Guiding Principles of Science Instruction:

  • Science instruction should be three-dimensional, implementing the science and engineering process standards and applying the crosscutting concepts to deepen understanding of core ideas. (NSTA, 2019)
  • Science instruction should foster independent thinking, reasoning, and problem-solving.
  • Standards-based instruction accelerates student gains.
  • Students construct scientific knowledge through exploration, discussion, and reflection.
  • Teachers are facilitators of student learning, as they engage students in rich tasks. Administrators are change agents and have the power to create and to support a culture of scientific inquiry.

IDOE Resources

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Select one Content Area or High School course at a time.
Search for key words within each standard's description.
Standard Grade Area/Subject Description
3-5.CD.2

3
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5

 Computing Devices and Systems Understand the pervasiveness of computers and computing in daily life (e.g., voicemail, downloading videos and audio files, microwave ovens, thermostats, wireless Internet, mobile computing devices, GPS systems).
3-5.CD.3

3
4
5

 Computing Devices and Systems Apply troubleshooting strategies for identifying simple hardware and software problems that may occur during use.
3-5.CD.4

3
4
5

 Computing Devices and Systems Recognize that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).
3-5.DI.1

3
4
5

 Data and Information Understand and use the basic steps in algorithmic problem solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).
3-5.DI.2

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5

 Data and Information Develop a simple understanding of an algorithm (e.g., search, sequence of events, or sorting) using computer-free exercises.
3-5.DI.3

3
4
5

 Data and Information Demonstrate how a string of bits can be used to represent alphanumeric information and how 1's and 0's represent information.
3-5.DI.4

3
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 Data and Information Describe how a simulation can be used to solve a problem.
3-5.DI.5

3
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5

 Data and Information Understand the connections between computer science and other fields.
3-5.IC.1

3
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 Impact and Culture Discuss basic issues related to responsible use of technology and information, and the consequences of inappropriate use.
3-5.IC.2

3
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5

 Impact and Culture Identify the impact of technology (e.g., social networking, cyber bullying, mobile computing and communication, web technologies, cyber security, and virtualization) on personal life and society.
3-5.IC.3

3
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 Impact and Culture Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and biases that occur in electronic information sources.
3-5.IC.4

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5

 Impact and Culture Understand ethical issues that relate to computers and networks (e.g., equity of access, security, privacy, copyright, and intellectual property).
3-5.NC.1

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 Networking and Communication Use online resources (e.g., email, online discussions, collaborative web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products.
3-5.NC.2

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 Networking and Communication Use productivity technology tools (e.g., word processing, spreadsheet, presentation software) for individual and collaborative writing, communication, and publishing activities.
3-5.PA.1

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 Programs and Algorithms Use technology resources (e.g., calculators, data collection probes, mobile devices, videos, educational software, and web tools) for problem-solving and self-directed learning, and general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, facilitate learning, and individual/collaborative writing, communication, and publishing activities.

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