National Science Standards-Grades
5-8 found on Level 1
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. |
Science Content Standards: 5-8
CONTENT STANDARD A:
This standard describes the fundamental abilities and understandings of
inquiry, as well as a larger framework for conducting scientific investigations of natural
phenomena.
As a result of activities in grades 5-8, all students should develop:
 |
Abilities necessary to do scientific inquiry |
Example 1 |
|
Understandings about scientific inquiry |
Example 1 |
For samples of an ALLSTAR lesson for this
standard, click on the word "Example" or highlighted word(s) in the text.
 |
"Students in grades 5-8 can begin
to recognize the relationship between explanation and evidence." |
CONTENT STANDARD B:
As a result of their activities in grades 5-8, all students should
develop an understanding of:
For samples of an ALLSTAR lesson
for this standard, click on the word "Example" or highlighted word(s) in the
text.
GUIDE TO CONTENT STANDARD "B"
Fundamental concepts and principles that underlie this standard include:
PROPERTIES AND CHANGES OF
PROPERTIES IN MATTER
- A substance has characteristic properties, such as density, a
boiling point, and solubility, all of which are independent of the amount of the sample. A
mixture of substances often can be separated into the original substances using one or
more of the characteristic properties.
- Substances react chemically in characteristic ways with other substances to form new
substances (compounds) with different characteristic properties. In chemical
reactions, the total mass is conserved. Substances often are placed in categories or
groups if they react in similar ways; metals is an example of such a group.
- Chemical elements do not break down during normal laboratory reactions involving such
treatments as heating, exposure to electric current, or reaction with acids. There are
more than 100 known elements that combine in a multitude of ways to produce compounds,
which account for the living and nonliving substances that we encounter.
MOTIONS AND FORCES
- The motion of an object can be described by its position,
direction of motion, and speed. That motion can be measured and represented on a
graph.
- An object that is not being subjected to a force will continue to move at a constant
speed and in a straight line.
- If more than one force acts on an object along a straight line, then the forces will
reinforce or cancel one another, depending on their direction and magnitude. Unbalanced
forces will cause changes in the speed or direction of an object's motion.
TRANSFER OF ENERGY
- Energy is a property of many substances and is associated with heat, light, electricity,
mechanical motion, sound, nuclei, and the nature of a chemical.
Energy is transferred in many ways.
- Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both
reach the same temperature.
- Light interacts with matter by transmission (including refraction), absorption, or
scattering (including reflection). To see an object, light from that object--emitted by or
scattered from it--must enter the eye.
- Electrical circuits provide a means of transferring electrical energy when heat, light,
sound, and chemical changes are produced.
- In most chemical and nuclear reactions, energy is transferred
into or out of a system. Heat, light, mechanical motion, or electricity might all be
involved in such transfers.
- The sun is a major source of energy for changes on the earth's surface. The sun loses
energy by emitting light. A tiny fraction of that light reaches the earth, transferring
energy from the sun to the earth. The sun's energy arrives as light with a range of
wavelengths, consisting of visible light, infrared, and ultraviolet radiation.
|
"...The study of motions and the
forces causing motion provide concrete experiences on which a more comprehensive
understanding of force can be based in grades 9-12. ...Students' everyday experience is
that friction causes all moving objects to slow down and stop. Through experiences in
which friction is reduced, students can begin to see that a moving object with no friction
would continue to move indefinitely, but most students believe that the force is still
acting if the object is moving or that it is "used up" if the motion stops.
Students also think that friction, not inertia, is the principle reason objects remain at
rest or require a force to move. ..." |
Life Science CONTENT STANDARD C:
Earth and Space Science CONTENT
STANDARD D:
CONTENT
STANDARD E:
As a result of activities in grades 5-8, all students should develop:
For samples of an ALLSTAR lesson for this
standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO THE CONTENT STANDARD
Fundamental abilities and concepts that underlie this standard include
ABILITIES OF TECHNOLOGICAL DESIGN
IDENTIFY APPROPRIATE PROBLEMS FOR TECHNOLOGICAL
DESIGN. Students should develop their abilities by identifying a specified
need, considering its various aspects, and talking to different potential users or
beneficiaries. They should appreciate that for some needs, the cultural backgrounds and
beliefs of different groups can affect the criteria for a suitable product.[ See Content Standard A (grades 5-8)]
DESIGN A SOLUTION OR PRODUCT. Students
should make and compare different proposals in the light of the criteria they have
selected. They must consider constraints--such as cost, time, trade-offs, and materials
needed--and communicate ideas with drawings and simple models. Example
1, Example2
IMPLEMENT A PROPOSED DESIGN. Students
should organize materials and other resources, plan their work, make good use of group
collaboration where appropriate, choose suitable tools and techniques, and work with
appropriate measurement methods to ensure adequate accuracy.
