National Science Education Standards

The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy.

TABLE 6.10. CONTENT STANDARDS, GRADES 9-12

UNIFYING CONCEPTS AND PROCESSES	SCIENCE AS INQUIRY	PHYSICAL SCIENCE	LIFE SCIENCE
Systems, order, and organization	Abilities necessary to do scientific inquiry	Structure of atoms	The cell
Evidence, models, and explanation	Understandings about scientific inquiry	Structure and properties of matter	Molecular basis of heredity
Change, constancy, and measurement		Chemical reactions	Biological evolution
Evolution and equilibrium		Motions and forces	Interdependence of organisms
Form and function		Conservation of energy and increase in disorder	Matter, energy, and organization in living systems
		Interactions of energy and matter	Behavior of organisms
EARTH AND SPACE SCIENCE	SCIENCE AND TECHNOLOGY	SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES	HISTORY AND NATURE OF SCIENCE
Energy in the earth system	Abilities of technological design	Personal and community health	Science as a human endeavor
Geochemical cycles	Understandings about science and technology	Population growth	Nature of scientific knowledge
Origin and evolution of the earth system		Natural resources	Historical perspectives
Origin and evolution of the universe		Environmental quality
		Natural and human-induced hazards
		Science and technology in local, national, and global challenges

Use of the Content Standards

Many different individuals and groups will use the content standards for a variety of purposes. All users and reviewers are reminded that the content described is not a science curriculum. Content is what students should learn. Curriculum is the way content is organized and emphasized; it includes structure, organization, balance, and presentation of the content in the classroom. Although the structure for the content standards organizes the understanding and abilities to be acquired by all students K-12, that structure does not imply any particular organization for science curricula.

Persons responsible for science curricula, teaching, assessment and policy who use the Standards should note the following

None of the eight categories of content

Free PDF Access

Free Resources

Related Titles