National Science Education Standards (1996) / Chapter Skim
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6 Science Content Standards
6 Science Content Standards
Pages 103-208
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From page 103... ...
These standards were designed and devel oped as one component of the comprehensive vision of science education presented in the National Science Education Standards and will be most effective when used in conjunction with all of the standards described in this book. Furthermore, implementation of the content standards cannot be successful if only a subset of the content standards is used (such as implementing only the subject matter standards for physical, life, and earth science)
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From page 104... ...
The per sonal and social aspects of science are emphasized increasingly in the progression Rat i o n a l e from science as inquiry standards to the his tory and nature of science standards. The eight categories of content standards are S tu dents need solid knowl ed ge and under s Unifying concepts and processes in standing in physical, life, and earth and science.
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From page 105... ...
Students at all grade levels and in SCIENCE AS INQUIRY STANDARDS every domain of science should have the In the vision presented by the Standards, opportunity to use scientific inquiry and inquiry is a step beyond "science as a develop the ability to think and act in ways process," in which students learn skills, such associated with inquiry, including asking as observation, inference, and experimenta- questions,planning and conducting investi tion. The new vision includes the "processes gations,using appropriate tools and tech of science" and requires that students com- niques to gather data, thinking critically and bine processes and scientific knowledge as logically about relationships between evi they use scientific reasoning and critical dence and explanations, constructing and thinking to develop their understanding of analyzing alternative explanations, and com science.
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From page 106... ...
2 . P H YS I C A L S C I E N C E S TA N D A R D S LEVELS K-4 LEVELS 5-8 LEVELS 9-12 Properties of objects and Properties and changes of Structure of atoms materials properties in matter Structure and properties of Position and motion of objects Motions and forces matter Light,heat, electricity, Transfer of energy Chemical reactions and magnetism Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter TA B L E 6 .
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From page 107... ...
4 . E A R T H A N D S PA C E S C I E N C E S TA N D A R D S LEVELS K-4 LEVELS 5-8 LEVELS 9-12 Properties of earth materials Structure of the earth system Energy in the earth system Objects in the sky Earth's history Geochemical cycles Changes in earth and sky Earth in the solar system Origin and e volution of the earth system Origin and evolution of the universe TA B L E 6 .
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From page 108... ...
7 . H I S TO R Y A N D N AT U R E O F S C I E N C E S TA N D A R D S LEVELS K-4 LEVELS 5-8 LEVELS 9-12 Science as a human endeavor Science as a human endeavor Science as a human endeavor Nature of science Nature of scientific knowledge History of science Historical perspectives Fo rm of the After each content standard is a section en ti t l ed , Developing Student Understanding Content St a n d a rd s (or abilities and understanding, when appro priate)
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From page 109... ...
8 . CO N T E N T S TA N D A R D S , G RA D E S K - 4 UNIFYING CONCEPTS SCIENCE AS PHYSICAL SCIENCE LIFE SCIENCE AND PROCESSES INQUIRY Properties of objects Characteristics of Systems, order, and Abilities necessary to and materials organisms organization do scientific inquiry Position and motion of Life cycles of organisms Evidence,models, and Understandings about objects explanation scientific inquiry Organisms and Light, heat, electricity, environments Change, constancy, and and magnetism measurement Evolution and equilibrium Form and function EARTH AND SPACE SCIENCE AND SCIENCE IN PERSONAL HISTORY AND SCIENCE TECHNOLOGY AND SOCIAL NATURE OF PERSPECTIVES SCIENCE Properties of earth Abilities of technological materials design Personal health Science as a human endeavor Objects in the sky Understandings about Characteristics and science and technology changes in populations Changes in earth and sky Abilities to distinguish Types of resources between natural Changes in objects and objects environments made by humans Science and technology in local challenges 6 S C I E N C E C O N T E N T S TA N D A R D S 109
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From page 110... ...