EVALUATE COMPLETED TECHNOLOGICAL DESIGNS OR PRODUCTS.
Students should use criteria relevant to the original purpose or need, consider a variety
of factors that might affect acceptability and suitability for intended users or
beneficiaries, and develop measures of quality with respect to such criteria and factors;
they should also suggest improvements and, for their own products, try proposed
modifications.
COMMUNICATE THE PROCESS OF TECHNOLOGICAL DESIGN.
Students should review and describe any completed piece of work and identify the
stages of problem identification, solution design, implementation, and evaluation.
|
Example for Abilities of Technological Design |
Example 1 |
UNDERSTANDINGS ABOUT SCIENCE AND
TECHNOLOGY
- Scientific inquiry and technological design have similarities and differences.
Scientists propose explanations for questions about the natural world, and engineers
propose solutions relating to human problems, needs, and aspirations. Technological
solutions are temporary; technologies exist within nature and so they cannot contravene
physical or biological principles; technological solutions have side effects; and
technologies cost, carry risks, and provide benefits.[ See
Content Standards A, F , & G (grades 5-8) ]
- Many different people in different cultures have made and
continue to make contributions to science and technology.
- Science and technology are reciprocal. Science helps drive
technology, as it addresses questions that demand more sophisticated instruments and
provides principles for better instrumentation and technique. Technology is essential to
science, because it provides instruments and techniques that enable observations of
objects and phenomena that are otherwise unobservable due to factors such as quantity,
distance, location, size, and speed.
Technology also provides tools for investigations, inquiry, and analysis.
- Perfectly designed solutions do not exist. All technological solutions have trade-offs,
such as safety,
cost, efficiency, and appearance. Engineers often build in back-up systems to provide
safety. Risk is part of living in a highly technological world. Reducing risk often
results in new technology.
- Technological designs have constraints. Some constraints are unavoidable, for example,
properties of materials, or effects of weather and friction; other constraints limit
choices in the design, for example, environmental protection, human safety, and
aesthetics.
- Technological solutions have intended benefits and unintended consequences. Some
consequences can be predicted, others cannot.
|
Other examples for Understandings About Science and Technology |
Example 1 |
|
"Students in grades
5-8 can begin to differentiate between science and technology, although the distinction is
not easy to make early in this level. ...The understanding of technology can be developed
by tasks in which students have to design something and also by studying technological
products and systems...In the middle-school years, students' work with scientific
investigations can be complemented by activities in which the purpose is to meet a human
need, solve a human problem, or develop a product rather than to explore ideas about the
natural world."
"In the middle-school years, students' work with
scientific investigations can be complemented by activities that are meant to meet a human
need, solve a human problem, or develop a product..." |
CONTENT
STANDARD F:
As a result of activities in grades 5-8, all students should develop
understanding of :
For samples of an ALLSTAR lesson for this
standard, click on the word "Example" or highlighted word(s) in the text.
Fundamental concepts and principles that underlie this
standard include
NATURAL HAZARDS
- Human activities also can induce hazards through resource acquisition, urban growth,
land-use decisions, and waste disposal. Such activities can accelerate many natural
changes.
RISKS AND BENEFITS
- Students should understand the risks associated with natural hazards (fires, floods,
tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards
(pollutants in air, water, soil, and food), with biological hazards (pollen, viruses,
bacterial, and parasites), social hazards (occupational safety and transportation), and
with personal hazards (smoking, dieting, and drinking).
SCIENCE AND TECHNOLOGY IN SOCIETY
- Science influences society through its knowledge and world view. Scientific knowledge
and the procedures used by scientists influence the way many individuals in society think
about themselves, others, and the environment. The effect of science on society is neither
entirely beneficial nor entirely detrimental. [See
Content Standard E (grades 5-8)]
- Technology influences society through its products and processes. Technology influences
the quality of life and the ways people act and interact. Technological changes are often
accompanied by social, political, and economic changes that can be beneficial or
detrimental to individuals and to society. Social needs, attitudes, and values influence
the direction of technological development.
