Guiding Principles of Science Instruction:

  • Science instruction should be three-dimensional, implementing the science and engineering process standards and applying the cross cutting 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.
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
2.E.1

2

Engineering Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.
2.E.2

2

Engineering Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem.
2.E.3

2

Engineering Analyze data from the investigation of two objects constructed to solve the same problem to compare the strengths and weaknesses of how each performs.
2.ESS.1

2

Earth and Space Science Record detailed weather observations, including cloud cover, cloud type, and type of precipitation on a daily basis over a period of weeks and correlate observations to the time of year. Chart and graph collected data.
2.ESS.2

2

Earth and Space Science Investigate the severe weather of the region and its impact on the community, looking at forecasting to prepare for, and respond to, severe weather.
2.ESS.3

2

Earth and Space Science Investigate how wind or water change the shape of the land and design solutions for prevention.
2.ESS.4

2

Earth and Space Science Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2.LS.1

2

Life Science Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive.
2.LS.2

2

Life Science Compare and contrast details of body plans and structures within the life cycles of plants and animals.
2.LS.3

2

Life Science Classify living organisms according to variations in specific physical features (i.e. body coverings, appendages) and describe how those features may provide an advantage for survival in different environments.
2.PS.1

2

Physical Science Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2.PS.2

2

Physical Science Predict the result of combining solids and liquids in pairs. Mix, observe, gather, record, and discuss evidence of whether the result may have different properties than the original materials.
2.PS.3

2

Physical Science Construct an argument with evidence that some changes caused by heating and cooling can be reversed and some cannot.
2.PS.4

2

Physical Science Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
3.E.1

3

Engineering Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost.

Pages