9 . CO N T E N T S TA N D A R D S , G R A D E S 5 - 8 UNIFYING CONCEPTS SCIENCE AS PHYSICAL SCIENCE LIFE SCIENCE AND PROCESSES INQUIRY Properties and changes Structure and function Systems, order, and Abilities necessary to of properties in matter in living systems organization do scientific inquiry Mo ti ons and forces Reproduction and Eviden ce ,m odels, and Understandings about heredity explanation scientific inquiry Transfer of energy Regulation and behavior Change, constancy, and measurem en t Populations and ecosystems Evolution and equilibrium Diversity and adaptations of organisms Form and function EARTH AND SPACE SCIENCE AND SCIENCE IN PERSONAL HISTORY AND SCIENCE TECHNOLOGY AND SOCIAL NATURE OF PERSPECTIVES SCIENCE Structure of the earth Abilities of technological s ys tem design Personal health Science as a human endeavor Ea rt h's history Understandings about Populations, resources, science and technology and environments Nature of science Earth in the solar system Natural hazards History of science Risks and benefits Science and technology in society 110 6 S C I E N C E C O N T E N T S TA N D A R D S
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From page 111... ...
1 0 . CO N T E N T S TA N D A R D S , G R A D E S 9 - 1 2 UNIFYING CONCEPTS SCIENCE AS PHYSICAL SCIENCE LIFE SCIENCE AND PROCESSES INQUIRY Structure of atoms The cell Systems, order, and Abilities necessary to do organization scientific inquiry Structure and properties Molecular basis of of matter heredity Evidence, models,and Understandings about explanation scientific inquiry Chemical reactions Biological evolution Change, constancy, and Motions and forces Interdependence of measurement organisms Conservation of energy Evolution and and increase in disorder Matter, energy, and equilibrium organization in living Interactions of energy systems Form and function and matter Behavior of organisms EARTH AND SPACE SCIENCE AND SCIENCE IN PERSONAL HISTORY AND SCIENCE TECHNOLOGY AND SOCIAL NATURE OF PERSPECTIVES SCIENCE Energy in the earth Abilities of technological system design Personal and community Science as a human health endeavor Geochemical cycles Understandings about science and techology Population growth Nature of scientific Origin and evolution of knowledge the earth system Natural resources Historical perspectives Origin and evolution of Environmental quality the universe Natural and human induced hazards Science and technology in local,national,and global challenges Use of the Content structure, organization,balance, and presen tation of the content in the classroom.
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From page 112... ...
For instance, "biological evo- National Science Education Standards. lution" cannot be eliminated from the As science advances, the content standards life science standards.
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From page 113... ...
for their own sake inquiry, technology, science in personal and social perspectives,and history and nature of science Separating science knowledge and science process Integrating all aspects of science content Covering many science topics Studying a few fundamental science concepts Implementing inquiry as a set of processes Implementing inquiry as instructional strategies, abilities, and ideas to be learned C H A N G I N G E M P H A S E S TO P R O M O T E I N Q U I R Y LESS EMPHASIS ON MORE EMPHASIS ON Activities that demonstrate and verify science Activities that investigate and analyze science content questions Investigations confined to one class period Investigations over extended periods of time Process skills out of context Process skills in context Emphasis on individual process skills such as Using multiple process skills -- manipulation, observation or inference cognitive,procedural Getting an answer Using evidence and strategies for developing or revising an explanation Science as exploration and experiment Science as argument and explanation Providing answers to questions about science content Communicating science explanations Individuals and groups of students analyzing and Groups of students often analyzing and synthesizing synthesizing data without defending a conclusion data after defending conclusions Doing few investigations in order to leave time to Doing more investigations in order to develop cover large amounts of content understanding,ability, values of inquiry and knowledge of science content Concluding inquiries with the result of the Applying the results of experiments to scientific experiment arguments and explanations Management of materials and equipment Management of ideas and information Private communication of student ideas and Public communication of student ideas and work to conclusions to teacher classmates 6 S C I E N C E C O N T E N T S TA N D A R D S 113
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observe Learn Change Lifelong scientific l i te ra cy begins with attitudes and values established in the earliest years
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From page 115... ...
s The concepts and processes can be expressed and experienced in a developmentally appro priate manner during K-12 science education. Each of the concepts and processes of this standard has a con ti nuum of complexity that 6 C O N T E N T S TA N D A R D : K–1 2 115
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From page 116... ...
Therefore, organisms, and events referred to in the teachers of science need to help students rec- other content standards. The idea of simple ognize the properties of objects, as em ph a- s ys tems encompasses subsystems as well as sized in grade-level content standards, while identifying the structure and function of sys helping them to understand systems.
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From page 117... ...
