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What science is worth understanding today andtomorrow?What should science learning look like?How and where does science thrive?What evidence demonstrates students’ sciencelearning?At this point, our goals include:• Developing a coherent philosophy ofscience learning across grade levels;• Working toward common studentoutcomes of knowledge, skills, andhabits of mind;• Reviewing what and how we teachand measuring that against our ownaspirations and best practices;• Identifying existing areas in the curriculum,schedule, or facilities thatwarrant improvement to achieve thegoals effectively.The Science Department met severaltimes over the summer for initial brainstormingsessions. Once school begins,we will meet monthly with Carolee andJerry Katz. We will begin the process witha review of what currently is taught atPark, includes an assessment of currentfacilities, equipment, and other resources.Next, we hope to articulate a philosophyfor using some of our responses to the“big” questions. In the research phase, wewill examine science programs at otherschools and examine resources such asconference proceedings or surveys to helpevaluate current the best practices in scienceeducation. By the end of the year,our goal is to have developed a consistentand coherent scope and sequence for scienceeducation at Park for Grades Kthrough IX. This will be an evolvingprocess. We will implement new strategiesand content based on the findings ofour work. Going forward, we will evaluatethe effectiveness of these changes, andmake adjustments as necessary.All in all, 2010–11 will be an excitingyear for science at Park. Stay tuned tolearn what we learn about ourselves andour recommendations for the program!It is my fondest hope that everystudent will leave my class everyday with something that theyjust cannot wait to share withtheir family.—Brian CassieB R I A N B E AV E RHow long have you been atPark?Sixteen years. My first year was[Head of School] Jerry Katz’s secondyear, September 1994.What grades do you teach?I teach physical science to Grade VIIIand biology to Grade IX.What turned you on to science?I’ve always loved science, so it ishard to pinpoint any one thing.Throughout my life, I’ve spent a lotof time outside in nature, hiking,backpacking, and canoeing. Muchof my love of science (particularly lifescience and earth science) is connectedto my love of being in thewoods. But life science is not theonly science that I love; I’ve alwaysenjoyed physics and mechanicalthings as well.What do you remember aboutlearning science in school?Taken as a whole, my science educationwas very uneven. I had somegreat experiences, but not consistently.Some teachers were inspiringand skillful while others had goodintentions, but failed to teach well.And, as we all know, the teachercan make all the difference, regardlessof the topic.I have only murky memories ofelementary school science until fifthgrade with “Mr. Nick.” He was thefirst male teacher that I had, heloved math and science, he was afan of baseball and sports, andevery day, it seemed, he organizedsome sort of game during recess.These things made all the differencefor me. Mr. Nick introduced me tomodel rockets and showed me howto make videos of experiments.Pretty primitive stuff perhaps, butfifth-grade science was a milestonefor me.What is your favorite lesson thatyou conduct with Park students?I don’t have a favorite lesson per se.I am, though, fascinated by allthings DNA: the history of the discoveryof its form and function, howit works in a cell, genetic engineering,and current research—includingwork with stem cells. This is more ofa “unit” than a “lesson” and featuresa series of cool experimentsthat include the extraction of DNAfrom strawberries.What do you hope Park studentstake away from your scienceclasses?That science is important and thatscience is for everyone.B R I A N C A S S I EHow long have you been atPark?This year is my 10th at Park School.What grades do you teach?Grades I, II, and III.20 The Park Bulletin | Fall 2010