So if I were a high school teacher, I would stop all that pedagogical reductionism and stop lying to my students.
Pedagogical Reductionism : plenticiding inconvenient scientific truths ...I would stop pretending that our real world is accurately conveyed by the theories of Newton, Lyell, Dalton and Darwin.
Stopping doing so, simply because this outdated set of science theories makes reality pedagogically simple for teachers to teach and grade students.
Stop doing so, simply because this outdated simple stable (Classic)(Modern) scientific view of reality remains very ideologically attractive to the powerful blocs of 'experts' and 'professionals', that ultimately determine the level of teachers' salaries and pensions.
Teachers who themselves view themselves as fellow 'experts' and 'professionals'.
If I were a teacher, I would freely tell pupils it is often good enough (even for grownup paid professional engineers) to simply subtract 30 from a temperature in Fahrenheit and then divide that result by two to get an approximate value in Celsius.
However, I would also add, that for true scientific accuracy, they must actually subtract 32 and divide by 1.8.
I would tell them that an adult paid professional engineer is usually safe in assuming the approximate atomic weight of an unknown sample of oxygen to be 16.
I would add that a true, scientifically accurate, atomic weight could only be determined by a painstaking chemical analysis of the actual percentages of the various oxygen isotopes contained in that sample, because each isotope has a different atomic weight.
I would tell my students that I would accept either answer on my upcoming exam - as long as the students explained what figure they are using and for what purpose.
I would stop lying to students in exchange for what seems to me, working at minimum wages, big pay ...