The Herald
Hoboken Public School District - Science Program
Dear Parents and Guardians,
Recently, the Hoboken Public School District's Office of Curriculum and Instruction shared Special Editions of The Herald highlighting our English Language Arts Program, and Mathematics Program. Today, we are excited to share this Special Edition of The Herald that highlights our focused work in the area of science. As we investigate science from Kindergarten to Grade 12, you'll see how engaging our resources are for students. Our goal is to provide our teachers and students with a perfect combination of curriculum and instructional materials for an ideal learning experience. It is our goal to provide our students with the tools they’ll need as members of our future society. Acquiring the skills to create scientific explanations and devise evidence-supported solutions equips students with the ability to analyze personal and societal challenges effectively. This enables them to actively participate in decision-making processes, including conversations on topics like climate change, reimagining healthcare, and proposing inventive solutions to local and global issues.
In this Special Edition of The Herald, you will be able to learn more about the District’s participation in upcoming challenges, our comprehensive curriculum, our instructional framework and approach to teaching science.
When reading through this resource, you will find:
District Participation in Upcoming Challenges
U.S. Physics Olympiad for Middle School
STEAM Tank Challenge
NJIT eSTEM Challenge
International Olympiads in Science
Comprehensive Curriculum in Grades K-12
Introduction
Breakdown of the Science Standards
Science Dimensions in Grades K-5
Project Lead the Way K-12
Inspire Science in Grades 6-8
Physics in a Box in Grades 6-8
Pre-AP Curriculum
High School Science and Engineering: Courses and Electives
District Science and Engineering Tools to Challenge & Support Students
IXL Science Skills Plans
LinkIt! Science Grades 5 & 8
Passport to Learning Programs
Family Science Resources
It is our hope that this Special Edition of The Herald proves helpful, serving not only as a resource but also as a tool for communication both at home and with your child's school. We are here to answer any questions that you may have.
Sincerely,
Dr. Christine Johnson, Superintendent of Schools
Ms. Sandra Rodriguez-Gomez, Assistant Superintendent of Schools
Ms. Donna D’Acunto, K-12 Supervisor of Math, Science & STEM
District Honors and Participation in Upcoming Competitions
U.S. Physics Olympiad for Middle School (Grades 6-8)
The 4th U.S. Physics Olympiad for Middle-School Students is a one-day, virtual event. The competition will ask students to answer questions and solve problems in the fields of mechanics, optics, and electricity & magnetism. One of the goals of this event is to expand awareness about the critical need for physics education during middle school years. The competition will be overseen and judged by a team of internationally renowned scientists and distinguished school educators.
STEAM Tank Challenge (Grades 3, 6-8, HS)
Hosted by the New Jersey School Boards Association, NJ students are invited to SPARK Innovation. This popular program gives students the chance to invent, modify, or use problem-solving skills to solve real-world problems. STEAM Tank™️ Challenge encourages students to work collaboratively to identify and develop innovative solutions to issues such as climate change and the environment, societal problems and situations that need resolution in our schools, communities, state and globally. Supporting STEAM learning will enable our students to compete in the global marketplace and drive New Jersey’s growth. It supports education that equips students to identify real-world situations, solve problems, innovate, and present creative solutions. STEAM Tank™️ is intended to be open-ended to maximize student creativity and to allow them to take the challenge in any direction they wish. Students, no matter what they create or problem-solve, must learn to consider the impact of environmental and climate change, whether direct or indirect. Through this competition, students are able to hone critical-thinking and problem-solving skills, participate in a regional competition, observe other teams to learn about different strategies, techniques and projects, and interact with mentors and collaborate with teachers.
NJIT eSTEM Challenge (Grade 5):
NJIT's Center for Pre-College Programs hosted its 3rd Annual Elementary STEM challenge. The eSTEM Challenge is an annual innovation competition intended to introduce elementary students to the engineering design process and spur interest in Science, Technology, Engineering, and Math (STEM). The focus of the challenge is on engineering and design. For this year’s challenge, students utilized technology to address a health and wellness concern in their community. Examples of such concerns may have included personal balance, fitness, nutrition, movement, safety, and sleep habits. Student teams worked for 10 weeks on solving this problem using the Engineering Design Process (EDP), the micro:bit, and their computer programming skills to design, build, and demonstrate their working models. Students attended the statewide competition in March at the NJIT Campus. Congratulations to our 2 teams on all their hard work this season. In addition, we are so proud of Hoboken Team #2 who placed 2nd out of 28 teams in the Oral Presentation portion of the Challenge.
