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SCIENCE

Maimonides teaches that if you want people to understand, teach them to look at science, for this is a way into God. Rashi students engage in a rigorous program of study in science characterized by motivating, kinesthetic experiences that result in an excitement and enthusiasm for science.

Our students learn science content through inquiry, combining their powers of observation with curiosity to generate meaningful questions. Applying the scientific method, students uncover answers to their questions through thoughtful predicting, experimental design, and data representation and analysis. Actively constructing meaning of science content helps students to acquire a deep lasting understanding of science concepts.

Science Emphasis

The science curriculum is thoughtfully designed to spiral science concepts to reinforce understanding. Kindergarteners at Rashi hone their five senses in observing and gathering data about honey and its properties. By fifth grade, students formulate their own questions and work side by side with scientist mentors to develop and conduct experiments to answer these questions. This in-depth project culminates with a formal sharing of findings and conclusions at a school science fair.

Rashi graduates have the science content knowledge, the unique set of skills involved in science explorations, and the habits of mind necessary to successfully further their science education at the high school level. Beyond these achievements, they understand science through the distinctive perspective of being Jewish.

Relevant thematic units create a context for science concepts and skills, which allows students to envision the utility of science and the natural integration of the different scientific domains. A wonderful example of this integration occurs in the second grade where students learn about the biology, chemistry, and earth science of the Charles River.

Using standards closely correlated to Massachusetts and national science education standards, Rashi students learn science content in the following areas, shown with examples of projects:

  • Life Science: Fourth graders create life-size human body maps that successively layer body systems; understanding builds with each layer.
  • Physical Science: First graders construct arks to explore the principles underlying sinking and floating. Third graders learn principles of electricity and magnetism by designing circuits and creating electromagnets.
  • Earth Science: Second graders study rocks and soils by building a model river system and their own erosion deposition tables.
  • Technology and Engineering: On Engineering Design Day, students in grades K-8 tackle engineering challenges using an eight-step design process that includes developing solutions, constructing and testing prototypes, and redesigning for improvement.

Teachers and students constantly seek out opportunities to relate science concepts to Judaic content and Jewish values. For example, study of the seasonal changes in apple trees accompanies learning about Rosh Hashanah. Eighth graders search for evidence of global warming on their class trip to Israel and use their observations and other data sources to support arguments in a debate about global climate change. Students relate their learning about topics such as pollution to the Jewish perspective of guardians of the earth and tikkun olam (repairing the world).