Nebraska
Science Standards
Grades
K-12
May
8, 1998
Investigate and Understand
Many of the Nebraska K-12 Science Standards contain the
words investigate and understand. These words were chosen to communicate the range
of rigorous science skills and knowledge levels embedded in each standard.
Limiting a standard to one observable behavior, such as “describe” or
“explain,” would have narrowed the interpretation of the rich, highly rigorous,
and inclusive content standard.
“Investigate” refers to scientific methodology and
implies systematic use of the following inquiry skills:
• Observing
• Classifying and sequencing
• Communicating
• Measuring
• Predicting
• Hypothesizing
• Inferring
• Defining, controlling, and manipulating
variables in experimentation
• Designing, constructing, and interpreting
models
• Interpreting, analyzing, and evaluating data
“Understand” refers to various levels of knowledge
application. In the Nebraska K-12 Science Standards these knowledge levels
include the ability to:
• Recall
or recognize important information, key definitions, terminology, and facts.
• Explain
the information in one’s own words, comprehend how the information is related
to other key facts, and suggest additional interpretations of its meaning or
importance.
• Apply
the facts and principles to new problems or situations, recognize what
information is required for a particular situation, explain new phenomena with
the information, and determine when there are exceptions.
• Analyze
the underlying details of important facts and principles, and recognize the key
relations and patterns that are not always readily visible.
• Arrange and combine important information,
facts, and principles to produce a new idea, plan, procedure, or product.
• Make
judgments about information in terms of accuracy, precision, consistency, or
effectiveness.
The level of achievement in investigation and
understanding will vary based on the average developmental level of students in
grades 1, 4, 8, and 12. This also allows flexibility in establishing the scope
and sequence of investigative skills and understanding.
Therefore, the use of “investigate” and “understand”
allows each content standard to become the basis for a broad range of teaching
objectives, which the local school will develop and refine to meet the intent
of the Nebraska K-12 Science Standards.
Unifying Concepts and Processes
Systems,
Order, and Organization
Systems–A
system is an organized group of related objects or components that form a
whole. Systems can consist, for example, of organisms, machines, fundamental
particles, galaxies, ideas, numbers, transportation, and education. The goal is
to help students think and analyze in terms of systems.
Order–Order
is the behavior of units of matter, objects, organisms, or events in the
universe. The goal is to help students develop knowledge about factors
influencing objects, organisms, systems, or events.
Organization–Organization
is a hierarchic and systematic way of thinking about the world. The goal is to
help students describe physical and living systems at different levels of
organization.
Evidence,
Models, and Explanations
Evidence–Evidence
consists of observations and data on which to base scientific explanations. The
goal is to help students use evidence to understand interactions and predict
changes.
Models–Models
are tentative schemes or structures that correspond to real objects, events, or
classes of events, and that have explanatory power. The goal is to help
students learn how to make and use many models, including physical objects,
plans, mental constructs, mathematical equations, and computer simulations.
Explanations–Explanations
provide interpretation, meaning, or sense to objects, organisms, or events.
Explanations incorporate existing scientific knowledge and new evidence from
observations, experiments, or models into internally consistent, logical
statements, such as hypotheses, laws, principles, and theories. The goal is to
help students create explanations which incorporate a scientific knowledge
base, logic, and higher levels of analysis.
Constancy,
Change, and Measurement
Constancy–Constancy
is uniformity in nature, value, and extent. The goal is to help students
recognize those conditions or values that cannot change or be changed.
Change–Change
denotes making something different. Changes in systems vary in rate, scale, and
pattern, including trends and cycles. The goal is for students to identify and
measure changes in properties of materials, positions of objects, motion, and
form and function of systems.
Measurement–Measurement
makes quantitative observations about objects, events, or systems. The goal is
to help students use tools of measurement and measurement systems and to
achieve understandings of scales and rates.
Form
and Function
Form–Form
is the shape of an object. The goal is for students to use form to explain
function.
Function–Function
is the normal or characteristic action of anything. The goal is for students to
use function to explain form.
Evolution
and Equilibrium
Evolution–Evolution
is a series of changes, some gradual and some sporadic, that account for the
present form and function of objects, organisms, and natural and designed
systems. The goal is for students to recognize that objects & systems
change over time.
Equilibrium–Equilibrium
is the physical state in which forces and changes occur in opposite and
off-setting directions. The goal is for students to recognize systems that are
in equilibrium.