International School Olympiad in Science (CTY in Grades 2-8):
The International School Olympiads, a global academic competition, offers a unique opportunity for students in grades 1-8 to showcase their knowledge and skills in various subjects. These subjects include mathematics, English, science, general knowledge, reasoning, and computer studies. The Olympiads are designed to encourage critical thinking, problem-solving, and a passion for learning in a fun and challenging manner. Students will be showcasing their skills in the following areas: I) Logical Reasoning: Patterns, Odd One Out, Measuring Units, Geometrical Shapes, Spatial Understanding, Grouping, Analogy, Ranking Test, Problems based on Figures.; II) Science: Living and Non-living Things, Plants, Animals, Human Beings and Their Needs, Good Habits and Safety Rules, Air and Water, Weather and The Sky.; III) Achievers Section: Higher Order Thinking Questions
Comprehensive Curriculum in Grades K-12
Here in the Hoboken Public Schools, our science program is designed to provide a comprehensive and developmentally appropriate approach to science education in each of the grade bands, K-5, 6-8, 9-12, while catering to the diverse needs and abilities of students at each stage of their academic journey. Our elementary program is designed to foster curiosity, exploration, and a foundational understanding of scientific concepts. Our programs aim to develop students' scientific literacy through hands-on activities, inquiry-based learning, and exposure to various branches of science. As students enter middle school our programs are designed to deepen students' understanding of scientific concepts, develop critical thinking skills, and prepare students for more advanced scientific study in high school. Our programs offer a comprehensive exploration of the scientific disciplines while providing opportunities for hands-on experimentation and inquiry-based learning. As students enter high school, our programs are designed to provide a rigorous and comprehensive exploration of scientific concepts, preparing students for college-level study or careers in STEM (science, technology, engineering, and mathematics) fields. Our programs provide a range of courses covering various scientific disciplines and advanced topics, that cater to diverse interests and career goals, while emphasizing critical thinking, research skills, and real-world applications. All science courses are aligned with state standards and provide students with the knowledge to meet or exceed state standards. Here are some of the key features of our science program for students in grades K-12:
Curriculum and Standards
In K-8, our curriculum follows an integrated approach of the natural sciences which includes life, physical, earth and space science, and engineering design. In 9-12, students dive deeper into specific scientific disciplines as well as engineering through available courses. Our curriculum is in alignment with the New Jersey Student Learning Standards to ensure consistency and progression and rigor in content.
Progression of Topics
As students move through K-12, they are building upon knowledge gained every step of the way. For example, in K-2 students will learn that patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. In 3-5 students will learn that the sun is a star that appears larger and brighter than other stars because it is closer and that stars range greatly in their distance from Earth. In 6-8 students will learn that Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. In 9-12, students will learn that the star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.
Collaboration
In grades K-12, we provide students with opportunities for collaborative learning, group activities and projects to encourage teamwork, communication, and presentation skills.
Critical Thinking and Analysis
In K-12, students practice interpreting and analyzing scientific data to draw evidence-based conclusions. Students are developing skills to construct and critique scientific arguments based on evidence.
Hands-On and Inquiry-Based Learning
We have an emphasis on hands-on and Inquiry-based learning opportunities in K-12. This focus encourages students to ask questions, make predictions and conduct investigations to discover answers. This also helps with the development of critical thinking skills through the analysis of observations and drawing evidence-based conclusions.
Sustainability, Climate Change, and Human Impact on the Environment
In K-12, our curriculum incorporates discussions and exploration opportunities related to issues of sustainability, climate change, ethical considerations, and human impact on the environment. Students are learning that they can make a difference in the society of their future.
Technology
In K-12, we incorporate age-appropriate educational technology tools, software, interactive games, simulations, and virtual field trips to enhance learning experiences that make learning science interactive and fun.
Weekly Night Writes and Monthly Writing Tasks
In 3-8, students work on weekly Night Writes where they practice writing routinely over an extended period of time to build stamina in preparation for a Monthly Writing Task. In 6-12, the district further develops students' writing skills through the implementation of a Monthly Writing Task. This activity assists students in working towards improving the complexity of their writing as they develop the skills to inform or explain, critically analyze informational text, and persuade others with opinions and evidence. This aligns to both the New Jersey Student Learning Standards as well as our science curriculum pacing. The Integration of reading and writing activities enhances literacy skills related to scientific concepts.
Monitoring of Learning
In K-12, we use regular assessment strategies, including both formative assessments to inform instruction and summative assessments to measure overall student understanding and proficiency. In K-5 we have incorporated Monthly Lab Investigations which are Project-Based Assessments or Performance Tasks aligned to the science units of study. The overall goal is to prepare and provide students with the introduction and reinforcement of age-appropriate scientific vocabulary for labs in addition to basic safety and scientific practices used during hands-on experiments.
Home to School Connection
Establishing a strong home-school connection is an important factor in a child’s learning and developmental journey. We provide regular communication with parents, providing information about the science curriculum and ways to support the child's learning at home.
Three Dimensions of the Science Standards
For students to develop proficiency of the New Jersey Student Learning Standards in Science (NJSLS-S), they will need to engage in learning experiences that go beyond reading about science concepts and be provided with opportunities to be active learners and make sense of ideas. These standards are written as statements that can be used to guide assessment and allow for flexibility in the way that students are able to demonstrate proficiency. The performance expectations reflect the three-dimensions of science learning and describe what students should know and be able to do. These Three-Dimensions of Science Learning are: Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and the Crosscutting Concepts (CCCs). Below you will have a chance to gain a better understanding of the three-dimensions of the science standards.
