The lessons that are developed to accompany the EHP Student Edition are designed to meet National Science Education Content Standards and include descriptions of specific skills and content addressed in the lesson to help teachers easily identify the state standards met by the lesson. For your reference, this page includes a list of skills that will be addressed by EHP lessons, and an abbreviated list of all of the
National Science Education Content Standards.
Also linked from this page are matrices showing the skills and National Science Education Content Standards that have been met by specific EHP lessons. These matrices will be useful tools to help you plan how to incorporate the EHP Student Edition into your curriculum.
2007 Skills and Standards Matrices
2006 Skills and Standards Matrices
2005 Skills and Standards Matrices
Skills List
Communication (notetaking)
Communication (oral)
Communication (written – including summarization)
Comprehension (listening)
Comprehension (reading)
Computation
Critical thinking & response
Experimentation (conducting)
Experimentation (data analysis)
Experimentation (design)
Graphing
Graph reading
Manipulation
Observation
Reading maps & legends
Research
Tables (creating)
Tables (reading)
Unit conversions
National Science Education Standards (Abbreviated)
Science Teaching Standards
A. Plan an inquiry-based science program
i. Framework of yearlong & short-term
goals for students
ii. Design curricula to meet needs of students
iii. Develop student understanding & nurture community of science
learners
iv. Work within & across disciplines & grade levels
B. Guide and facilitate learning
i. Support inquiries when interacting with students
ii. Orchestrate discourse among students about scientific ideas
iii. Challenge students to accept & share responsibility for their
own learning
iv. Recognize diversity & encourage all students to fully participate
v. Model inquiry, curiosity, openness to new ideas & data, & skepticism
C. Ongoing assessment of teaching & student
learning
i. Use multiple methods & systematically gather data about student
understanding & ability
ii. Analyze assessment data to guide teaching
iii. Guide students in self-assessment
iv. Improve teaching practice
v. Report student achievements and opportunities to learn
D. Create learning environments that provide
time, space & resources
for learning science
i. Structure time to allow extended investigations
ii. Create setting that is flexible & supportive of inquiry
iii. Ensure a safe working environment
iv. Make tools, materials, media & resources available to students
v. Use resources outside of the school
vi. Engage students in designing a learning environment
E. Develop communities of science learners
that reflect the intellectual rigor of scientific inquiry & attitudes & social
values conducive to scientific learning
i. Display and demand respect for the diverse ideas, skills, and experiences
of all students.
ii. Give students a voice in decisions & require students
to take responsibility for the learning of all members of
the community
iii. Nurture collaboration among students.
iv. Facilitate ongoing formal and informal discussion based on a shared
understanding of rules of scientific discourse.
v. Model and emphasize the skills, attitudes, and values of scientific
inquiry.
F. Actively participate in the ongoing planning & development
of school science program.
i. Plan and develop the school science program.
ii. Participate in decisions concerning the allocation of time and
other resources to the science program.
iii. Participate fully in planning and implementing professional growth
and development strategies for themselves and their colleagues.
Science Assessment Standards
A. Assessments must be consistent with the decisions they are designed
to inform.
i. Assessments are deliberately designed.
ii. Assessments have explicitly stated purposes.
iii. The relationship between the decisions and the data is clear.
iv. Assessment procedures are internally consistent.
B. Achievement and opportunity to learn science must be assessed.
i. Achievement data collected focus on the science content that is
most important for students to learn.
ii. Opportunity-to-learn data collected focus on the most powerful
indicators.
iii. Equal attention must be given to the assessment of opportunity
to learn and to the assessment of student achievement.
C. The technical quality of the data collected is well matched to the
decisions and actions taken on the basis of their interpretation.
i. The feature that is claimed to be measured is actually measured.
ii. Assessment tasks are authentic.
iii. An individual student's performance is similar on two or more
tasks that claim to measure the same aspect of student achievement.
iv. Students have adequate opportunity to demonstrate their achievements.
v. Assessment tasks and methods of presenting them provide data that
are sufficiently stable to lead to the same decisions if used at different
times.
D. Assessment practices must be fair.
i. Assessment tasks must be reviewed for the use of stereotypes, for
assumptions that reflect the perspectives or experiences of a particular
group, for
language that might be offensive to a particular group, and for other
features that might distract students from the intended task.
ii. Large-scale assessments must use statistical techniques to identify potential
bias among subgroups.
iii. Assessment tasks must be appropriately modified to accommodate the needs
of students with physical disabilities, learning disabilities, or limited
English proficiency.
iv. Assessment tasks must be set in a variety of contexts, be engaging to
students with different interests and experiences, and must not assume the
perspective
or experience of a particular gender, racial, or ethnic group.
E. The inferences made from assessments about student achievement and opportunity
to learn must be sound.
i. When making inferences from assessment data about student achievement
and opportunity to learn science, explicit reference needs to be made to
the assumptions
on which the inferences are based.
Science Content Standards
Unifying Concepts and Processes Standard
- Systems, order, and organization.
- Evidence, models, and explanation.
- Change, constancy, and measurement.
- Evolution and equilibrium.
- Form and function.
Science as Inquiry
- Abilities necessary to do scientific inquiry
- Understanding about
scientific inquiry.
Physical Science Standards
- Structure of atoms
- Structure and properties of matter
- Chemical reactions
- Motions and forces
- Conservation of energy and increase in disorder
- Interactions of energy
and matter
Life Science Standards
- The cell
- Molecular basis of heredity
- Biological evolution
- Interdependence of organisms
- Matter, energy, and organization in
living systems
- Behavior of organisms
Earth and Space Science Standards
- Energy in the earth system
- Geochemical cycles
- Origin and evolution of the earth system
- Origin and evolution of
the universe
Science and Technology Standards
- Abilities of technical design
- Understanding about science and technology
Science in Personal and Social Perspectives Standards
- Personal and community
health
- Population growth
- Natural resources
- Environmental quality
- Natural and human induced hazards
- Science and technology in local,
national and global challenges
History and Nature of Science Standards
- Science as a human endeavor
- Nature of scientific knowledge
- Historical perspectives
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