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National Science Standards-

Grades 9-12 found on Level 3

The National Science Education Standards are the efforts of many well respected educators around our nation. The project was approved by the Governing Board of the National Research Council. The work encompasses among other things, a change in emphases in how science is usually taught. We at ALLSTAR wish to thank the National Academy Press for allowing us to directly use the materials from the National Science Education Standards. It is our belief that if you are involved in teaching science, evaluating science programs, or intend to use the national standards, it would be best for you to visit their web site to gain a better understanding of what the project is all about. For your convenience, we provided a hot link at the bottom of the page. We have highlighted only the content standards that apply to the ALLSTAR web site. To that end, the content standards that are not covered at ALLSTAR are intentionally left out. However, we have kept the numbering scheme intact in order to maintain continuity in lesson planning.

 

Note: Whenever you see this picture, look for a quote of special interest from the National Academy Press, National Science Education Standards publication. The NAP reserves all rights, and our use is with permission!

Science Content Standards: 9-12

Science as Inquiry --Level 3

CONTENT STANDARD A:

As a result of activities in grades 9-12, all students should develop:

Abilities necessary to do scientific inquiry Example 1
Understandings about scientific inquiry Example 1

This standard describes the fundamental abilities and understandings of inquiry, as well as a larger framework for conducting scientific investigations of natural phenomena.


Physical Science --Level 3

CONTENT STANDARD B:

As a result of their activities in grades 9-12, all students should develop an understanding of:

Structure of atoms
Structure and properties of matter
Chemical reactions
Motions and forces
Conservation of energy and increase in disorder
Interactions of energy and matter

For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.


DEVELOPING STUDENT UNDERSTANDING

"High-school students develop the ability to relate the macroscopic properties of substances that they study in grades K-8 to the microscopic structure of substances. This development in understanding requires students to move among three domains of thought--the macroscopic world of observable phenomena, the microscopic world of molecules, atoms, and subatomic particles, and the symbolic and mathematical world of chemical formulas, equations, and symbols."

 

GUIDE TO CONTENT STANDARD "B"

Fundamental concepts and principles that underlie this standard include:

 

STRUCTURE OF ATOMS

Examples for Structure of atoms Example 1

 

STRUCTURE AND PROPERTIES OF MATTER

Examples for Structure and properties of matter Example 1

 

CHEMICAL REACTIONS

Examples for Chemical Reactions  Example 1

 

MOTIONS AND FORCES

Motions and forces Example 1; Example 2; Example 3

 

CONSERVATION OF ENERGY AND THE INCREASE IN DISORDER

Examples of Conservation of energy and increase in disorder Example 1

 

INTERACTIONS OF ENERGY AND MATTER

Examples of Interactions of energy and matter Example 1

 


Life Science CONTENT STANDARD C: N/A



Earth and Space Science
CONTENT STANDARD D: N/A



Science and Technology --Level 3

CONTENT STANDARD E:


As a result of activities in grades 9-12, all students should develop

Abilities of technological design
Understandings about science and technology

For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.


DEVELOPING STUDENT ABILITIES AND UNDERSTANDING

"... In general, high school students do not distinguish between the roles of science and technology. Helping them do so is implied by this standard. This lack of distinction between science and technology is further confused by students' positive perceptions of science, as when they associate it with medical research and use the common phrase "scientific progress." However, their association of technology is often with environmental problems and another common phrase, "technological problems." With regard to the connection between science and technology, students as well as many adults and teachers of science indicate a belief that science influences technology..."

 

GUIDE TO CONTENT STANDARD E"

Fundamental abilities and concepts that underlie this standard include

ABILITIES OF TECHNOLOGICAL DESIGN

Examples of Abilities of technological design Example 1; Example 2

 

UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY

Other examples in Understandings About Science and Technology Example 1

 



Science in Personal and Social Perspectives --Level 3

CONTENT STANDARD F:

As a result of activities in grades 9-12, all students should develop understanding of:

Personal and community health
Population growth N/A
Natural resources N/A
Environmental quality N/A
Natural and human-induced hazards
Science and technology in local, national, and global challenges

For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.


DEVELOPING STUDENT UNDERSTANDING

"The organizing principles for this standard do not identify specific personal and societal challenges, rather they form a set of conceptual organizers, fundamental understandings, and implied actions for most contemporary issues. The organizing principles apply to local as well as global phenomena and represent challenges that occur on scales that vary from quite short--for example, natural hazards--to very long--for example, the potential result of global changes. "

 

GUIDE TO CONTENT STANDARD "F"

Fundamental concepts and principles that underlie this standard include

 

PERSONAL AND COMMUNITY HEALTH

Examples of Personal and Community Health Example 1

 

POPULATION GROWTH              N/A

NATURAL RESOURCES              N/A

ENVIRONMENTAL QUALITY     N/A

 

NATURAL AND HUMAN-INDUCED HAZARDS

Examples of Natural and human-induced hazards Example 1

 

SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES

Other Examples in Science and Technology in Local, National, and Global Challenges Example 1

 


History and Nature of Science --Level 3

CONTENT STANDARD G:

As a result of activities in grades 9-12, all students should develop understanding of

Science as a human endeavor
Nature of science
History of science

For samples of an ALLSTAR lesson for this standard, click on the word "Example" or highlighted word(s) in the text.

DEVELOPING STUDENT UNDERSTANDING

"The National Science Education Standards use history to elaborate various aspects of scientific inquiry, the nature of science, and science in different historical and cultural perspectives. The standards on the history and nature of science are closely aligned with the nature of science and historical episodes described in the American Association for the Advancement of Science Benchmarks for Science Literacy. Teachers of science can incorporate other historical examples that may accommodate different interests, topics, disciplines, and cultures--as the intention of the standard is to develop an understanding of the human dimensions of science, the nature of scientific knowledge, and the enterprise of science in society--and not to develop a comprehensive understanding of history."

 
GUIDE TO CONTENT STANDARD "G"

Fundamental concepts and principles that underlie this standard include:

 

SCIENCE AS A HUMAN ENDEAVOR

Other Examples for Science as a Human Endeavor Example 1

 

NATURE OF SCIENTIFIC KNOWLEDGE

Other Examples of Nature of Science Example 1

 

HISTORICAL PERSPECTIVES

Other Examples for History of Science Example 1

 

Copyright 1995 National Academy of Sciences. All Rights Reserved.

 

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Updated: March 12, 2004