The School District of Beloit has a vision for science education that engages all students in science by working with rigorous, relevant, and real-life problems.  We do this through the use of curricular resources that are aligned to the Next Generation Science Standards. These resources encourage students to discover the world around them, in order to provide foundational knowledge to all and encourage all students to continue to learn and to keep wonder alive. The goal of the science program is to prepare our students for their future, which could be very different from the world we live in today. As a result, we have developed a scope that allows students to build upon and revise prior knowledge and encourages all students to engage in the practices of science and engineering.

• develop a model to describe that matter is made of particles too small to be seen.
• measure and graph quantities to provide evidence that, regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• support an argument that the gravitational force exerted by Earth on objects is directed down.
• support an argument that differences in the apparent brightness of the sun compared to other stars are due to their relative distances from the Earth.
• represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
• develop a model using an example to describe the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
• describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
• develop a model to describe that matter is made of particles too small to be seen.
• measure and graph quantities to provide evidence that, regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.