The Keystone Science Network directly supports using standards-based science activity units in the classroom and facilitating inquiry science teaching.

Access the complete National Science Education Standards and

Pennsylvania's Academic Standards for Science and Technology from the Pennsylvania Department of Education. (Requires Adobe Reader.)

To assist in organizing your lessons, the Guides to Science Content Standards are reprinted here, which illustrate the underlying concepts for each standard. The Guides are arranged by grade and topic.

Grades K-4 Physical Science Content Standard
Grades 5-8 Physical Science Content Standard
Grades K-4 Life Science Content Standard
Grades 5-8 Life Science Content Standard
Grades K-4 Earth Science Content Standard
Grades 5-8 Earth Science Content Standard
Grades K-4 Science and Technology Content Standards
Grades 5-8 Science and Technology Content Standards

GUIDE TO THE K-4 PHYSICAL SCIENCE CONTENT STANDARD

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.

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 by 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.

LIGHT, HEAT, ELECTRICITY, AND MAGNETISM

• Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.
• 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.
• Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.
• Magnets attract and repel each other and certain kinds of other materials.

GUIDE TO THE 5-8 PHYSICAL SCIENCE CONTENT STANDARD

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.[See Content Standard D (grades 5-8)]
• 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.

• 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.[ See Unifying Concepts and Processes]
• 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.

GUIDE TO THE K-4 LIFE SCIENCE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

THE CHARACTERISTICS OF ORGANISMS

• Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.
• Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
• The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.

LIFE CYCLES OF ORGANISMS

• Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.
• Plants and animals closely resemble their parents.
• Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation.

ORGANISMS AND THEIR ENVIRONMENTS

• All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
• An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.[See Content Standard F (grades K-4)]
• All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
• Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.

GUIDE TO THE 5-8 LIFE SCIENCE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

STRUCTURE AND FUNCTION IN LIVING SYSTEMS

• Living systems at all levels of organization demonstrate the complementary nature of structure and function.
• Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems.[See Unifying Concepts and Processes]
• All organisms are composed of cells-the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular.
• Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.
• Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole.
• The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.
• Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms.

REPRODUCTION AND HEREDITY

• Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually.
• In many species, including humans, females produce eggs and males produce sperm. Plants also reproduce sexually-the egg and sperm are produced in the flowers of flowering plants. An egg and sperm unite to begin development of a new individual. That new individual receives genetic information from its mother (via the egg) and its father (via the sperm). Sexually produced offspring never are identical to either of their parents.
• Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.
• Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes.
• The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment.

REGULATION AND BEHAVIOR

• All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
• Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive.
• Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience.
• An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history.

POPULATIONS AND ECOSYSTEMS

• A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some micro- organisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs.
• The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

DIVERSITY AND ADAPTATIONS OF ORGANISMS

• Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.
• Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
• Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct.
• Extinction of species is common; most of the species that have lived on the earth no longer exist.

GUIDE TO THE K-4 EARTH SCIENCE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

PROPERTIES OF EARTH MATERIALS

• Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.
• Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
• Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.

OBJECTS IN THE SKY

• The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
• The sun provides the light and heat necessary to maintain the temperature of the earth.

CHANGES IN THE EARTH AND SKY

• The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
• Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
• Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month.

GUIDE TO THE 5-8 EARTH SCIENCE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

STRUCTURE OF THE EARTH SYSTEM

• The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.
• Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions.[ See Content Standard F (grades 5-8) ]
• Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.
• Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock.
• Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues.
• Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria.
• Soils are often found in layers, with each having a different chemical composition and texture.
• Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground.
• Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans.
• The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.
• Clouds, formed by the condensation of water vapor, affect weather and climate.
• Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
• Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks.

EARTH'S HISTORY

• The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet.
• Fossils provide important evidence of how life and environmental conditions have changed.[ See Content Standard C (grades 5-8)]

EARTH IN THE SOLAR SYSTEM

• The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system.[See Unifying Concepts and Processes]
• Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses.
• Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth's surface and explains the phenomena of the tides.
• The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day.

GUIDE TO THE K-4 SCIENCE AND TECHNOLOGY CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

ABILITIES OF TECHNOLOGICAL DESIGN

• IDENTIFY A SIMPLE PROBLEM. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related to the problem.
• PROPOSE A SOLUTION. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.
• IMPLEMENTING PROPOSED SOLUTIONS. Children should develop abilities to work individually and collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. Students should demonstrate the ability to balance simple constraints in problem solving.
• EVALUATE A PRODUCT OR DESIGN. Students should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. When possible, students should use measurements and include constraints and other criteria in their evaluations. They should modify designs based on the results of evaluations.
• COMMUNICATE A PROBLEM, DESIGN, AND SOLUTION. Student abilities should include oral, written, and pictorial communication of the design process and product. The communication might be show and tell, group discussions, short written reports, or pictures, depending on the students' abilities and the design project.

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.

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.

GUIDE TO THE 5-8 SCIENCE AND TECHNOLOGY CONTENT STANDARD

Fundamental concepts and principles 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.
• 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.
• 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. [See Teaching Standard B]
• 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.

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.
• 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.

This material is based upon work supported by the National Science Foundation under Grant No. 9819641.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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