Scientific and Engineering Practices
The Scientific and Engineering Practices describe the habits of mind and behaviors of Scientists and Engineers. These practices are designed to be integrated into the teaching and learning of science so students become familiar with their application and practice their use.
Asking Questions and Defining Problems
A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify the ideas of others.
Planning and Carrying Out
Investigations scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.
Analyzing and Interpreting Data
Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria—that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.
Developing and Using Models
A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.
Constructing Explanations and Designing Solutions
The products of science are explanations and the products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.
Engaging in Argument from Evidence
Argumentation is the process by which explanations and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to identify strengths and weaknesses of claims.
Using Mathematics and Computational Thinking
In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; statistically analyzing data; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions. Statistical methods are frequently used to identify significant patterns and establish correlational relationships.
Obtaining, Evaluating, and Communicating Information
Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to acquire information that is used to evaluate the merit and validity of claims, methods, and design.
Disciplinary Core Ideas
The disciplinary core ideas are categorized into 4 areas: I) Physical Science, II) Life Science, III) Earth and Space Science, and IV) Engineering Technology and the Application of Science
Disciplinary Core Ideas in Physical Science: PS1: Matter and Its Interactions, PS2: Motion and Stability: Forces and Interactions, PS3: Energy, PS4: Waves and Their Applications in Technologies for Information Transfer
Disciplinary Core Ideas in Life Science: LS1: From Molecules to Organisms: Structures and Processes, LS2: Ecosystems: Interactions, Energy, and Dynamics, LS3: Heredity: Inheritance and Variation of Traits, LS4: Biological Evolution: Unity and Diversity
Disciplinary Core Ideas in Earth and Space Science: ESS1: Earth’s Place in the Universe, ESS2: Earth’s Systems, ESS3: Earth and Human Activity
Disciplinary Core Ideas in Engineering, Technology, and the Application of Science: ETS1: Engineering Design, ETS2: Links Among Engineering, Technology, Science, and Society
Cross Cutting Concepts
The cross cutting concepts in the standards enable students to make connections between and among concepts and disciplines in science. It’s a way of teaching students how to organize information.
Patterns
Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
Cause and Effect: Mechanism and Explanation
Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
Scale, Proportion, and Quantity
In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
Systems and System Models
Defining the system under study—specifying its boundaries and making explicit a model of that system— provides tools for understanding and testing ideas that are applicable throughout science and engineering.
Energy and Matter
Flows, Cycles, and Conservation Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
Structure and Function
The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
Stability and Change
For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.
Climate Change
Earth's climate is changing faster than ever before, mostly due to human activities. This global change is already causing various impacts across New Jersey and its economy. It's crucial that children are introduced to academic standards focusing on climate change so they can understand the climate system, including natural and human-made factors affecting it, our impact on the world, and how to create solutions. Climate change involves multiple scientific fields like physics, biology, and Earth and space sciences. The aim is for students to see climate science as a tool for making decisions that improve their lives, their communities, and the world. They should also learn how engineering solutions can help reduce impacts, adjust practices, and create resilient systems. Climate change has been incorporated into science classes across different grade levels. In each grade, where students learn about systems thinking, managing uncertainty, and constructing arguments based on various data sources, there are opportunities to foster essential knowledge and skills related to understanding the effects of climate change on people, animals, and the environment.
Science Dimensions: Science K-5
Science Dimensions is one of our K-5 science curricular resources that is designed to spark our student’s curiosity. This program was built from the ground up to ensure its alignment to the NGSS which is therefore aligned to the NJSLS. The foundation of the program is based on the idea that kids are born scientists and have lots of questions, like why is the sun a star? or how do magnets work? Our teachers are able to use this resource to encourage curiosity, creativity, and exploration while preparing our students for careers in science, technology, engineering, and math. Science Dimensions ensures alignment to the standards by embedding the Three-Dimensions of Science Learning: Disciplinary Core Ideas (DCIs), Crosscutting Concepts (CCCs) and the Science and Engineering Practices (SEPs).
Each lesson begins with Can You Explain It? - a problem to solve or a discrepant event to explain. This type of entry into a lesson provides intrinsic motivation to spark curiosity and serves as the context for three-dimensional learning and hands-on activities throughout the lessons. Students are motivated to think critically and construct explanations of how and why. With hands-on activities also known as labs, students get to actively “do science”, think critically about their observations, practice gathering evidence, and defend their claims. Labs are designed to get students thinking, so they can brainstorm solutions, share their ideas and experiment to find solutions.
Science Dimensions has been a curricular resource since its implementation in 2018.