Coordination with Mathematics
Science requires the use of mathematics in the
collection and treatment of data and in the reasoning used to develop concepts,
laws, and theories. The mathematics that students should understand and use in
the study of science are listed below.
Kindergarten - First Grade
1. Measure, collect, and
organize data.
2. Recognize and describe
patterns.
3. Develop skills of
estimation and judgment.
Second - Fourth Grade
1. Measure, collect, and
organize data.
2. Recognize and describe
patterns.
3. Develop skills of
estimation and judgment.
4. Explore chance.
5. Use variables to
express relationships.
Fifth - Eighth Grade
1. Represent situations
verbally, numerically, graphically, geometrically, or symbolically.
2. Use estimations.
3. Identify and use
functional relationships.
4. Develop and use
tables, graphs, and rules to describe situations.
5. Use statistical
methods to describe, analyze, evaluate, and make decisions.
6. Use geometry in
solving problems.
7. Create experimental
and theoretical models of situations involving probabilities.
Ninth - Twelfth Grade
1. Develop ability to use realistic
applications and modeling in trigonometry.
2. Understand connections within a problem
situation, its model as a function in symbolic form, and the graph of that
function.
3. Use functions that are constructed as models
of real-world problems.
4. Know how to use statistics and probability.
Nebraska Science Standards
Grades K-1
In the primary grades, students should learn science at
their developmental level. Young children develop concepts, vocabulary, and
inquiry skills by observing common materials and organisms. When engaged in
science inquiry, they develop the ability to ask questions, investigate the
world around them, and use their observations to create reasonable explanations
for their questions.
1.1 Unifying
Concepts and Processes
Unifying concepts and
processes help students think about and integrate a range of basic ideas which
builds an understanding of the natural world.
1.1.1 By the end of first grade, students will
develop an understanding of systems, order, and organization.
• Use
one or more of the five senses to observe and describe objects.
• Sort
objects by their characteristics.
1.1.2 By the end of first grade, students will
develop an understanding of evidence, models, and explanation.
• Describe
how a model (e.g., photos, maps, globes, illustrations, stuffed animals, toys,
and building blocks) can represent an object, living thing, or an event.
1.1.3 By the end of first grade, students will
develop an understanding of change, constancy, and measurement.
• Observe and measure change.
• Describe
how things change in some ways and stay the same in others.
• Compare
two or more objects using direct comparisons of measurement (e.g., shorter,
longer, taller, heavier, and lighter).
• Use
both standard units of measurement (e.g., inches and centimeters,) and
nonstandard units of measurement (e.g., string and paper clips).
• Use
appropriate measurement systems for different purposes.
1.1.4 By the end of first grade, students will
develop an understanding of form and function.
• Demonstrate
how the shape of a tool is related to its use.
• Explain
how specific characteristics of living things influence how they interact with
their environment (e.g., how the long neck of the giraffe and webbed feet on a
duck helps them to reach their food).
1.2 Science
as Inquiry
Science as inquiry
requires students to combine processes and scientific knowledge with scientific
reasoning and critical thinking to develop their understanding of science.
1.2.1 By the end of first grade, students will
develop the abilities needed to do scientific inquiry.
• Ask
questions about their surroundings.
• Collect
scientific information from careful observation.
• Use
simple equipment and tools (e.g., rulers,
magnifiers to extend the senses.
• Share findings with classmates, families, or
community members.
1.3 Physical
Science
Physical science focuses
on science facts, concepts, principles, theories, and models that are important
for all students to know, understand, and use.
1.3.1 By
the end of first grade, students will develop an understanding of the
characteristics of materials.
Example Indicators
• Observe
and describe characteristics of common materials (e.g., paper, wood, metal, and
wool).
• Observe
and describe properties of common materials (e.g., how they will float, sink,
mix, dissolve, or not dissolve in various liquids).
• Observe
and classify materials as a solid, liquid, or gas.
1.4 Life
Science
Life science focuses on
science facts, concepts, principles, theories, and models that are important
for all students to know, understand, and use.
1.4.1 By the end of first grade, students will
develop an understanding of the characteristics of living things.
• Differentiate
between living and nonliving things.
• Investigate
how living things need food, water, and air to survive.
• Describe
how roots, stems, and leaves serve different functions for plants.
• Compare
and contrast animals by specific characteristics (e.g., body covering, diet,
and locomotion).
• Observe
and match organisms to their distinct habitats.