Further, systems at dif- That is, their scientific explanations should ferent levels of organization can manifest more frequently include a rich scientific different properties and functions. knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criti EVIDENCE, MODELS,AND EXPLANATION cism and uncertainty, and a clearer demon Evidence consists of observations and data stration of the relationship between logic, on which to base scientific explanations.
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From page 118... ...
also a measure of change for a part relative Mathematics is essential for accurately mea- to the whole, for example, change in birth suring change. rate as part of population growth.
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From page 119... ...
organisms,and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function.
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observe Learn Change In elementary g ra d e s, students begin to develop the physical and intellectual abilities of scientific inquiry.
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From page 121... ...
In the early years of school, students can investigate earth materials, organisms, and properties of common objects. Although children develop concepts and vocabulary from such experiences,they also should develop inquiry skills.
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From page 122... ...
finer details of plants, animals, rocks,and other materials. Children also develop skills GUIDE TO THE CONTENT STANDARD in the use of computers and calculators for Fundamental abilities and concepts conducting investigations.
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From page 123... ...
tion,and classification of common objects, children reflect on the similarities and dif ferences of the objects. As a result,their ini Phys i cal Science tial sketches and single-word descriptions lead to increasingly more detailed drawings CONTENT STANDARD B: and richer verbal descriptions.
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From page 124... ...
several days and nights,the children observe [This example highlights some el em ents of that no footprints have appeared in the Teaching Standards A, B, D, E, and F; K-4 sand, and the water level has not changed. Content Standards A and B; Program The children now conclude that Willie is Standards A, C, and D; and System Standard not getting out of his cage at night.
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From page 125... ...
Patrick notes that the inve s ti ga ti on about how the size (area) of clothes are heated inside the dryer and that the uncovered portion of the container when his mother does not set the dial on i n f lu en ces how fast the water disappears the dryer to heat, the clothes just spin and another where the children inve s ti ga te around and do not dry as quickly.
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From page 126... ...
objects, changes in properties over time, and Sounds are not intuitively associated the changes that occur when materials inter- with the characteristics of their source by act provide the necessary precursors to the younger K-4 students, but that assoc i a ti on later introduction of more abstract ideas in can be developed by inve s ti ga ting a va ri ety the upper grade levels. of concrete ph en om ena toward the end of S tu dents are familiar with the change of the K-4 level.
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From page 127... ...
M AG N E T I S M GUIDE TO THE CONTENT STANDARD s Light travels in a straight line until it Fundamental concepts and principles strikes an object. Light can be reflected that underlie this standard include by a mirror, refracted by a lens, or absorbed by the object.
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From page 128... ...
Students do not consistently use classifica Making sense of the way organisms live in tion schemes similar to those used by biolo their environments will develop some gists until the upper elementary grades. understanding of the diversity of life and As students investigate the life cycles of how all living organisms depend on the liv- organisms, teachers might observe that ing and nonliving environment for survival.
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From page 129... ...
an individual's interactions with the environment. Inherited characteristics GUIDE TO THE CONTENT STANDARD include the color of flowers and the Fundamental concepts and principles number of limbs of an animal.
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From page 130... ...
They can draw the moon's earth's surface is composed of rocks, soils, shape for each evening on a calendar and water, and living organisms, but a closer then determine the pattern in the shapes look will help them identify many addition- over several weeks. These understandings al properties of earth materials.
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From page 131... ...
At the end of the discussion, someone Content Standard on Unifying Concepts and mentioned humidity and recalled the Processes; K-4 Content Standards A, D, E, muggy heat wave of the summer. and F; and Program Standards A, C, and D.]
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From page 132... ...
H Several weeks later, the weather station of supported this, although the children's abili the fourth grade was in operation.
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From page 133... ...
wrote the ideas on a chart as the students Not only did students learn to ask quesspoke. When the discussion quieted,he tions and collect, organize,and present data, turned the students' attention to the list and they learned how to describe daily weather asked them to think about which of the changes in terms of temperature, windspeed ideas on the board they might actually be and direction, precipitation,and humidity.
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From page 134... ...
GUIDE TO THE CONTENT STANDARD s Objects in the sky have patterns of move Fundamental concepts and principles ment. The sun, for example,appears to that underlie this standard include move across the sky in the same way P RO PE RTIES OF EARTH MATERIALS every day, but its path changes slowly s Earth materials are solid rocks and soils, over the seasons.