Project Lead the Way: Grades K-12
The philosophy of Project Lead the Way is that all students need access to real-world, applied learning experiences that empower them to gain the skills they need to thrive in college career and beyond. They also believe that teachers play an immeasurable role in empowering students so this program provides teachers with professional development, support, and resources to devote more time to inspiring students. PLTW uses the APB - activity-, project-, and problem-based (APB) instructional design centers on hands-on, real-world activities, projects, and problems that help students understand how the knowledge and skills they develop in the classroom may be applied in everyday life. The APB approach scaffolds student learning through structured activities and projects that empower students to become independent in the classroom and help them build skill sets to apply to an open-ended design problem. This approach provides students with unique opportunities to work collaboratively, identify problems, apply what they know, persevere through challenges, find unique solutions, and lead their own learning. Students complete a designated task(s) that demonstrates outlined knowledge and/or skills of the specific standard or objective. Some of the transportable and technical skills for career readiness that students will acquire are: problem-solving, critical and creative thinking, collaboration, communication, and ethical reasoning and mindset. Research has found them to be some of the most demanded and valued skills by employers. Research also demonstrates that PLTW students outperform their peers in school, are better prepared for post-secondary studies, and are more likely to consider careers in STEM compared to their non-PLTW peers. Students find PLTW programs relevant, inspiring, engaging, and foundational to their future success.
Project Lead the Way has been a curricular resource since its implementation in 2018.
Inspire Science: Grade 6-8
Inspire Science believes that learning begins with curiosity. Inspire Science provides an in-depth collaborative, and project-based learning experience designed to help spark students’ interest and empower them to ask more questions and think more critically. Through inquiry-based, hands-on investigations of real-world phenomena our students will be able to construct explanations for scientific phenomena or design solutions for real-world problems. Inspire Science is intentionally designed to gradually build knowledge and skills in all three-dimensions of science learning: Disciplinary Core Ideas (DCIs), Crosscutting Concepts (CCCs) and the Science and Engineering Practices (SEPs). As students progress through the program, their knowledge builds from simpler concepts to more sophisticated ones. Learning progressions are specifically designed to build on pre-requisite skills.
An inquiry-based approach to science and engineering education helps spark student curiosity and empower them to ask more questions, think more critically, answer deeper questions, and design solutions to the problems in their world. Today’s students will need to know how to investigate questions and solve problems from a variety of angles. Inquiry-driven instruction gives students the practice they need to succeed in developing solutions to whatever challenges they may encounter. In Inspire Science, students will conduct two or three inquiry activities per lesson. Students will use their results and findings from each lesson to communicate their understanding through the STEM Module Project at the end of each module. These activities help students achieve proficiency with the science and engineering practices, disciplinary core ideas and crosscutting concepts. The Inspire Science Inquiry Spectrum provides flexible options to adjust the inquiry level to align with the learning needs of each student.
Inspire Science has been a curricular resource since its implementation in 2021.
Physics in a Box: Grade 6-8
Physics in a Box is a supplementary science resource we use to teach Physics to our 6-8 grade students. Studying physics promotes critical thinking and develops a foundation for strong analytical and problem solving skills. Students learn physics by performing real-life experiments. In grade 6 students study Mechanics, in grade 7 students study Optics, and in grade 8 students study Electricity and Magnetism. In Mechanics, students study topics such as Measuring Devices (balance scale, calipers, ruler), Measurement and Calculating in 2-D and 3-D, Mass, Density, Mechanical Motion, Circular Motion, Forces and Interactions, Mechanical Work and Energy, Equilibrium and Simple Machines, Newton’s Law, Waves and Sound. In Optics, students study topics such as Light, Reflection and Refraction of Light, Prisms, Lenses, Interference and Diffraction, the Eye, and Optical Instruments. In Electricity and Magnetism, students study topics such as Current, Voltage, Resistance in Series Circuits, Parallel Circuits, Combined Circuits, DC circuits, Magnets and Magnetic Field, Transformers, and Capacitors.
Physics in a Box has been a curricular resource since its implementation in 2021.
Pre-AP Curriculum HS (Science)
With the College Board Pre-AP Curriculum, the program’s objective is to offer every student access to a high-quality education that prepares them for success in high school and beyond. The program also provides educators with engaging resources and targeted assessments to support student success with grade-level expectations. Pre-AP challenges students to build critical-thinking skills through these shared principles: Close Observation and Analysis- Students carefully observe a data set, text, image, or problem, capturing relevant details before attempting to explain, analyze, or evaluate. Evidence-Based Writing: Students learn to craft precise sentences before progressing to longer forms of writing, applying these skills as they craft claims, develop arguments, and provide explanations. Higher-Order Questioning: Students engage with questions that are elevated beyond simple recall as they make predictions, synthesize, evaluate, and compare, learning that deep questions lead to deeper understanding. Academic Conversation: Students become active participants in their own learning through frequent opportunities to compare, critique, debate, and build upon others' ideas, recognizing that all voices, including their own, deserve to be heard. With Pre-AP, students own their learning. They learn to think for themselves, defend arguments, and solve real-world problems. Pre-AP courses are mapped back from AP courses giving students a head start on the skills and content needed to succeed in AP. All Pre-AP Courses share common language and strategies so interdisciplinary skills are continually reinforced.
