PREFACE

The Alabama Course of Study:  Science (Bulletin 2005, No. 20) provides the framework for the K-12 science program in Alabama’s public schools.  Content standards and related content in this document are minimum and required (Code of Alabama, 1975, §16-35-4), fundamental and specific, but not exhaustive.

 The 2004-2005 Science State Course of Study Committee and Task Force made use of the following documents in developing the minimum required content: Alabama Course of Study: Science (Bulletin 2001, No. 20); National Science Education Standards produced by the National Research Council; Project 2061’s Science for All Americans: Benchmarks for Science Literacy published by the American Association for the Advancement of Science; and Pathways to the Science Standards published by the National Science Teachers Association.

 The following position statement regarding scientific theories is included in this document. The work “theory” has many meanings. Theories are defined as systematically organized knowledge, abstract reasoning, speculative ideas or plans, or systematic statements of principles. Scientific theories are based on both observations of and assumptions about the natural world. They are always subject to change in view of new and confirmed observations.

 Many scientific theories have been developed over  time. The value of scientific work, however, is not only the development of theories but also what is learned from the development process. The Alabama Course of Study: Science was developed within the context of trying to establish scientific literacy, not to question or diminish one’s beliefs or faith. To that end, this document includes many theories and studies of scientists’ works for examination by students. The works of Copernicus, Newton, and Einstein, to name a few, have provided a basis for much of our knowledge of the world today.

This document is the work of the 2006 Cherokee County Science Course of Study Committee. The local committee aligned the state-mandated standards and other required materials with appropriate student assessments and with science textbooks adopted by the system. The committee incorporated additional resources, integrated the course of study with technology, and added a pacing guide. All standards and bullets given in this document are minimum required content for student mastery per grade level. Examples are illustrative but not exhaustive.

 ACKNOWLEDGEMENTS

 The 2006 Cherokee County Science Course of Study Committee consisted of the following members:

 1.         Kindergarten – Second Grades               Pam Miller

2.         Third – Fifth Grades                              Colleen McGinnis

3.         Sixth –Eighth Grades                             Hilarie Howard

4.         Ninth –Twelfth Grades                          Kim Carter, Andrew Jones                               

5.         Committee Coordinator                          Ann Dykes

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