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



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