1.4.2 By the end of first grade, students will
develop an understanding of the life cycles of organisms.
• Describe
how living things change as they grow.
• Describe
how offspring resemble their parents.
1.5 Earth
and Space Science
Earth and space science
focuses on science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use.
1.5.1 By the end of first grade, students will
develop an understanding of the characteristics of earth materials.
• Observe
and identify a variety of materials (e.g., rock, soils, and water) that makes
up the earth’s surface.
• Identify
materials of earth (e.g., water) support life.
1.5.2 By the end of first grade, students will
develop an understanding of the objects in the sky.
• Recognize
objects in the sky (e.g., the sun, moon, and stars).
• Investigate that the sun provides heat and
light.
1.5.3 By the end of first grade, students will
develop an understanding of the changes in the earth and sky.
• Describe
and record daily weather changes.
• Describe
and record seasonal weather changes.
1.6 Science
and Technology
An understanding of
science and technology establishes connections between the natural and designed
world, linking science and technology.
1.6.1 By the end of first grade, students will
develop an understanding of technological design.
• Explain
how the use of common household tools is determined by their design.
1.6.2 By the end of first grade, students will
develop an understanding of science and technology.
• Use
various tools (e.g., magnifiers, thermometers, or rulers ) to improve observations
and measurements.
• Identify
the technology used in different occupations.
1.7 Science
in Personal and Social Perspectives
A personal and social
perspective of science helps a student to understand and act on personal and
social issues. This perspective builds a foundation for future decision making.
1.7.1 By the end of first grade, students will
develop an understanding of personal health.
• Identify
safety rules for home and school.
• Engage in personal care that will maintain
and improve health.
• Describe
a healthy diet.
• Explain
that substances can benefit or damage the way the body functions.
1.7.2 By the end of first grade, students will
develop an understanding of resources.
• Observe
and describe how reducing, reusing, and recycling help our environment.
1.8 History
and Nature of Science
The history and nature of
science illustrates different aspects of scientific inquiry, the human aspects
of science, and the role that science has played in the development of various
cultures.
1.8.1 By the end of first grade, students will
develop an understanding of science as a human endeavor.
• Recognize
the contributions to science made by men and women from many places.
• Conduct
an investigation as part of a team.
Nebraska Science Standards
Grades 2-4
In the intermediate grades, students learn science
concepts, vocabulary, and inquiry skills at their developmental level. Students
should develop knowledge and process skills while engaged in science inquiry.
They should ask simple questions, design and conduct investigations (in the
form of a “fair” test), and present their results to others.
4.1 Unifying
Concepts and Processes
Unifying concepts and
processes help students think about and integrate a range of basic ideas which
builds an understanding of the natural world.
4.1.1 By the end of fourth grade, students will
develop an understanding of systems, order, and organization.
Example Indicators
• Describe
the parts that make up a system.
• Relate
how the parts of a system affect the whole system.
4.1.2 By the end of fourth grade, students will
develop an understanding of evidence, models, and explanation.
• Use
evidence gathered from an investigation to develop a scientific explanation.
• Create
a model, graph, or illustration that represents an object, living thing, or an.
• Explain
and answer questions about a model and how it represents an object, living
thing, or an event.
• Explain procedures or ideas in more than one
way (e.g., sketches, charts, and graphs).
4.1.3 By the end of fourth grade, students will
develop an understanding of change, constancy, and measurement.
• Describe
observable changes (e.g., speed, pattern, shape, position, and size).
• Measure
a change using appropriate tools and units of measurement.
4.1.4 By the end of fourth grade, students will
develop an understanding of form and function.
• Construct
a device to perform a simple task and explain how it works.
4.2 Science
As Inquiry
Science
as inquiry requires students to combine processes and scientific knowledge with
scientific reasoning and critical thinking to develop their understanding of
science.
4.2.1 By the end of fourth grade, students will
develop the abilities needed to do scientific inquiry.
• Ask
a question about objects, organisms, and events in their surroundings.
• Plan
and conduct a simple investigation.
• Use
simple equipment and tools (e.g., thermometers and scales) to gather data and
extend the senses.
• Use
data develop reasonable explanations.
• Communicate
procedures, results, and explanations of an investigation.
4.3 Physical
Science
Physical science focuses
on the science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use.
4.3.1 By the end of fourth grade, students will
develop an understanding of the characteristics of objects and materials.
• Classify
objects by observable characteristics (shape, size, and color).
