Notes From Jim Tucker on 7th Grade Science:

1. Seventh Grade Biology meets three times per week for 40 min. sessions all year with class size around 16. Five such classes are divided between two teachers.

Overarching goal is certainly environmental awareness based upon specific observations, experiments and experiences. The central thread of the curriculum that drives its organization is an exposure to the diversity of life. This Biodiversity theme has held sway for several years. Thus, we study life forms from simple to complex, from the sub-cellular level through to the plant and animal Kingdoms.

Where appropriate, students run experiments or are involved in activities that create lasting impressions. (This approach attempts to underscore the scientific method as an effective tool for interpreting observations.)

Each unit has an environmental context. Bacteria cultured in agar is exposed to differing agents to study retardation of growth. Students measure and map the positions of mushrooms on the lawn to notice patterns that can be explained by mycorrhizal associations between the fungus and certain trees. Molds from the environment appear on bread. The capillaries visible within a fish's tail reveal heart rate response to temperature change. (The sixth graders learned that salmon egg development was related to water temp.)

Most field work we do is on our campus, within the ravine at the high school campus one block north, or at the park a few blocks to the South. Here we learn native plants. However, although we come back with little samples to label and identify, the goal is an appreciation for differences, for the contexts in which each is found (primarily light and moisture), and for the possible uses/abuses by people and utility by animals. The ravine offers different light and drainage conditions ideal to this, while providing a good range of both natives and invasives.

2. I feel the students do come away with a vastly enhanced appreciation for Biodiversity. They do gain some appreciation for environmental contexts and the interactions among species. They certainly sharpen their appreciation for man's role in preservation of this array of life form's.

3. This campus does not lend itself to an immediate sense of place and an appreciation for the natural. We are bounded by roads and the only "natural" settings are off limits. Much must be made of the lawns, plants, and architectural landscaping; and much of interest is there if we look. But, we must place increasing emphasis on the teaching potential of thoughtfully designed and preserved spaces with largely native vegetation.

Our largest constraint/blockage is scheduling. This "turf" war for student time seems to demand very creative solutions. We cannot go far afield within one period. We do schedule "trips", such as a research vessel experience on the Sound. But, these are the exceptions and do not lend themselves to curricular integration and ongoing exploration.