National Content Standards K-4


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National Science Standards-Grades K-4 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, yet we 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: K-4

Science as Inquiry

CONTENT STANDARD A:

As a result of activities in grades K-4, all students should develop:

	Abilities necessary to do scientific inquiry
	Understandings about scientific inquiry

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 "A"

Fundamental abilities and concepts that underlie this standard include:

	ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
	ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND EVENTS IN THE ENVIRONMENT	Example 1
	PLAN AND CONDUCT A SIMPLE INVESTIGATION.	Example 1
	EMPLOY SIMPLE EQUIPMENT AND TOOLS TO GATHER DATA AND EXTEND THE SENSES.	Example 1
	USE DATA TO CONSTRUCT A REASONABLE EXPLANATION.	Example 1
	COMMUNICATE INVESTIGATIONS AND EXPLANATIONS.

"Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written".

Physical Science

CONTENT STANDARD B:

As a result of the activities in grades K-4, all students should develop an understanding of:

Properties of objects and materials

Position and motion of objects

Light, heat, electricity, and magnetism

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 OF OBJECTS AND MATERIALS

Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.
Materials can exist in different states--solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

Other examples for Properties of Objects and Materials

Example 1

POSITION AND MOTION OF OBJECTS

The position of an object can be described by locating it relative to another object or the background
An object's motion can be described bt tracing and measuring its position over time.
The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull.
Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

Examples for Position and Motion of Objects

N/A

LIGHT, HEAT, ELECTRICITY, AND MAGNETISM

Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction.

Examples for Light, Heat, Electricity, and Magnetism

Example 1!

" ...By grade 4, distinctions between the properties of objects and materials can be understood in specific contexts, such as a set of rocks or living materials."

Science and Technology

CONTENT STANDARD E:

As a result of activities in grades K-4, all students should develop:

Abilities of technological design

Understandings about science and technology

Abilities to distinguish between natural objects and objects made by man

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 "E"

Fundamental abilities and concepts that underlie this standard include:

ABILITIES OF TECHNOLOGICAL DESIGN

IDENTIFY A SIMPLE PROBLEM
PROPOSE A SOLUTION.
IMPLEMENTING PROPOSED SOLUTIONS.
EVALUATE A PRODUCT OR DESIGN.
COMMUNICATE A PROBLEM, DESIGN, AND SOLUTION.

Examples for Abilities of technological design

Example 1

UNDERSTANDING ABOUT SCIENCE AND TECHNOLOGY

People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solutions helps people avoid some new problems.
Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientist and engineer teams.
Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.
Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.

Other examples for Understandings About Science and Technology

Example 1, Example 2

ABILITIES TO DISTINGUISH BETWEEN NATURAL OBJECTS AND OBJECTS MADE BY HUMANS

Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.
Objects can be categorized into two groups, natural and designed.

Other examples in Abilities to Distinguish Between Natural Objects and Objects Made by Man

N/A

Science in Personal and Social Perspectives

CONTENT STANDARD F:

As a result of activities in grades K-4, all students should develop understanding of:

	Personal health
	Characteristics and changes in populations
	Types of resources
	Changes in environments
	Science and technology in local challenges

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 "F"

	Personal health	N/A
	Characteristics and changes in populations	N/A
	Types of resources	N/A
	Changes in environments	N/A

SCIENCE AND TECHNOLOGY IN LOCAL CHALLENGES

People continue inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad. It is helpful to try to determine in advance how ideas and inventions will affect other people.[See Content Standard E (grades K-4)]
Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.

Other examples for Science and Technology in Local Challenges

Example 1

History and Nature of Science

CONTENT STANDARD G:

As a result of activities in grades K-4, all students should develop understanding of:

Science as a human endeavor

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

Science and technology have been practiced by people for a long time.
Men and women have made a variety of contributions throughout the history of science and technology.
Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science.