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From page 135... ...
At CONTENT STANDARD E: other times, the distinction might be clear As a result of activities in gra d e s to adults but not to children. K - 4 , all students should deve l o p Children's abilities in technological probs Abilities of technological design lem solving can be developed by firsthand s Understanding about science experience in tackling tasks with a techno and technology logical purpose.
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From page 136... ...
This 2. Barometers of various types, including assessment task presupposes that students aneroid and mercury types -- used to have developed some understanding of weath- measure air pressure.
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From page 137... ...
identifying a need and progressing through A suitable collection of tasks might include the stages; other activities might involve making a device to shade eyes from the sun, only evaluating existing products. making yogurt and discussing how it is made, comparing two types of string to see GUIDE TO THE CONTENT STANDARD Fundamental abilities and concepts which is best for lifting different objects, that underlie this standard include exploring how small potted plants can be made to grow as quickly as possible, design- ABILITIES OF T E C H N O LO G I CA L ing a simple system to hold two objects DESIGN together, testing the strength of different IDENTIFY A SIMPLE PRO B L E M .
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From page 138... ...
Science is one way of CONTENT STANDARD F: answering questions and explaining the As a result of activities in gra d e s natural world. K - 4 , all students should deve l o p s People have always had problems and understanding of invented tools and techniques (ways of s Personal health doing something)
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From page 139... ...
By grades 3 and 4, students regard pollu- GUIDE TO THE CONTENT STANDARD Fundamental concepts and principles tion as something sensed by people and know that underlie this standard include that it might have bad effects on people and animals. Children at this age usually do not PERSONAL HEALT H consider harm to plants as part of environ- s Safety and security are basic needs of See Content mental probl em s ;h owever, recent media humans.
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From page 140... ...
can be harmful if used inappropriately. s Some environmental changes occur C H A RACTERISTICS AND CHANGES slowly, and others occur rapidly.
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From page 141... ...
Nat u re of Science GUIDE TO THE CONTENT STANDARD CONTENT STANDARD G: Fu n d a m e ntal co n cepts and pri n c i p l e s As a result of activities in gra d e s t h at underlie this standard include K - 4 , all students should deve l o p understanding of SCIENCE AS A HUMAN ENDEAVO R s Science as a human endeavor s Science and technology have been prac ticed by people for a long time. D EV E LO PING STUDENT s Men and women have made a variety of UNDERSTANDING contributions throughout the history of Beginning in grades K-4, teachers should science and technology.
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From page 142... ...
observe Learn Change Developing knowledge to explain and predict the wo rl d requires many ex pe ri e n ces over a long pe ri od.
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From page 143... ...
In partial inquiries, they develop abilities and understanding of selected aspects of the inquiry process.Students might, for instance, describe how they would design an investigation, develop explanations based on scientific information and evidence provided through a classroom activity, or recognize and analyze several alternative explanations for a natural phenomenon presented in a teacher-led demonstration. Students in grades 5-8 can begin to recognize the relationship between explanation and evidence.
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From page 144... ...
.? ", part of the science education.
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From page 145... ...
The use of comput ers for the co ll ecti on , summary, and display GUIDE TO THE CONTENT STANDARD of evidence is part of this standard. S tu dents Fundamental abilities and concepts should be able to access, gather, store, that underlie this standard include retrieve, and organize data, using hardware ABILITIES NECESSARY TO DO and software designed for these purposes.
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From page 146... ...
different, a lively discussion begins about [This example highlights some elements of why this happened. The students decide to Teaching Standards B, C, and D; Assessment repeat the experiment to make sure that Standard B; 5-8 Content Standards A and B; they have measured the time and counted and Program Standard C.]
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From page 147... ...
count the swings. Finally, each group shares The next science class is spent discussing with the rest of the class what they did and graphing as students move from their picthe data they co ll ected.
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From page 148... ...
s Current scientific knowledge and under standing guide scientific investigations. R E COGNIZE AND ANALYZE ALT E R N A Different scientific domains employ dif TIVE EXPLA N ATIONS AND PREDIC ferent methods, core theories, and stan T I O N S .
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From page 149... ...
