chemistry, Introductory Physics, Technology/Engineering, June 2005
Section III	General Skills
Section IV	Educational Precepts
Section V	Scientific Inquiry Skills
Section VI	Quantitative and Measurement Skills
Section VII	Curriculum Content

Each curriculum committee was respectfully charged with the responsibility of developing the course content for each of the following: Physical Science, Biology, Chemistry and Physics. The content represented the core concepts that would be essential for a student to be scientifically literate in the specific science area and a scope of knowledge that would allow the student to successfully apply what has been presented in understanding the laws of nature in his/her daily lives. It would also provide the necessary scaffolding for further matriculation in these areas at any university, college or technical school.

The teacher as the facilitator of knowledge is charged with the responsibility of developing the core content of the curriculum and its presentation in such a manner so as to provide each student with the opportunity to acquire the skills and knowledge essential to be a continuous learner in today's society.

Each curriculum has been prepared to reflect the minimal requirements as set forth by the Massachusetts Board of Education as part of its efforts in developing the competency determination requirements for all Massachusetts students. In addition, since mathematics is an essential tool in the study of science the science content curriculum also reflects the associated mathematic skills as identified by the Massachusetts Mathematics Standards.

The science content curriculum as prepared for each of the areas represents a dynamic document that will continue to be developed to eventually include all aspects of a comprehensive curriculum that will include the additional areas: ancillary worksheets, reinforcement exercises and activities, individual as well as standardized assessments, projects and laboratory exercises, problem sets, etc.

Each of the curriculum represents the standardized content for the district and hence the basis for evaluation and accountability for the district in the Sciences.

The ease of a students acquisition of knowledge depends upon the cognitive scaffolding that has been developed by the student over his previous years of education. The following represent the skills that a student should be developing and will continue to develop as the student continues his matriculation.

This skill will be developed further so that the student will be able to effectively compose and write

w The student should be able to think critically and make inferences.
This skill will be developed through the further acquisition of content knowledge through which an increase in the ability to make inferences and predictions based on acquired information.

w The student should be able to work cooperatively with peers.
This skill will continued to be developed through the student's assignment into laboratory / group project work

w The student should be able to take notes.
This skill will continued to be developed through teacher prepared presentations: written, oral, or visual

w The student should be able to perform basic mathematical operations involving addition, subtraction, multiplication and division.
These skills will further be developed through the use of statistical tests, formula translocations, graphical representations, word problems, trigonometry, and calculus.

w The student should have good study skills.
These skills will be fostered through the assignment of homework and ancillary materials that will reinforce the concepts presented. Other techniques in learning will be offered by the teacher in order to make learning easier.

The sciences inheritably contain a vast amount of information that must be presented in order to provide each student with the necessary scaffoldings essential for success. The teacher, as the facilitator for the acquisition of this knowledge will employ a variety of techniques and methodologies to accomplish this task. The most effective and efficient way to accomplish this is through direct instruction, however a variety of methods will be used to vary and enhance the learning process. It must be remembered that the single most important goal is to provide and prepare the students with sufficient breath and deep of knowledge so as to allow them to compete in the global society where success is the measure of a individual's ability to apply and manipulate concepts learned to new and different situations.

Unfortunately the effectiveness of the learning process and a student's academic maturation can only be ascertained through some form of assessment. It is essential that any form of evaluation be equitable and nonbiased and that the student is aware of the criteria on which the evaluation is based. Arbitrary assignments, frivolous activities and subjective evaluations will only diminish the effectiveness of instruction and will create unnecessary hardships.

Any activity involving the use of chemicals, equipment, technology should following accepted safety practices. It is necessary that the instructors and students follow these practices and adhere to the laws and regulations establish by the State of Massachusetts.

It is the obligation of the instructor to offer assistance to students in their efforts to obtain mastery of the material presented.