SCIENCE

DEPARTMENT 

Department Chair:
TEACHERS E-MAIL SUBJECT
A. Adisa a.adisa@eastorange.k12.nj.us Science Chairperson
J. Khurana j.khurana@eastorange.k12.nj.us Physical Science Instructor
D. Mwangi d.mwangi@eastorange.k12.nj.us Environmental Science Instructor
D. Nicholas d.nicholas@eastorange.k12.nj.us AP Chemistry Instrcutor
A. Parayanthal a.parayanthal@eastorange.k12.nj.us AP Biology/Chemistry Instructor
S. Pasricha s.pasricha@eastorange.k12.nj.us Environmental Science Instructor
S. Patel s.patel@eastorange.k12.nj.us Chemistry Physics Instructor
L. POMASAN l.pomasan@eastorange.k12.nj.us Physical Science Instructor
C. Rodriguez c.rodriguez@eastorange.k12.nj.us Chemistry/Environmental Science Instructor
C. Seto c.seto@eastorange.k12.nj.us Physics/Chemistry Instructor
C. Iromuanya c.iromuanya@eastorange.k12.nj.us Physical Science Instructor
J. Joseph j.joseph@eastorange.k12.nj.us Physical Science Instructor
S. Yidana s.yidana@eastorange.k12.nj.us Physical Science Instructor



STRATEGIC GOALS FOR THE SCIENCE DEPARTMENT

1. Incorporated open-ended picture prompt and free response questions into assessments, and daily lesson activities, which are aligned with HSPA-type questions and problems.

2. Collaborated with other department faculty on writing and scoring open-ended questions.

3. Reinforcement of mathematical and calculator skills, such as graphing, median based-statistics, and evaluation and interpretation of data presented in tables and graphs, as well as application of basic math skills.

4. Require students to write conclusions to interpret and defend their data, in HSPA essay format.

5. Integration of questions, formatted to reflect the higher levels of Bloom’s taxonomy, into assessments and assignments.

6. Students read and analyzed articles from newspapers, magazines and scientific papers, and were asked to answer comprehension questions that required them to analyze and interpret data, make comparisons, and evaluate evidence, as well as reinforcing reading skills.

7. Increase the number of honors and AP courses

8. Increase the numbers of students taking honors and AP courses

9. Increase the use of technology in instruction and train teachers to national standards

10. Align and teach the academic curriculum to college and career standards

11. Upgrade the quality of all Career/technical classes and create quality programs that prepare students to meet industry certification and continued education standards

12. Implement a systemic plan to increase communication and involvement of parents

13. Strong science articulation among middle schools, Campus 9 and Campus High

14. Strong coordination and collaboration with colleges and universities

15. Explore with colleges and universities options for dual credit and delivering dual enrollment science courses on site.

16. Prepare to engage students for the upcoming 2008 Biology HSPA and be ready to share great ideas with the science department.

17. With the expectation of science instruction every day, all middle level students should have multiple opportunities every week to explore science labs as defined in the Introduction. At the high school level, all students should be in the science lab or field, collecting data every week while exploring science labs.

18. As students progress through middle and high school, they should improve their ability to collaborate effectively with others in carrying out complex tasks, share the work of the task, assume different roles at different times, and contribute and respond to ideas.

19. Teachers of science, supported by the administration, be given the time and training to develop assessments that reveal and measure inquiry skills—the ability to design, conduct, analyze, and complete an investigation, reason scientifically, and communicate through science notebooks and lab reports.

20. Instruction and assessment be aligned so that formative and summative assessments are meaningful and can be used to improve the science curriculum as well as determine what students have learned.