Science

Our science curriculum reflects the interconnected, cross-disciplinary nature of modern scientific inquiry and problem-solving. Just as science, technology, engineering, and mathematics were explicitly connected in last decade’s STEM movement, teachers across the country now recognize that connecting the discrete disciplines of a traditional high school science sequence is crucial to students’ preparation for long-term success. We are committed to teaching science as it occurs in the world around us: richly complex and interwoven, and underpinned by a core body of knowledge. It is no longer enough to have students study a broad survey of the traditional sciences and memorize the associated content in each silo. We have to teach for conceptual understanding of core scientific concepts and empower students to apply this understanding to complex problems. 

Absolutely not! A whole host of electives and AP classes await juniors. Those in excellent standing can choose from AP classes in biology, chemistry, physics, and environmental science. Those needing more exposure to a particular subject area can select an elective class that will lead to AP classes in senior year. The catalog of elective classes gives students chances to sample a variety of scientific disciplines. 

After completing the ninth grade program that places a premium on scientific thinking and process, which is designed as a common foundational experience for all freshmen, sophomores with particularly keen interest and acumen in science are invited to enroll in an honors level Science 2 class. Students who complete Science 2, at either the regular or honors level, can be considered for advanced level science classes in junior and senior year. Most students from the non-honors track benefit from a year of elective classes in their junior year to prepare them for advanced studies in senior year. 

Throughout their school careers, students will see the same basic concepts reappear as they move through school. Science teaching involves using conceptual models that are appropriate and accessible to students at each developmental level, and as they progress they will encounter familiar topics presented with increasing complexity. For example, students will first encounter photosynthesis, forces and chemical reactions in lower school, and will see them again in middle school, upper school, AP classes and in college. While some concepts will feel familiar in our freshman and sophomore classes, the content covered is used as a tool to develop the fundamental skills they need to succeed in higher level science classes. Familiarity with some of the material is likely, and indeed is advantageous, and this spiraling of conceptual understanding leads to greater retention of essential knowledge. Our students still have access to the same number of AP and advanced level classes as they would at peer schools who still administer a more traditional biology-chemistry-physics sequence.

The Monterey Bay is one of the most studied bodies of water on the planet. We partner with the Pacific Grove Museum of Natural History at an intertidal station just down the hill, where our marine biology students monitor marine life and collate data that is used as part of a biodiversity status project. Later in the year, they visit the Año Nuevo State Marine Conservation Area north of Santa Cruz, a world famous elephant seal haul out and breeding ground. As part of Principles of Scientific Inquiry (PSI), our science course for freshmen, students travel to Elkhorn Slough, an estuary 30 minutes north of campus, where they use kayaks to take water samples and observe the rich marine life. Our robotics team participates in the MATE program (link), in which they solve a real world challenge using Remotely Operated Vehicles (ROVs) designed for use in aquatic environments. In addition, our students have the opportunity to meet with researchers at both the Monterey Bay Aquarium Research Institute, Stanford’s Hopkins Marine Station, San Jose State’s Moss Landing National Marine Labs, and the Naval Postgraduate School. 

Yes. Many students who enroll at Stevenson as freshmen end up taking five or six courses by the time they graduate. Students who complete their diploma requirements in history or world languages by junior or senior year often look to take two science classes at the same time. 

They’re ideal. Longer class periods allow for greater engagement, flexibility, and depth. Also, teachers can employ lab activities on virtually any day in the week.