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.
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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
4.PS.4

4

Physical Science Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy.
4.PS.5

4

Physical Science Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
5.E.1

5

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.
5.E.2

5

Engineering Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5.E.3

5

Engineering Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
5.ESS.1

5

Earth and Space Science Analyze the scale of our solar system and its components: our solar system includes the sun, moon, seven other planets and their moons, and many other objects like asteroids and comets.
5.ESS.2

5

Earth and Space Science Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
5.ESS.3

5

Earth and Space Science Investigate ways individual communities within the United States protect the Earth’s resources and environment.
5.ESS.4

5

Earth and Space Science Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5.LS.1

5

Life Science Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5.LS.2

5

Life Science Observe and classify common Indiana organisms as producers, consumers, decomposers, or predator and prey based on their relationships and interactions with other organisms in their ecosystem.
5.LS.3

5

Life Science Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5.PS.1

5

Physical Science Describe and measure the volume and mass of a sample of a given material.
5.PS.2

5

Physical Science Demonstrate that regardless of how parts of an object are assembled the mass of the whole object is identical to the sum of the mass of the parts; however, the volume can differ from the sum of the volumes. (Law of Conservation of Mass)
5.PS.3

5

Physical Science Determine if matter has been added or lost by comparing mass when melting, freezing, or dissolving a sample of a substance. (Law of Conservation of Mass)

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