Within the past few years, the College Board has created a Pre-AP program as a way to introduce all high school students to the skills and resources they'll be using in college classes. It will also broaden access to AP testing. Pre-AP classes were created to ensure that students come into AP classes well-prepared for both the content and the expectations of the AP program. If you take one of these courses, you’ll have the opportunity to develop the necessary skills in a lower-stakes environment, compared with AP courses. The Hoboken Public Schools has offered these courses since 2021.
High School Science and Engineering Course Offerings
Environmental Science
Environmental Science is a collaborative study that investigates how humans interact with the natural world. The goal of this course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems, both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. The course consists of lab activities, data collection and analysis, group and individual projects, topic discussions, lecture discussions, video presentations, student presentations, text reading assignments and field activities. Because this course is truly interdisciplinary, students will be faced with the task of thinking and problem solving on many levels with four themes, which provide a foundation for the structure of the course; Ecology, Human Activity and Sustainability, Climate Systems and Physics of the Earth Systems.
PLTW Human Body Systems
In the Human Body Systems (HBS) course, students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases, and often play the role of biomedical professionals to solve medical mysteries. Students practice problem solving with structured activities and progress to open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.
PLTW Principles of Biomedical Science
Principles of Biomedical Science (PBS) is a full-year high school course in the PLTW Biomedical Science Program. This course serves to provide foundational knowledge and skills in fields such as biology, anatomy & physiology, genetics, microbiology, and epidemiology as well as engage students in how this content can be applied to real world situations, cases, and problems. Through both individual and collaborative team activities, projects, and problems, students will tackle real-world challenges faced by biomedical professionals in the field. They will work with the same tools and equipment used in hospitals and labs as they engage in relevant hands-on work. Students will develop skill in technical documentation to represent and communicate experimental findings and solutions to problems. In addition, students will explore how connections to other disciplines such as computer science and engineering shape the future of medicine and practice collaboration techniques that will help them connect with professionals across any field.
Biology
Biology provides an understanding of key concepts that deal with living organisms and vital processes while developing science process skills, critical thinking, and an appreciation for the nature of science through inquiry-based learning experiences. The course builds upon students’ science understanding of disciplinary core ideas, science and engineering practices, and crosscutting concepts from earlier grades. Biology offers the foundation for success in future, higher-level life science courses. This introductory course is designed to familiarize the student with the major concepts of biological science. Students learn biological concepts through the scientific practices of modeling and inquiry. Laboratory experiences foster an understanding of scientific processes and the development of scientific habits of mind. This biology course is composed of eight life science units: Matter and Energy Transformations in Ecosystems, Interdependent Relationships in Ecosystems, Human Activity and Climate, Human Activity and Biodiversity, Cell Specialization and Homeostasis, DNA and Inheritance, Natural Selection, Evolution.
Chemistry
The field of chemistry investigates matter and energy and ways in which these two quantities interact. After completing this course, students should be able to recognize how matter and energy are both quantified (measured) and qualified (observed) in a variety of contexts. The Chemistry program is a hands-on lab science. Each unit develops new content with consistent emphasis on the science and engineering processes, disciplinary core ideas, and crosscutting concepts. The major themes include Structure and Properties of Matter, Conservation of Matter, Reaction Rates and Chemical Equilibrium, and Nuclear Chemistry.
Physics
This is a weighted lab-based course designed to address the Physics portions of the New Jersey Student Learning Standards for Science as well as the development of science practice skills. This course provides an in-depth study and analysis of Physics concepts. Students will study one and two dimensional kinematics and dynamics, displacement, velocity, acceleration, free fall, forces, Newton’s laws, circular motion, work, energy, power and momentum, waves and vibrations, sound, and electricity and magnetism.
Forensic Science
This course surveys key topics in forensic science, including the application of the scientific process to forensic analysis, procedures and principles of crime scene investigation, physical and trace evidence, and the law and courtroom procedures from the perspective of the forensic scientist. Through lessons, hands-on labs, and analysis of crime scenarios, students learn about forensic tools, technical resources, forming and testing hypotheses, proper data collection, and responsible conclusions. Connections between science and 21st century life are stressed and include an examination of modern day instances of investigation and science. A variety of assessments are employed to track individual student progress. Career readiness standards, interdisciplinary connections, assessments, and integrated modifications and accommodations are included in each unit of study.
Science Explorations
This course is designed to introduce students to topics that provide opportunities for developing and applying the scientific method, critical thinking skills, and problem solving strategies. Students will engage in planning and designing solutions to solve real-world problems. Students will investigate scientific scenarios that involve obtaining and evaluating data or evidence. Students will explore career opportunities in different fields of science.
Pre-AP Biology
In Pre-AP Biology, students engage in real-world data analysis and problem solving that sparks critical thinking about our living world. As students engage in grade-level content, they utilize the kind of scientific reasoning skills needed to analyze the natural world—and to succeed in future science and social science courses in high school and college.
