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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.

 

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: 5-8

 

Science as Inquiry

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."

 

Physical Science

CONTENT STANDARD B:

As a result of their activities in grades 5-8, all students should develop an understanding of:

Properties and changes of properties in matter
Motions and forces
Transfer of energy

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

Other examples for Properties and Changes of Properties in Matter Example 1 ; Example 2


MOTIONS AND FORCES

Examples  of Motions and Forces


TRANSFER OF ENERGY

Other examples for Transfer of Energy Example 1 ; Example 2

 

"...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: N/A


Earth and Space Science CONTENT STANDARD D: N/A


 

Science and Technology

CONTENT STANDARD E:

As a result of activities in grades 5-8, 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.

GUIDE TO THE CONTENT STANDARD

Fundamental abilities and concepts that underlie this standard include


ABILITIES OF TECHNOLOGICAL DESIGN

Example for Abilities of Technological Design Example 1


UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY

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..."

 

 


 

Science in Personal and Social Perspectives

CONTENT STANDARD F:

As a result of activities in grades 5-8, all students should develop understanding of :

Personal health
Populations, resources, and environments
Natural hazards
Risks and benefits
Science and technology in society

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"

Fundamental concepts and principles that underlie this standard include


NATURAL HAZARDS

Examples for Natural Hazards Example 1


RISKS AND BENEFITS

Examples for Risks and Benefits Example 1


SCIENCE AND TECHNOLOGY IN SOCIETY

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. "

 


 

History and Nature of Science

CONTENT STANDARD G:

As a result of activities in grades 5-8, 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.

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 SCIENCE

Other examples for Nature of Science Example 1


HISTORY OF SCIENCE

Other examples for History of Science Example 1

 

"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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Updated: March 12, 2004