- Science and technology have advanced through contributions of many
different people, in different cultures, at different times in history. Science and
technology have contributed enormously to economic growth and productivity among societies
and groups within societies.
- Scientists and engineers work in many different settings,
including colleges and universities, businesses and industries, specific research
institutes, and government agencies.
- Scientists and engineers have ethical codes requiring that human subjects involved with
research be fully informed about risks and benefits associated with the research before
the individuals choose to participate. This ethic extends to potential risks to
communities and property. In short, prior knowledge and consent are required for research
involving human subjects or potential damage to property.
- Science cannot answer all questions and technology cannot solve all human problems or
meet all human needs. Students should understand the difference between scientific and
other questions. They should appreciate what science and technology can reasonably
contribute to society and what they cannot do. For example, new
technologies often will decrease some risks and increase others.
|
Other examples for Science and Technology in Society |
Example 1 |
|
"Science and technology have
advanced through the contributions of many different people in different cultures at
different times in history. " |
CONTENT
STANDARD G:
As a result of activities in grades 5-8, all students should develop
understanding of:
For samples of an ALLSTAR lesson for this
standard, click on the word "Example" or highlighted word(s) in the text.
GUIDE TO CONTENT STANDARD "G"
Fundamental concepts and principles that underlie this standard include:
SCIENCE AS A HUMAN ENDEAVOR
- Women and men of various social and ethnic backgrounds--and
with diverse interests, talents, qualities, and motivations--engage in the activities of
science, engineering, and related fields such as the health professions. Some scientists
work in teams, and some work alone, but all communicate extensively with others.
- Science requires different abilities, depending on such
factors as the field of study and type of inquiry. Science is very much a human endeavor,
and the work of science relies on basic human qualities, such as reasoning, insight,
energy, skill, and creativity--as well as on scientific habits of mind, such as
intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.
|
Other examples for Science as a Human
Endeavor |
Example 1 |
NATURE OF SCIENCE
- Scientists formulate and test their explanations of nature using observation, experiments, and theoretical
and mathematical models. Although all scientific ideas are tentative and subject to
change and improvement in principle, for most major ideas in science, there is much
experimental and observational confirmation. Those ideas are not likely to change greatly
in the future. Scientists do and have changed their ideas about nature when they encounter
new experimental evidence that does not match their existing explanations.
- In areas where active research is being pursued and in which there is not a great deal
of experimental or observational evidence and understanding, it is normal for scientists
to differ with one another about the interpretation of the evidence or theory being
considered. Different scientists might publish conflicting experimental results or might
draw different conclusions from the same data. Ideally, scientists acknowledge such
conflict and work towards finding evidence that will resolve their disagreement.
- It is part of scientific inquiry to evaluate the results of scientific
investigations, experiments, observations, theoretical models, and the explanations
proposed by other scientists. Evaluation includes reviewing the experimental procedures,
examining the evidence, identifying faulty reasoning, pointing out statements that go
beyond the evidence, and suggesting alternative explanations for the same observations.
Although scientists may disagree about explanations of phenomena, about interpretations of
data, or about the value of rival theories, they do agree that questioning, response to
criticism, and open communication are integral to the process of science. As scientific
knowledge evolves, major disagreements are eventually resolved through such interactions
between scientists.
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Other examples for Nature of Science |
Example 1 |
HISTORY OF SCIENCE
- Many individuals have contributed to the traditions of science.
Studying some of these individuals provides further understanding of scientific inquiry,
science as a human endeavor, the nature of science, and the relationships between science
and society.
- In historical perspective, science has been practiced by
different individuals in different cultures. In looking at the history of many peoples,
one finds that scientists and engineers of high achievement are considered to be among the
most valued contributors to their culture.
- Tracing the history of science can show how difficult it was for scientific innovators
to break through the accepted ideas of their time to reach the
conclusions that we currently take for granted.
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Other examples for History of Science |
Example 1 |
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"The introduction
of historical examples will help students see the scientific enterprise as more
philosophical, social, and human...In general, teachers of science should not assume that
students have an accurate conception of the nature of science in either contemporary or
historical contexts...To develop understanding of the history and nature of science,
teachers of science can use the actual experiences of student investigations, case
studies, and historical vignettes. The intention of this standard is not to develop an
overview of the complete history of science. Rather, historical examples are used to help
students understand scientific inquiry, the nature of scientific knowledge, and the
interactions between science and society..." |
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1995 National Academy of Sciences. All Rights Reserved.
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Updated: February 23, 1999