Pre-AP Chemistry
In Pre-AP Chemistry, students develop a deep conceptual understanding of matter and energy at the molecular level as they learn to explain their macroscopic observations using particulate-level reasoning. As students engage in grade-level content, they utilize scientific reasoning skills needed to analyze the natural world—and to succeed in future science and social science courses in high school and college.
AP Environmental Science
The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science.
AP Biology
AP Biology is a year-long course which is graded on a 5-point scale that is designed to be taken by students after the successful completion of both high school biology and chemistry. AP Biology includes those topics regularly covered in a college introductory biology course and differs significantly from the standards-based, high school biology course with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work performed by students, and the time and effort required of the students. The textbook used by AP Biology is also used by college biology majors and the kinds of labs done by AP students are equivalent to those done by college students. AP Biology is a course that aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. This course is designed to prepare students for the Biology College Board Advanced Placement Exam.
AP Chemistry
AP Chemistry is designed to be the equivalent of a first year college general chemistry course. The course will place special emphasis on mathematically solving problems. The course covers the contents in depth. The topics covered are structure of matter, atomic structure, liquids and solids, gas laws, thermodynamics, stoichiometry, kinetics, equilibria, oxidation-reduction and electrochemistry. AP Chemistry is a rigorous experimental science and, as such, the laboratory will be the focus of much of our efforts in the class. As part of the course, students will work on experiments at least two 43 minute periods each week. Students are expected to be fully prepared for each experiment. Students will take the AP Chemistry Exam in May in order to have the opportunity to earn college credit.
AP Physics
The AP Physics 1 class is designed to introduce students to the algebra based physics learned at the college level. Students learn about the foundational principles of physics as they explore Newtonian mechanics; work, energy, and power; mechanical waves and sound; and introductory, simple circuits, and hands-on laboratory work to investigate phenomena. At the end of the course, students will take the AP Test, which will test students’ knowledge of both the conceptual and mathematical formulations of the requisite concepts.
Innovation Science and Technology
This course equips students with essential tools for innovation, entrepreneurship, and problem-solving in STEM, design, and business. Through a dynamic curriculum, students explore design thinking, entrepreneurship, marketing, patent law, and business management with real-world applications. Throughout the year, students engage in activities developing critical-thinking, creativity, sales skills, and leadership. Emphasis is on fostering an entrepreneurial mindset, risk-taking, and resilience. Students collaborate, interact with professionals, and participate in experiential simulations, design challenges, and competitions. They gain knowledge in entrepreneurship, marketing, and business development, fostering confidence to pursue entrepreneurial aspirations and become effective communicators, problem solvers, and leaders. The program prepares students for college and careers in today's ever changing business world.
Studies in Climate Change, Resilience, and Sustainability (24-25)
This elective course offers students in grades 10 through 12 an opportunity to explore the interconnected issues of climate change, resilience, and sustainability within their community. Through a combination of classroom discussions, fieldwork, and research projects, students will examine the impacts of climate change on local ecosystems, economies, and social systems. By identifying areas for improvement and innovation, students will develop practical solutions to enhance community resilience and promote sustainability. Through this course, students will gain valuable skills in critical thinking, problem-solving, and collaboration while making a positive impact on their environment and society.
Innovation & Community Leadership (24-25)
Innovation and Community Leadership is a transformative elective for grades 10 through 12, blending service-in-action with innovative problem-solving. Students embark on a journey of community engagement, identifying local issues and devising creative solutions through hands-on projects. By stepping into leadership roles and collaborating with community stakeholders, students develop valuable skills while making a tangible impact on their surroundings. This course nurtures a sense of responsibility and empowers students to become proactive leaders who drive positive change in their communities.
Innovation & Environmentalism (24-25)
Welcome to Innovation and Environmentalism, an elective course for grades 10 through 12 where students explore creative solutions to environmental challenges. Through hands-on projects and discussions, students learn how to apply innovative concepts like entrepreneurialism and 3D printing to address pressing environmental issues. This course empowers students to become agents of change, fostering creativity and critical thinking while promoting sustainability and environmental stewardship in their communities.
Innovation Kickstarter (24-25)
Innovation Kickstarter is an exciting elective course designed for students in grades 10 through 12, focusing on entrepreneurial innovation. Through hands-on projects and mentorship, students will identify real-world problems and develop innovative business solutions. From crafting marketing strategies to building comprehensive business plans, students will immerse themselves in the entrepreneurial process, culminating in a mock launch of their own business ventures. This course empowers students to become visionary leaders, equipping them with the skills and mindset needed to succeed in the dynamic world of entrepreneurship while making a positive impact on society.
