|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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. content accurately and appropriately at all grades, with increasing precision and more scientific nomenclature from kindergarten to grade 12. The second criterion is an obligation to develop content standards that appropriately represent the developmental and learning abilities of students. Organizing principles were selected that express meaningful links to direct student observations of the natural world. The content is aligned with students' ages and stages of development. This criterion includes increasing emphasis on abstract and conceptual understandings as students progress from kindergarten to grade 12. Tables 6.8, 6.9, and 6.10 display the standards grouped according to grade levels K-4, TABLE 6.9. CONTENT STANDARDS, GRADES 5-8
5-8, and 9-12, respectively. These tables provide an overview of the standards for elementary-, middle-, and high-school science programs. The third criterion is an obligation to present standards in a usable form for those who must implement the standards, e.g., curriculum developers, science supervisors, teachers, and other school personnel. The standards need to provide enough breadth of content to define the domains of science, and they need to provide enough depth of content to direct the design of science curricula. The descriptions also need to be understandable by school personnel and to accommodate the structures of elementary, middle, and high schools, as well as the grade levels used in national standards for other disciplines.
|
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
