TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers
o Develop a framework of yearlong and short-term goals for students.
o Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
o Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
o Work together as colleagues within and across disciplines and grade levels.

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers
o Focus and support inquiries while interacting with students.
o Orchestrate discourse among students about scientific ideas.
o Challenge students to accept and share responsibility for their own learning.
o Recognize and respond to student diversity and encourage all students to participate fully in science learning.
o Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers
o Use multiple methods and systematically gather data about student understanding and ability.
o Analyze assessment data to guide teaching.
o Guide students in self-assessment.
o Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
o Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

Standards for science education programs

PROGRAM STANDARD B:
The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects.
o The program of study should include all of the content standards.
o Science content must be embedded in a variety of curriculum patterns that are developmentally appropriate, interesting, and relevant to students' lives.
o The program of study must emphasize student understanding through inquiry.
o The program of study in science should connect to other school subjects.

PROGRAM STANDARD C:
The science program should be coordinated with the mathematics program to enhance student use and understanding of mathematics in the study of science and to improve student understanding of mathematics.

PROGRAM STANDARD D:
The K-12 science program must give students access to appropriate and sufficient resources, including quality teachers, time, materials and equipment, adequate and safe space, and the community.
o The most important resource is professional teachers.
o Time is a major resource in a science program.
o Conducting scientific inquiry requires that students have easy, equitable, and frequent opportunities to use a wide range of equipment, materials, supplies, and other resources for experimentation and direct investigation of phenomena.
o Collaborative inquiry requires adequate and safe space.
o Good science programs require access to the world beyond the classroom.

Standards for assessment in science education

ASSESSMENT STANDARD B:
Achievement and opportunity to learn science must be assessed.
o Achievement data collected focus on the science content that is most important for students to learn.
o Opportunity-to-learn data collected focus on the most powerful indicators.
o Equal attention must be given to the assessment of opportunity to learn and to the assessment of student achievement.

ASSESSMENT STANDARD C:
The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.
o The feature that is claimed to be measured is actually measured.
o Assessment tasks are authentic.
o An individual student's performance is similar on two or more tasks that claim to measure the same aspect of student achievement.
o Students have adequate opportunity to demonstrate their achievements.
o Assessment tasks and methods of presenting them provide data that are sufficiently stable to lead to the same decisions if used at different times.

Content Standards: K-12

Unifying Concepts and Processes

Standard: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes:
- Systems, order, and organization
- Evidence, models, and explanation
- Constancy, change, and measurement

Content Standards: 5-8

Science as Inquiry

Content Standard A: As a result of activities in grades 5-8, all students should develop
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry

Physical Science

Content Standard B: As a result of activities in grades 5-8, all students should develop an understanding of
- Motions and forces

Life Science

Content Standard C: As a result of activities in grades 5-8, all students should develop an understanding of
- Populations and ecosystems

Earth and Space Science

Content Standard D: As a result of activities in grades 5-8, all students should develop an understanding of
- Structure of the earth system

Science and Technology

Content Standard E: As a result of activities in grades 5-8, all students should develop an understanding of
- Abilities of technological design
- Understandings about science and technology

Science in Personal and Social Perspectives

Content Standard F: As a result of activities in grades 5-8, all students should develop an understanding of
- Populations, resources and environments
- Natural hazards
- Risks and benefits
- Science and technology in society

History and Nature of Science

Content Standard G: As a result of activities in grades 5-8, all students should develop an understanding of
- Science as a human endeavor
- Nature of science