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Working Scientifically
Students design and conduct experiments and investigations by asking questions, using materials, making observations, processing data, and evaluating findings. The Forests 11 and 12 curriculum promotes activity-based programs in which students learn scientific knowledge and processes in a hands-on and "minds-on" way.
Communicating Scientifically;
Students draw conclusions, defend their opinions, and discuss the limitations of their work. The Forests 11 and 12 curriculum encourages the use of instructional and assessment activities that prompt students to extend, reinforce, and consolidate science learning by communicating their ideas and findings to others. Students should have opportunities to work collaboratively, share insights and understanding, raise questions, debate, keep logs of events and observations, and record and report ideas using various media. Students should also gain understanding of the language, principles, and theories relevant to the application of science to a forest ecosystem.
Applying Science;
Students build an understanding of science and technological applications by using the study of forests to make connections, explain and apply ideas, and solve problems. Students should have opportunities to increase their awareness of the applications of science and technology to life by examining current issues from various perspectives. An increased awareness will also help students explore forest-related careers.
Acting Responsibly
It is important for students to begin to understand their role in influencing change. Students should take responsible action when using the information and skills they have developed. By acting responsibly, students come to appreciate science as an activity that is embedded within a diverse society and culture. Students should have opportunities to define problems and design scientific ways to solve them.
Forests 11 and 12 topics and issues do not exist in isolation but occur in a social context. Investigations are motivated and influenced by current interests, social needs, priorities, and beliefs. The content generated by these activities in turn influences society (e.g., resource-management decisions).
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Revised: January 27, 1999