• Compare
and contrast characteristics of common materials using tools (e.g., rulers,
scales, thermometers, microscopes, and hand lenses).
• Demonstrate that materials can change from
solid to liquid to gas by heating and from gas to liquid to solid by cooling.
4.3.2 By the end of fourth grade, students will
develop an understanding of the position and motion of objects.
• Use
reference points to describe the position of an object.
• Describe an object’s motion by tracing its
position over time.
• Demonstrate
that the position and motion of objects can be changed by pushing or pulling.
• Demonstrate
how sound is produced when objects vibrate.
• Change
the pitch of sound by changing the rate of vibration.
4.3.3 By the end of fourth grade, students will
develop an understanding of light, heat, electricity, and magnetism.
• Distinguish
between reflection and refraction of light.
• Identify ways in which heat can be produced
(e.g., burning, rubbing, or mixing one substance with another).
• Demonstrate
heat can flow from one object to another by conduction.
• Use
electricity to produce heat, sound or magnetic effects.
• Demonstrate
electrical circuits require a complete loop through which an electrical current
can pass.
• Describe
the physical properties of magnets.
4.4 Life
Science
Life science focuses on
the science facts, concepts, principles, theories, and models that are important
for all students to know, understand, and use.
4.4.1 By the end of fourth grade, students will
develop an understanding of the characteristics of living things.
• Describe
the differences between plants and animals.
• Describe
the various structures of plants and animals necessary for survival and
reproduction.
• Describe how internal stimuli (e.g., hunger)
and external stimuli (e.g., changes in the environment) affect behavior of
living things.
4.4.2 By the end of fourth grade, students will
develop an understanding of the life cycles of living things.
• Describe
the life cycle of an organism.
• Identify
inherited characteristics of living things (e.g., color and number of eyes).
• Identify
learned characteristics of living things (e.g., language or hunting for food).
4.4.3 By
the end of fourth grade, students will develop an understanding of living
things and environments.
• Diagram
a food chain.
• Explain
how environmental changes affect behavior and survival of living things.
• Describe
how humans and other living things cause both positive and negative changes in
their environment.
4.5 Earth
and Space Science
Earth and space science
focuses on the science facts, concepts, principles, theories, and models that
are important for all students to know, understand, and use.
4.5.1 By the end of fourth grade, students will
develop an understanding of the characteristics of earth materials.
• Identify characteristics of soils, minerals,
rocks, water, and the atmosphere.
• List
earth materials that are used by humans (e.g., water, fossil fuels, ores,
soils).
• Select
the best earth material for a specific human use (e.g., marble–buildings,
clay–pottery, coal–heat).
• Describe
an ancient environment based on fossil evidence.
4.5.2 By the end of fourth grade, students will
develop an understanding of objects in the sky.
• Observe
and describe how objects move in patterns (e.g., sun, moon, stars, and clouds).
4.5.3 By the end of fourth grade, students will
develop an understanding of the changes in the earth and sky.
• Describe
how slow processes (e.g., erosion) and rapid processes (e.g., earthquakes),
change the earth’s surface.
• Describe
and measure changes in weather (e.g., temperature, precipitation, and wind
direction and speed).
4.6 Science
and Technology
An understanding of
science and technology establishes connections between the natural and designed
world, by linking science with technology.
4.6.1 By the end of fourth grade, students will
develop an understanding of technological design.
• Identify
a simple problem.
• Propose
a solution to a simple problem.
• Implement
the proposed solution.
• Evaluate
the implementation.
• Communicate
the problem, design, and solution.
4.6.2 By the end of fourth grade, students will
develop an understanding of science and technology.
• Identify
tools or techniques that use scientific knowledge to solve problems.
• Identify,
investigate, and solve a problem in the home or school.
4.6.3 By the end of fourth grade, students will
develop an understanding of the abilities to distinguish between natural
objects and objects made by humans.
• Classify
an object as either natural or manufactured.
4.7 Science
in Personal and Social Perspectives
A personal and social
perspective of science helps a student understand and act on personal and
social issues. This perspective builds a foundation for future decision making.
4.7.1 By the end of fourth grade, students will
develop an understanding of personal health.
• Explain
how the body uses food and how various foods contribute to health.
• Describe
how different substances (e.g., tobacco, alcohol, and drugs) can damage the
body and alter how it functions.
4.7.2 By the end of fourth grade, students will
develop an understanding of the types of resources.