PLTW Intro to Engineering Design
Introduction to Engineering Design (IED) is a high school engineering course in the PLTW Engineering Program. In IED, students explore engineering tools and apply a common approach to the solution of engineering problems, an engineering design process. Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy, students progress from completing structured activities to solving open-ended projects and problems that require them to plan, document, communicate, and develop other professional skills. Through both individual and collaborative team activities, projects, and problems, students apply systems thinking and consider various aspects of engineering design including material selection, human-centered design, manufacturability, assemblability and sustainability. Students develop skills in technical representation and documentation especially through 3-D computer modeling using a Computer Aided Design (CAD) application. As part of the design process, students produce precise 3D-printed engineering prototypes using an additive manufacturing process. Student-developed testing protocols drive decision-making and iterative design improvements. To inform design and problem solutions addressed in IED, students apply computational methods to inform design by developing algorithms, performing statistical analyses, and developing mathematical models. Students build competency in professional engineering practices including project management, peer review, and environmental impact analysis as part of a collaborative design team.
PLTW Principles of Engineering
Principles of Engineering (POE) is a foundation course of the high school engineering pathway. This survey course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of materials and structures, automation, and kinematics. The course applies and concurrently develops secondary level knowledge and skills in mathematics, science, and technology. Students have the opportunity to develop skills and understanding of course concepts through activity-, project-, and problem-based (APB) learning. By solving rigorous and relevant design problems using engineering and science concepts within a collaborative learning environment, APB learning challenges students to continually hone their interpersonal skills, creative abilities, and problem solving skills. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.
Civil Engineering and Architecture (24-25)
Students learn important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architecture design software.
Engineering Design and Development (24-25)
The knowledge and skills students acquire throughout PLTW Engineering come together in EDD as they identify an issue and then research, design, and test a solution, ultimately presenting their solution to a panel of engineers. Students apply the professional skills they have developed to document a design process to standards, completing EDD ready to take on any post-secondary program or career.
Aerospace Engineering (24-25)
This course propels students’ learning in the fundamentals of atmospheric and space flight. As they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through projects such as remotely operated vehicles.
District Math Tools to Challenge & Support Students
LinkIt! Science in Grades 5, 8, 11
Students in Grades K-12 participate in the LinkIt! New Jersey Student Learning Standards Benchmark. Students will engage with this assessment in the Fall, Winter, and in the Spring. Unlike traditional tests that measure mastery of concepts and skills after students have received instruction, the LinkIt! Benchmarks provide immediate feedback and serve as an assessment FOR learning, not OF learning. After each of the three administrations, parents/guardians will receive an Individual Student Report detailing your child's current progress on reaching the end-of-year expectations for select New Jersey Student Learning Standards. We ask that families/guardians not be alarmed by low scores on the initial baseline assessment. The family, the student, the teacher, and the school administration, will continue to receive additional feedback from the winter and spring benchmark administrations. Benchmark results, combined with other information about a child's academic performance, inform individual student goals and help teachers strategically differentiate instruction and measure growth on specific standards and the overall curriculum. When reviewing the LinkIt! Benchmark scores you will see that there are 4 achievement levels in science including Exceeding, Meeting, Partially Meeting, and Not Meeting as found on the state assessment. Each level is correlated to be predictive of students’ actual performance on the NJSLA.
IXL Science Skill Plans: Grades K-8
IXL is a supplemental tool being utilized in our Science classrooms. Our students use this learning platform to engage in personalized instruction. IXL is aligned to the New Jersey State Learning Standards as well as our curricular resources.
Please see the links below:
Science and Engineering Focused After-School Programs
3-D Drawing (K-1)
Our world is in 3D and so can our art be! In this 3D drawing program, scholars bring drawings to life as they create art in the next dimension of 3D! Scholars are encouraged to be creative while utilizing their drawing and sculpting skills to create their works of art. By learning how to analyze the structure of an art piece, scholars break down complex shapes and designs into simple components to then create their own work. Scholars employ mathematical concepts and artistic skill in engineering their designs. But to simplify it, the kids use a special 3D Pen to create art from scratch And they learn about geometry, engineering, and art.
Nature Makers (K-1)
Ignite your passion for nature and wildlife as you learn about this magnificent planet that we call home! Build, discover, and explore with science experiments and hands-on creative art activities all in the name of nature!
LEGO Legends (K-1)
Scholars will create LEGO worlds utilizing STEAM principals. Students will learn coding techniques and explore the fundamentals of the engineering process. Builders will learn about constructing LEGO projects while implementing the learned coding and engineering techniques. Students will then create an original LEGO project inspired by the course's instruction.
Mini Med (K-1)
Is there a doctor around? Mini Med School is coming your way! Our little doctors will learn the ins and out of the fascinating world of medicine. Grab your doctor bag and learn all about what doctors, dentists, vets, and other medical providers do to make our world a better place.
Discovering Art Through Science (K-1)
Does your child love learning about space as much as they love sketching? In this exploratory art course, students will unite STEM and creativity through hands-on art-making inspired by science! Students will paint using pendulums, create rubbings from leaves, make cyanotype prints from the sun, and much more! This class encourages environmental awareness, appreciation for nature, and provides a safe space to create freely.
