PARITARY PRIVATE HIGH SCHOOL
DECREE N.338 MITF005006
DECREE N.1139 MITNUQ500H
DECREE N.2684 MIPMRI500E
IT

NATURAL SCIENCES - OUTLINES AND SKILLS

NATURAL SCIENCES - OUTLINES AND SKILLS


At the end of the first two-year high school course, the student possesses the essential disciplinary knowledge and, at an elementary level, the methodologies typical of the natural sciences, particularly the earth sciences, chemistry and biology. These different disciplinary areas are characterized by their own concepts and methods of investigation, but they are all based on the same strategy of scientific inquiry that also refers to the dimension of "observation and experimentation."
The acquisition of this method, according to the particular declinations it has in the various areas, together with the possession of the fundamental disciplinary content, constitutes the formative and orientational aspect of learning/teaching science. This is the specific contribution that scientific knowledge can make to the acquisition of "cultural and methodological tools for an in-depth understanding of reality," even in courses of study in which the sciences are treated only in the first two years.
In this context, too, the experimental dimension, a constitutive dimension of these disciplines, must always be kept in mind. A number of particularly significant experimental activities can therefore be identified to be carried out throughout the year, in the laboratory, in the classroom or in the field, as an exemplification of the disciplines' own method, to be privileged over purely theoretical and/or mnemonic developments.
The stages of a science learning journey do not follow a linear logic, but rather a recursive one. Thus, at the high school level, concepts already acquired in previous years can be deepened alongside new themes and topics, introducing new keys to interpretation. In terms of methodology, a mainly phenomenological and descriptive approach is adopted, taking into account the skills and knowledge of students in the first two years. At the end of the two-year course, therefore, the student will have acquired the following skills: knowing how to make simple logical connections, recognize or establish elementary relationships, classify, and recognize in real-life situations aspects related to the knowledge acquired, also in order to critically and consciously confront scientific and technological issues in today's society.

 

SPECIFIC LEARNING OBJECTIVES

FIRST TWO YEARS.
A phenomenological, observation-description approach prevails in the first two years.
This approach should be respected because it is appropriate to the students' comprehension abilities.
A number of significant experimental activities, such as microscopic observations of living things, geological field explorations, and observation of fundamental chemical reactions, may also be carried out as an appropriate practical introduction to the methods of scientific inquiry.
For the Earth sciences, previously acquired content is supplemented and deepened, particularly expanding the explanatory framework of the Earth's motions. We then proceed to the study of structures and phenomena that occur at the Earth's surface, deepening in particular those present in the local reality. that constitute the Earth's surface (rivers, lakes, glaciers, seas, etc.) and phenomena such as earthquakes, volcanoes, etc., with reference to the transformations that frequently occur at the surface of our planet.
For biology, observational aspects referring to living things are taken up, referring in particular to their variety of forms (biodiversity), their different environments, the complexity of their constitution (the cell, with mention also of the molecular basis of its functioning-for example, structure and function of DNA), the relationships between organisms (evolution, Mendelian genetics) and between organisms and the environment (ecology). Finally, the principles and essentials of the anatomy and physiology of the human body are introduced, paying special attention to health education aspects.
Chemistry content includes observation and description of simple phenomena and reactions (their recognition and representation) with reference also to examples from everyday life; states of aggregation of matter and related transformations; classification of matter (homogeneous and heterogeneous mixtures, simple and compound substances) and related operational definitions; the fundamental laws and Dalton's atomic model; the chemical formula and its meaning; the classification of elements according to Mendeleev; the structure of the atom and chemical bonds; the basic concepts of organic chemistry and the main organic compounds, also in relation to the content provided for biology.
Without prejudice to the elements of Earth Science, which should be addressed in the first class, also in relation to the study of Geography, the contents indicated will be developed by the teachers in the manner and order deemed most appropriate to the class, the context, including the territorial context, the physiognomy of the school and the methodological choices made by them.


S. Freud Paritary Institute - Private School Milan - Paritary School: IT Technical Institute, Tourism Technical Institute, High School of Human Sciences and High School
Via Accademia, 26/29 Milano – Viale Fulvio Testi, 7 Milano – Tel. 02.29409829 Virtuale fax 02.73960148 – www.istitutofreud.it
Milan High School - Private IT School Milan
Milan Private Tourism School - Human Sciences High School, Social and Economic Address Milan
Liceo Scientifico Milano
Contact us for more information: [email protected]

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