• List
examples of resources which are basic materials (e.g., air, water, and soil).
• List
examples of resources produced from basic materials (e.g., food, fuel, and
building materials).
• List
examples of resources which are intangible materials (e.g., beauty, security,
and quiet places).
• Research
and report on the supply of various resources.
4.7.3 By the end of fourth grade, students will
develop an understanding of environmental changes.
• Distinguish
between natural environmental changes and human influenced environmental
changes.
4.7.4 By the end of fourth grade, students will
develop an understanding of how science and technology helps communities
resolve problems.
• Research
and explain how science and technology affect the quality of life.
4.8 History
and Nature of Science
The history and nature of
science illustrates different aspects of scientific inquiry, the human aspects
of science, and the role of science in the development of various cultures.
4.8.1 By the end of fourth grade, students will
develop an understanding of science as a human endeavor.
• Research
and report on the contributions to science and technology throughout history by
men and women scientists of diverse cultures.
• Research
and report on how science is used in different careers.
• Research
and report on how current scientific discoveries illustrate that science is an
ongoing process.
Nebraska Science Standards
Grades 5-8
At the middle school level, students expand their
scientific inquiry skills through knowledge, observations, ideas, and
questions. Middle school students will begin to recognize the relationships
between explanation and evidence. They understand that background knowledge and
theories guide the design of investigations, the types of observations made,
and the interpretation of data. Student investigations will shape and modify
students’ background knowledge.
8.1 Unifying
Concepts and Processes
Unifying concepts and
processes help students think about and integrate a range of basic ideas which
builds an understanding of the natural world.
8.1.1 By the end of eighth grade, students will
develop an understanding of systems, order, and organization.
• Recognize
and describe key parts and functions of any system.
• Analyze
and predict the interactions within a system and between systems.
• Create
and use classification schemes.
• Interpret
cause and effect relationships within and between systems.
8.1.2 By the end of eighth grade, students will
develop an understanding of evidence, models, and explanation.
• Collect,
manipulate, and analyze data from an experiment.
• Observe
and develop models (e.g., physical, mathematical, mental, and computer
simulations).
• Interpret
and explain results of experimentation.
• Analyze
whether or not investigative procedures and conclusions are reasonable.
8.1.3 By the end of eighth grade, students will
develop an understanding of change, constancy, and measurement.
• Select
and use appropriate measurement units.
• Quantify
changes in systems (e.g., magnitude, direction, and rate).
• Apply English and metric systems of
measurements.
• Investigate
and describe changes in terms of scale, rate, and pattern.
8.1.4 By the end of eighth grade, students will
develop an understanding of form and function.
• Demonstrate
how the design of an object makes it possible for that object to perform a
specialized task (e.g., a bicycle or an artificial heart).
8.2 Science
as Inquiry
Science as inquiry
requires students to combine processes and scientific knowledge with scientific
reasoning and critical thinking to develop their understanding of science.
8.2.1 By the end of eighth grade, students will
develop the abilities needed to do scientific inquiry.
• Identify
questions and form hypotheses that can be examined through scientific
investigations.
• Design
and conduct a scientific investigation.
• Use
appropriate tools and techniques to gather, analyze, and interpret data.
• Given
evidence, develop descriptions, explanations, predictions, and models.
• Show
the relationship between evidence and explanations.
• Recognize
and analyze alternative explanations and predictions.
• Communicate
scientific procedures and explanations.
• Use
mathematics in scientific inquiry.
8.3 Physical
Science
Physical science focuses
on the science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use.
8.3.1 By the end of eighth grade, students will
develop an understanding of properties and changes of properties in matter.
• Investigate
and demonstrate that characteristic properties of a substance (e.g., density,
boiling point, and solubility) do not depend on the amount of the substance.
• Observe,
describe, and measure physical and chemical properties of matter.
• Explain
that all matter is composed of elements which may combine in a variety of ways
to form compounds.
• Investigate
and explain that in chemical reactions new properties are created and total
mass is conserved.
8.3.2 By the end of eighth grade, students will
develop an understanding of motion and forces.
• Investigate
and describe the motion of an object by its position, direction of motion, and
speed.
• Investigate
and demonstrate that the speed and/or direction of an object changes when a
force is applied to that object.
8.3.3 By the end of eighth grade, students will
develop an understanding of the forms of energy and how energy is transferred.
• Investigate
and describe the transfer of light energy.
• Investigate
and demonstrate how energy is transferred using simple machines.