Scientist in Training (K-1)
Take a dash of engineering and a sprinkle of earth science, toss it together with some fun and games, and you have a STEAM-based program. Scientists will explore the different worlds of science through take home creations.
Dino Discovery! (K-1)
Take an adventure back to the Jurassic Era, where we will learn about dinosaurs who roamed the Earth millions of years ago. Uncover fascinating dinosaur facts and explore the world of dinosaurs in Dinosaur Discovery. You will become a paleontologist faster than Ornithomimids running from T-Rex!
STEAM Robotics (2-5)
Scholars bring robots to life through engineering and science! Scholars receive a next level experience in learning to build robotics from a more advanced scratch perspective as well as utilize coding through taught coding techniques. The fundamentals of the engineering process will be explored to learn about robots and tools. The class will culminate with students creating an original robot!
Science Palooza (2-3)
Come discover, experiment, and create as we learn about the colliding worlds of art and science in this STEAM-based class. Create simple machines, dabble in the world of robots, and discover the magic of science. Put on your lab coat and grab your art supplies because this STEAM program will rock your world.
Scratch Coding: Game Design (2-5)
In this computer science club, children are taught how to solve problems and engineer solutions through coding. As children develop their coding skills, they are presented with the problems and challenges of increasing levels of difficulty. Students are motivated to experiment with code to come up with the right solution, rather than just copy the code from the instructor’s screen. Thus, children start honing their problem- solving skills as soon as they take on their first coding challenge. This program is run by AphaMinds.
WOW Lab (2-3)
Hypothesize, observe, and watch in wonder over the crazy science reactions in our WOW Lab. Each lesson will focus on a scientific experiment and the science behind the experiment. Grow your science along the way. Come join us for this exciting journey into the world of science experiments!
Lego Legends (K-3)
Scholars will create LEGO worlds utilizing STEAM principals. Students will learn coding techniques and explore the fundamentals of the engineering process. Builders will learn about constructing LEGO projects while implementing the learned coding and engineering techniques. Students will then create an original LEGO project inspired by the course's instruction.
Infinity and Beyond! (2-3)
5, 4, 3, 2, 1 blast off to a galaxy far, far away to learn about Earth and the amazing solar system. Discover all things galactic such as comets, planets, shooting stars, rockets, and more. Learn about flight and the adventures of space travel!
Builders (2-5)
Calling all inventors, creators, builders, and designers! Come build awesome creations with us! We will create our own designs and build structures using recyclable materials, building blocks, and many other interesting items. No skills necessary! Skills gained: communication, problem-solving, reasoning, developing creativity, and teamwork.
ART-chitects (4-5)
In this program, kids will learn the basics of architecture including drawing, designing, and creating structures and buildings. Design the home of your dreams, discover the inspiration for famous buildings and bridges, or plan a new roller coaster for your favorite theme park. Unleash your inner art-chitect with us!
Studio Art (4-5)
Artists will learn artistic techniques utilizing traditional mediums as well as the fundamentals of art paired with art history. As a variety of drawing techniques are learned, art history will be explored as students learn how to look at art and critically analyze artworks. Artists will use traditional mediums such as pencil and paint to create original artworks.
STEAM Lab (4-5)
Take a dash of engineering and a sprinkle of earth science, toss it together with some fun and games, and you have a STEAM-based program. Scientists will explore the different worlds of science through take home creations.
Robotics (6-8)
Scholars learn and implement the engineering design process when learning how to create and build robots. This problem-solving methodology is used by engineers to solve problems and learn through failures in a safe and positive environment.
3D Drawing (6-8)
Our world is in 3D and so can our art be! In this 3D drawing program, scholars bring drawings to life as they create art in the next dimension of 3D! Scholars are encouraged to be creative while utilizing their drawing and sculpting skills to create their works of art. By learning how to analyze the structure of an art piece, scholars breakdown complex shapes and designs into simple components to then create their own work. Scholars employ mathematical concepts and artistic skill in engineering their designs.
Hudson River Explorers Institute (6-8)
The Hudson River Explorers Institute at Hoboken Middle School is a new, unique, hands on life changing opportunity! This is a year-long program designed to provide students with field experience, professional data collection and reporting, project based inquiry, and hands-on scientific discovery related to Hoboken and the greater Hudson River ecosystem. The program offers specialized educational experiences that provide opportunities to explore in depth, place based topics that bring students beyond the walls of their classrooms. Connecting students with their peers, passions and interests is what unites River Explorer students. River Explorers are student explorers, scientists, researchers, environmentalists, fishermen, ecologists, biologists, and aquatic heroes of today, and tomorrow. Students who participate will be exposed to environmental issues, changes to aquatic life, and fosters marine stewardship. The goal of the "Living Lab" experience is for our students to become proactive in the community in order to preserve and protect their local habitats through observation of local Hudson River plant and animal life during the course of the school year. All River Explorers will be exposed to a wealth of marine-related activities and educational opportunities that include all content area domains.