However, use of s Properties and changes of properties such terminology is premature for these stu in matter s Motions and forces In grades 5-8, students observe and Transfer of energy s measure characteristic properties, such as boiling and melting points, D EV E LO PING STUDENT solubility, and simple chemical changes UNDERSTANDING In grades 5-8, the focus on student of pure substances, and use those understanding shifts from properties of properties to distinguish and separate objects and materials to the characteristic one substance from another. properties of the substances from which the materials are made.
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From page 150... ...
B of Teaching Standards A ,B , D, and E; asked the students to take out their notebooks Professional Development Standard C; 5-8 and jot down observations and thoughts Content Standard A and B; Program Standards A, B, and D; and System Standards D.]
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From page 151... ...
The top looks like water. students to clean up and gather to share I think the bottom liquids are heavier; they their observations.
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From page 152... ...
and paper clips.
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From page 153... ...
B would have the big one floated."Unfair," came a chorus of students observe as he boiled water to initivoices.
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From page 154... ...
force will continue to move at a constant speed and in a st raight line. GUIDE TO THE CONTENT STANDARD s If more than one force acts on an object Fundamental concepts and principles along a straight line, then the forces will that underlie this standard include reinforce or cancel one another, P RO PE RTIES AND CHANGES OF depending on their direction and mag P RO PE RTIES IN MATT E R n i tu de .
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From page 155... ...
D EV E LO PING STUDENT s Electrical circuits provide a means of UNDERSTANDING In the middle-school years, students transferring electrical en er gy when should progress from studying life science heat, l i gh t , sound, and chemical ch a n ge s from the point of view of individual organ are produced. isms to recognizing patterns in ecosystems See Unifying s In most chemical and nuclear reacti on s , and developing understandings about the Concepts and en er gy is transferred into or out of a cellular dimensions of living systems.
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From page 156... ...
Middle-school students can GUIDE TO THE CONTENT STANDARD Fundamental concepts and principles develop the understanding that the body has that underlie this standard include organs that function together to maintain life. Teachers should introduce the general S T RUCTURE AND FUNCTION IN idea of structure-function in the context of LIVING SYS T E M S human organ systems working together.
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From page 157... ...
s In many species, including humans, s Behavior is one kind of response an females produce eggs and males produce organism can make to an internal or sperm. Plants also reproduce sexually -- environmental stimulus.
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From page 158... ...
Given Earth and Space adequate biotic and abiotic resources and Science no disease or predators, populations (including humans) increase at rapid CONTENT STANDARD D: rates.
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From page 159... ...
and correct explanations for the seasons will Because students do not have direct con- be even more difficult to achieve. tact with most of these phenomena and the long-term nature of the processes,some GUIDE TO THE CONTENT STANDARD Fundamental concepts and principles explanations of moving plates and the evo that underlie this standard include lution of life must be reserved for late in grades 5-8.
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From page 160... ...
Constructive forces include the oceans holds a large amount of heat. crustal deform a ti on , volcanic erupti on , s Living organisms have played many roles and deposition of s ed i m en t , while in the earth system, including affecting destructive forces include weathering the composition of the atmosphere, pro and erosion.
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From page 161... ...
The tasks chosen should involve the use of science concepts already familiar to students or should motivate them to CONTENT STANDARD E: As a result of activities in gra d e s learn new concepts needed to use or under5 - 8 , all students should deve l o p stand the technology. Students should also, through the experience of trying to meet a s Abilities of technological design need in the best possible way, begin to s Understandings about science appreciate that technological design and and technology problem solving involve many other factors D EV E LO PING STUDENT ABILITIES besides the scientific issues.
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From page 162... ...
ref ri gerator. While dropping eggs from the balcony was not part of the every day experi [This example highlights some elements of all of the Teaching Standards; Assessment Standard ence of the students, dropping things and A; 5-8 Content Standards B and E; Program having them break was.
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From page 163... ...
He had not break. He would also remind them that edited a short video of some of the more the egg drop was scheduled for Wednesday, spectacular egg drops -- both successful and ready or not.
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From page 164... ...
Then they would write and sketch in abilities of technological design. This assess their notebooks these characteristics and ment activity provides the opportunity for what each had learned from the egg drop s tu dents to reflect on what they have experi activity.
