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