Curriculum

SCIENCE CURRICULUM ESSENTIALS
A. COLLEGE and CAREER PLANNING
  • Cumberland Valley offers a wide variety of coursework that MAY or MAY NOT be relevant to each student’s post-secondary path; care must be taken to ensure a well-rounded experience.
  • Students should begin to think about potential career clusters as early as middle school and begin to schedule the appropriate coursework in 9th grade.
  • Students who have not identified specific fields of interest are usually best served by completing the Science Core sequence in order to ensure that they acquire diverse understandings and skill sets.
B. THE SCIENCE CORE
  • The Science Core offerings have been sequenced with respect to their cognitive demands and notable prerequisites, as well as the need to create a well-rounded curriculum experience.
  • Since the fields of science overlap considerably, experts in one field must maintain a working understanding of the other disciplines.
  • Regardless of college or career aspirations, in order to be a responsible citizen and steward of the environment, each Cumberland Valley High School student should experience each of the major scientific discipline (Earth Processes, Biology, Chemistry and/or Physics)

CORE COURSES: Feature Analysis

Science courses differ from one another not only in their subject matter, but also in the cognitive rigor involved, and are therefore typically sequenced in the order below; this allows the curriculum to set up not only a foundation of knowledge to build upon, but also to progress according to a child’s cognitive development, especially as it relates to confidence in mathematical situations.

It is also important to note that the Pennsylvania Department of Education requires that students demonstrate their proficiency on a Biology Keystone Exam, which is administered during the spring of the year in which Biology is taken. Proficiency on this exam is a graduation requirement, and consequently students should ensure that they are well-prepared to undertake their Biology course; for many students, this will mean taking the course during 10th grade, and after a year of high school level coursework in Earth & Environmental science.

 

C. ELECTIVE COURSEWORK


  • Electives are intended to enhance, rather than replace the Science Core sequence courses.
  • Electives Clusters have been identified and diagrammed in conjunction with the Science Core in order to provide students the opportunity to prepare for advanced study in a field, or simply to try something new. 
  • Care has been given to provide students with opportunities to experience specialized electives at appropriate times throughout their Core sequence; interested students should review the Elective Clusters below to plan for additions both in and out of the Science Department.
D. ACCELERATED CORE SEQUENCING for AP 
  • Most students will find the greatest success by taking Biology in 10th grade; however, students may begin the sequence in Biology and replace the traditional 9th grade course with AP Environmental Science during their 11th grade year.
  • This route allows students who intend to pursue numerous AP offerings an opportunity to begin each course a year early, allowing room for an AP courses thereafter.
  • Using this sequence, students will have the opportunity to begin AP coursework in 10th grade; however, students should only take this route if they are planning on taking at least Honors or College Algebra II during their freshman year, or concurrently in 10th grade alongside their Chemistry course.
E. INDEPENDENT STUDY
  • Students who are interested in pursuing a career in science should enhance their classroom experiences by completing science fair projects each year.
  • The IRIS program allows ¼ credit to be earned for each year in which an approved project has been completed; this course is completed on a Pass / Fail basis with meeting times before or after school, and/or during resource and homeroom time.
  • Additional opportunities and competitions for students are noted on Science Competitions page of the website.
  • Internships and summer opportunities may also be available within a specific field of interest.
F. STEM CLUSTERS
  • Curriculum clusters are identified below in order to help students plan an interdisciplinary experience in a specific field of study.
  • Students should keep in mind that most careers in science require graduate degrees earned after college; consequently, successful entry into a professional science career is determined more by college transcripts than those earned in high school.
  • In order to pave the way for success in college coursework, students should consider building their confidence in math and science that otherwise might not interest them; college science degrees always contain at least a few chemistry and physics courses, and many of today's careers exist in an environmental context.

Related Files

Agriculture Science (PDF -74 KB)
 
Agriculture Systems (PDF -74 KB)
 
Chemistry (PDF -74 KB)
 
Earth Processes (PDF -75 KB)
 
Engineering (PDF -75 KB)
 
Environmental Science (PDF -74 KB)
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Health Services (PDF -74 KB)
 
Laboratory Biology (PDF -75 KB)
 
Physics (PDF -74 KB)
 
Pre-Med (PDF -76 KB)
 
 
Sports Science (PDF -74 KB)
 
Veterinary (PDF -78 KB)
 
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