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From page 165... ...
product-ori en ted problems is important to help students understand that technological EVALUATE COMPLETED TECHNOLOGICAL solutions include the design of s ys tems and DESIGNS OR PRODUCTS. S tu dents should can involve com mu n i c a ti on ,i de a s , and rules.
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From page 166... ...
S c i en ce helps drive technology, as it CONTENT STANDARD F: addresses qu e s ti ons that demand more As a result of activities in gra d e s sophisticated instruments and provi de s 5 - 8 , all students should deve l o p principles for better instru m en t a ti on understanding of and tech n i qu e . Technology is essen ti a l s Personal health to scien ce , because it provides instru- s Populations, resources, and ments and techniques that enable obser- environments va ti ons of objects and ph en om ena that s Natural hazards are otherwise unobservable due to fac- s Risks and benefits tors such as qu a n ti ty, distance, l oc a ti on , s Science and technology in society s i ze , and speed.
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From page 167... ...
However, teachers should for science education at the middle level. By challenge several important misconceptions, middle sch oo l ,s tu dents begin to realize that such as anything natural is not a pollutant, illness can be caused by various factors, such oceans are limitless resources, and humans as microorganisms, genetic predispositions, are indestructible as a species.
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From page 168... ...
through a variety of precautions. s Na tu ral environments may contain sub GUIDE TO THE CONTENT STANDARD stances (for example, radon and lead)
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From page 169... ...
changes are often accompanied by social, s S tu dents should understand the risks political, and economic changes that can associated with natural hazards (fires, be beneficial or detrimental to individu floods, tornadoes, hurri c a n e s ,e a rt h als and to society. Social needs,attitudes, quakes, and volcanic eruptions)
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From page 170... ...
help students understand scientific inquiry, the nature of scientific knowl ed ge , and the interactions between science and society. Hi s to ry and GUIDE TO THE CONTENT STANDARD Nat u re of Science Fundamental concepts and principles that underlie this standard include SCIENCE AS A HUMAN ENDEAVO R CONTENT STANDARD G: s Women and men of various social and As a result of activities in gra d e s ethnic backgrounds -- and with diverse 5 - 8 , all students should deve l o p interests, talents, qualities, and motiva understanding of tions -- engage in the activities of science, s Science as a human endeavor engineering, and related fields such as the s Nature of science health professions.
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From page 171... ...
Eva lu a ti on inclu de s considered to be among the most valued reviewing the experimental procedu re s , contributors to their culture. examining the eviden ce , iden ti f yi n g s Tracing the history of science can show faulty reasoning, pointing out state- how difficult it was for scientific innova ments that go beyond the eviden ce , and tors to break through the accepted ideas suggesting alternative explanations for of their time to reach the conclusions the same observa ti on s .
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From page 172... ...
observe Learn Change Student explanations become a baseline for instruction as teachers help students co n s t ru ct explanations aligned with scientific knowledge.
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From page 173... ...
Some students still have trouble with variables and controlled experiments. Further, students often have trouble dealing with data that seem anomalous and in proposing explanations based on evidence and logic rather than on their prior beliefs about the natural world.
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From page 174... ...
base to support the inve s ti ga ti on and help Public discussions of the explanations develop scientific explanations. The con- proposed by students is a form of peer cepts of the world that students bring to review of investigations, and peer review is s ch ool will shape the way they en ga ge in an important aspect of science.
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From page 175... ...
ICS TO IMPROVE INVESTIGAT I O N S AND CO M M U N I CAT I O N S . A variety of GUIDE TO THE CONTENT STANDARD technologies, such as hand tools, measuring Fundamental abilities and concepts instruments, and calculators, should be an that underlie this standard include integral component of scientific investigaABILITIES NECESSARY TO DO tions.
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CONTENT STANDARD B: See Content s Scientists rely on technology to enhance As a result of their activities in Standard E the gathering and manipulation of data. g rades 9-1 2 , all students should (grades 9-12)
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In the middle grade s ,t h ey exam- Laboratory investigation of the properties ined change of s t a te ,s o lutions, and simple of substances and their changes through a chemical reactions, and developed enough range of chemical interactions provide a knowl ed ge and experi en ce to define the basis for the high school graduate to underproperties of el em ents and compounds. stand a variety of reaction types and their When students observe and integrate a wide applications, such as the capability to liberva ri ety of eviden ce , such as seeing copper ate elements from ore, create new drugs, "dissolved" by an acid into a solution and manipulate the structure of genes, and synthen retrieved as pure copper when it is dis- thesize polymers.
