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
5.PS.4

5

Physical Science Describe the difference between weight being dependent on gravity and mass comprised of the amount of matter in a given substance or material.
6.E.1

6

Engineering Identify the criteria and constraints of a design to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6.E.2

6

Engineering Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem.
6.E.3

6

Engineering Analyze data from investigations to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
6.E.4

6

Engineering Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved.
6.ESS.1

6

Earth and Space Science Describe the role of gravity and inertia in maintaining the regular and predictable motion of celestial bodies.
6.ESS.2

6

Earth and Space Science Design models to describe how Earth's rotation, revolution, tilt, and interaction with the sun and moon cause seasons, tides, changes in daylight hours, eclipses, and phases of the moon.
6.ESS.3

6

Earth and Space Science Compare and contrast the Earth, its moon, and other planets in the solar system, including comets and asteroids. (Comparisons should be made in regard to size, surface features, atmospheric characteristics, and the ability to support life.)
6.LS.1

6

Life Science Investigate and describe how homeostasis is maintained as living things seek out their basic needs of food, water, shelter, space, and air.
6.LS.2

6

Life Science Describe the role of photosynthesis in the flow of energy in food chains, energy pyramids, and food webs. Create diagrams to show how the energy in animals' food used for bodily processes was once energy from the sun.
6.LS.3

6

Life Science Describe specific relationships (predator/prey, consumer/producer, parasite/host) and symbiotic relationships between organisms. Construct an explanation that predicts why patterns of interactions develop between organisms in an ecosystem.
6.LS.4

6

Life Science Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals.
6.LS.5

6

Life Science Research invasive species and discuss their impact on ecosystems.
6.PS.1

6

Physical Science Distinguish between the terms position, distance, and displacement, as well as, the terms speed and velocity.
6.PS.2

6

Physical Science Describe the motion of an object graphically showing the relationship between time and position.

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