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
PII.9.4

High School

 Physical Science Describe the slope of the graphical representation of the kinetic energy of a photoelectron vs. frequency in terms of Planck’s constant.
PII.9.5

High School

 Physical Science Develop graphical and mathematical representations that describe the relationship between the wavelength of monochromatic light, spacing between slits, distance to screen, and interference pattern produced for a double-slit scenario and apply those representations to qualitatively and quantitatively describe how changing any of the independent variables affects the position of the bright fringes.
PII.9.6

High School

 Physical Science Develop graphical and mathematical representations that describe the relationship between the angle between two polarizing filters and the intensity of light passed through the filters from an unpolarized light source and apply those representations to qualitatively and quantitatively describe how changing the angle between polarizing filters affects the intensity of light passing through both filters.

Pages