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From page 178... ...
This predictability can be used to GUIDE TO THE CONTENT STANDARD estimate the age of materials that contain Fundamental concepts and principles radioactive isotopes. that underlie this standard include S T RUCTURE OF ATO M S S T RUCTURE AND PRO PE RTIES s Matter is made of minute particles called OF MATT E R atoms, and atoms are composed of even s Atoms interact with one another by smaller components.
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From page 179... ...
Chemical reacti on s in living systems are catalyzed by protein C H E M I CAL REAC T I O N S molecules called enzymes. See Content s Chemical reactions occur all around us, Standard C for example in health care, cooking, cos- M OTIONS AND FORC E S (Grades 9-12)
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From page 180... ...
, forces. These effects help students to microwaves, infrared radiation (radiant understand electric motors and generators.
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From page 181... ...
Because molecular biology will continue Li fe Science into the twenty-first century as a major frontier of science, students should under stand the chemical basis of life not only for CONTENT STANDARD C: its own sake, but because of the need to take As a result of their activities in informed positions on some of the practical g rades 9-12, all students should and ethical implications of humankind's d evelop understanding of capacity to manipulate living organisms. s The cell In general, students recognize the idea of s Molecular basis of heredity species as a basis f or classifying organisms, s Biological evolution but few students will refer to the genetic s Interdependence of organisms basis of species.
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From page 182... ...
From the ensuing discussion ,s tu dents Content Standards A, C, D and the Unifying determine that quantitative description of Concepts and Processes; and Program specific characteristics, such as length, width, Standards A and C.] and number of ribs are most helpful.
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From page 183... ...
The students suggest several geological and biological concepts, and general explanations: evolution has not review aspects of scientific inquiries. During occurred -- these are simply different kinds the discussions, students are directed to of brachiopods; evolution has occurred -- the address the following questions: What evidifferences in the means for length and dence would you look for that might indiwidth dem on s trate evolutionary change in cate these brachiopods were the same or difthe populations; evolution has not ferent species?
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From page 184... ...
s Plant cells contain chloroplasts, the site GUIDE TO THE CONTENT STANDARD of photosynthesis. Plants and many Fundamental concepts and principles microorganisms use solar en er gy to that underlie this standard include combine molecules of carbon dioxide THE CELL and water into complex, en er gy rich See Unifying s Cells have particular structures that organic compounds and release oxygen Concepts and underlie their functions.
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From page 185... ...
In ad d i ti on , there is a pair of chro- consequ en ces provide a scientific expla mosomes that determines sex: a female n a ti on for the fossil record of ancient contains two X chromosomes and a male life forms, as well as for the striking mol contains one X and one Y chromosome. ecular similarities observed among the Transmission of genetic information to diverse species of living organisms.
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From page 186... ...
E n er gy is released when s Living organisms have the capacity to the bonds of food molecules are broken produce populations of infinite size, but and new compounds with lower en er gy environments and resources are finite. bonds are form ed .
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From page 187... ...
Ea rth and Sp a ce THE BEHAVIOR OF ORG A N I S M S s Multicellular animals have nervous sys S c i e n ce tems that generate behavior. Nervous sys- CONTENT STANDARD D: tems are formed from specialized cells As a result of their activities in that conduct signals rapidly through the g rades 9-12, all students should long cell extensions that make up nerves.
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From page 188... ...
in all parts o f the universe and over billions In studying the evolution of the earth sys tem over geologic time, students develop a .
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From page 189... ...
These move base of s c i en ce , and processes of reasoning. ments are often accompanied by a change in the physical and chemical GUIDE TO THE CONTENT STANDARD properties of the matter.
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CONTENT STANDARD E: s Evidence for one-celled forms of l i fe -- As a result of activities in gra d e s the bacteria -- extends back more than 9 - 1 2 , all students should deve l o p 3.5 bi ll i on ye a rs . The evolution of life s Abilities of technological design caused dramatic changes in the compo- s Understandings about science s i ti on of the earth's atmosphere, which and technology did not originally contain oxygen.
