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

Click here to select one or multiple grades.
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
K-2.DI.2

K
1
2

 Data and Information Understand how to arrange (sort) information into useful order, such as sorting students by birth date, without using a computer.
K-2.DI.3

K
1
2

 Data and Information Recognize that software is created to control computer operations.
K-2.IC.1

K
1
2

 Impact and Culture Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology.
K-2.IC.2

K
1
2

 Impact and Culture Identify positive and negative social and ethical behaviors for using technology.
K-2.NC.1

K
1
2

 Networking and Communication Use technology to work cooperatively and collaboratively with peers, teachers, and others.
K-2.NC.2

K
1
2

 Networking and Communication Gather information and communicate electronically with others with support from teachers, family members, or student partners.
K-2.PA.1

K
1
2

 Programs and Algorithms Use technology and developmentally appropriate multimedia resources to conduct age-appropriate research and support learning across the curriculum.
K-2.PA.2

K
1
2

 Programs and Algorithms Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.
K-2.PA.3

K
1
2

 Programs and Algorithms Arrange information using concept mapping tools and a set of statements that accomplish a simple task.
PI.1.1

High School

 Physical Science Develop graphical, mathematical, and pictorial representations (e.g. a motion map) that describe the relationship between the clock reading (time) and position of an object moving at a uniform rate and apply those representations to qualitatively and quantitatively describe the motion of an object.
PI.1.2

High School

 Physical Science Describe the slope of the graphical representation of position vs. clock reading (time) in terms of the velocity of the object.
PI.1.3

High School

 Physical Science Rank the velocities of objects in a system based on the slope of a position vs. clock reading (time) graphical representation. Recognize that the magnitude of the slope representing a negative velocity can be greater than the magnitude of the slope representing a positive velocity.
PI.1.4

High School

 Physical Science Describe the differences between the terms “distance,” “displacement,” “speed,” “velocity,” “average speed,” and “average velocity” and be able to calculate any of those values given an object moving at a single constant velocity or with different constant velocities over a given time interval.
PI.2.1

High School

 Physical Science Develop graphical, mathematical, and pictorial representations (e.g. a motion map) that describe the relationship between the clock reading (time) and velocity of an object moving at a uniformly changing rate and apply those representations to qualitatively and quantitatively describe the motion of an object.
PI.2.2

High School

 Physical Science Describe the slope of the graphical representation of velocity vs. clock reading (time) in terms of the acceleration of the object.

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