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to see the criteria and constraints imposed The ch oi ce of design tasks and related by the sport, human anatomy, and materilearning activities is an important and diffi- als. Some tasks should involve science ideas cult part of addressing this standard.
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developed as part of activities de s i gn ed for other content standards. U N D E R S TANDINGS ABOUT SCI ENCE AND T E C H N O LO G Y GUIDE TO THE CONTENT STANDARD s Scientists in different disciplines ask dif Fundamental abilities and concepts ferent questions, use different methods of that underlie this standard include inve s ti ga ti on , and accept different types ABILITIES OF T E C H N O LO G I CA L of evidence to support their explanations.
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Therefore,students may have difficulty with Pe r s pe ct i ve s specific mechanisms and processes related to health issues. CONTENT STANDARD F: Most high school students have a concept As a result of activities in gra d e s of populations of organisms, but they have a 9 - 1 2 , all students should deve l o p poorly developed understanding of the relaunderstanding of tionships among populations within a coms Personal and community health munity and connections between populas Population growth tions and other ideas such as competition s Natural resources for resources.
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She would ask the students how return the students to issues that are of long the scientific community had known immediate concern to them. a bo ut these many complex reactions; why [This example highlights some elements of this knowl ed ge was important; how they Teaching Standards A and B; 9-12 Content had come to know so mu ch ; was there still Standards A, C, F and G; and Program more detail to be de s c ri bed?
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", she would ask the stu- chemists had learned to colle ct gases from dents. She expected them to have difficulty chemical reactions, how Priestley used these conceiving that van Helmont had con du cted new techniques, and how he then observed an experiment, which they knew was essen- the effect that gases from plants produced tial to scien ce , but that he had not obtained on burning candles.
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But does not emerge all at once or fully formed. Hutton had no concept of chemical or light Further, the students recognized that each energy -- concepts introduced only decades new concept reflected the personal back later by Julius Mayer.
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determine nutritional balance. Nutritional balance has a direct effect on GUIDE TO THE CONTENT STANDARD growth and development and personal Fundamental concepts and principles well-being.
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Factors that students might inves not the availability of space, but the tigate include population growth, resource number of people in rel a ti on to use, population distribution, overcon resources and the capacity of earth sys- sumpti on , the capacity of technology to tems to support human bei n gs . Ch a n ge s solve problems, poverty, the role of eco in technology can cause significant nomic, political, and religious views ,a n d changes, either positive or negative, in different ways humans view the earth.
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s Some hazards, such as earthquakes, vol- s Progress in science and technology can canic eruptions, and severe weather, are be affected by social issues and chal rapid and spectacular. But there are slow lenges.
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and nature of science are closely aligned with the nature of science and historical GUIDE TO THE CONTENT STANDARD episodes described in the American Fundamental concepts and principles As s oc i a ti on for the Advancement of Science that underlie this standard include Benchmarks for Sci en tific Literacy. Teachers SCIENCE AS A HUMAN ENDEAVO R Scientists have ethical traditions.
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In situations where s Scientific explanations must meet certain information is still fra gm en t a ry, it is nor c ri teri a .F i rst and forem o s t ,t h ey must be mal for scientific ideas to be incomplete, consistent with experimental and observa but this is also where the opportunity for tional evidence about natu re , and must making advances may be greatest. make accurate predictions, when appro pri a te ,a bo ut systems being studied.
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students to understand, but accounts in [This example highlights Teaching Standards popular science books or magazines should A, C, and E; Assessments Standards A, B, and be accessible to high school students. E; and 9-12 Content Standard G.]
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How did the results of this investigation influence the investigator, fellow investigators, and EVA LUATION OF STUDENT RESPONSES society more broadly? Were there ethical dimensions to this investiga- The teacher's grade will be based both on tion?
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International Journal of Science Education, 11(5)
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1989.Science education: It's not science: Conceptions of middle and high enough to ‘do' or ‘relate.' The American school students and experts. [Special issue]
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.1991.Earth School Physics. High School Physics: Views Science Education for the 21st Century: A from AAPT.
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Washington, DC: National Papers, Biological Sciences Curriculum Study Academy Press. and Social Science Education Consortiu m :6 7 79.
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observe Learn Change The alignment of assessment with curriculum and teaching is one of the most cri t i ca l pieces of science education re fo rm .
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