• Investigate
and describe how heat is transferred from a warmer object to a cooler object
until both reach the same temperature.
• Investigate
and describe the properties and transfer of sound energy.
• Investigate and describe the transfer of
energy from electrical and magnetic sources to different energy forms (e.g.,
heat, light, sound, and chemical).
8.4 Life
Science
Life science focuses on
the science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use.
8.4.1 By the end of eighth grade, students will
develop an understanding of the structure and function in living systems.
• Investigate
and describe the levels of organizations: cells, tissues, organs, organ
systems, whole organisms, and ecosystems.
• Investigate
and demonstrate that all living things are composed of cells.
• Investigate
and explain how cells sustain life through functions (e.g., growth and
nutrition).
• Investigate
and describe the specialized function performed by specialized cells (e.g.,
muscular and skeletal) in multicellular organisms.
• Investigate
and describe the human body systems and how they interact.
• Investigate
and explain how disease affects the structure and/or function of an organism.
8.4.2 By the end of eighth grade, students will
develop an understanding of reproduction and heredity.
• Investigate
and describe how all organisms reproduce through sexual or asexual
reproduction.
• Investigate
and describe that in many species, offspring receive hereditary information
from the female (eggs) and male (sperm).
• Investigate
and explain that chromosomes contain genes which influence heredity.
• Investigate
and describe the effects of inherited traits and environmental influences on an
organism’s characteristics.
8.4.3 By the end of eighth grade, students will
develop an understanding of regulation and behavior.
Example Indicators
• Investigate
and explain how organisms’ behaviors enhance their abilities to obtain and use
resources, grow, and reproduce.
• Investigate
and examine how an organism senses change in its internal or external
environment and responds to keep conditions within a required range.
• Investigate
and explain how behavior is a response to internal and external stimuli
determined by heredity and experience.
• Investigate and explain how an organism’s
behavior evolves through environmental adaptation.
8.4.4 By the end of eighth grade, students will
develop an understanding of populations and ecosystems.
• Investigate
and describe that a population consists of all individuals of a species at a
given place and time.
• Investigate and analyze the living and
nonliving factors that determine the number of organisms an ecosystem can
support.
• Describe
an organism by the function it serves in an ecosystem (e.g., producer,
consumer, and decomposer).
• Investigate
and explain how energy entering ecosystems as sunlight is transferred by
producers into chemical energy through photosynthesis, and that energy then
passes from organism to organism in food webs.
8.4.5 By
the end of eighth grade, students will develop an understanding of diversity
and adaptations of organisms.
• Explain
how internal structures, similarity of chemical processes, (e.g.,
photosynthesis and respiration) and evidence of common ancestry demonstrate
unity among organisms.
• Investigate
and explain how organisms adapt to living and nonliving factors in a biome.
• Investigate
and explain how environmental changes created by nature and by humans may cause
species extinction.
8.5 Earth
and Space Science
Earth and space science
focuses on the science facts, concepts, principles, theories, and models that
are important for all students to know, understand, and use.
8.5.1 By the end of eighth grade, students will
develop an understanding of the structure of the earth.
• Investigate
and describe the crust, mantle, and core of the earth.
• Investigate
and describe how a combination of constructive and destructive forces create
land forms.
• Investigate
and describe the composition of soils.
• Investigate
and describe the water cycle.
• Investigate
and describe the composition of the atmosphere at different altitudes.
• Investigate
and describe the influence of topography, location, and oceans on climate.
• Investigate
and describe the effect of living organisms on weathering and the atmosphere.
8.5.2 By the end of eighth grade, students will
develop an understanding of the earth’s history.
• Investigate
and describe how earth processes that occur today (e.g., volcanism, weather,
and erosion) are similar to those that occurred in the past.
• Investigate
and use the fossil record to provide evidence and explain how environmental
conditions have changed.
8.5.3 By the end of eighth grade, students will
develop an understanding of the earth in the solar system.
• Investigate
and list the components of the solar system.
• Investigate
and describe the motion of objects in the solar system that support the
concepts of day, year, eclipses, and phases of the moon.
• Investigate
and describe the influence of gravity on objects in the solar system.
• Investigate
and describe the sun as the major source of energy that influences the
atmosphere and the earth’s surface.
• Investigate
and describe the effect of the tilt of the earth’s axis on seasons.
8.6 Science
and Technology
An understanding of
science and technology establishes connections between the natural and designed
world, linking science and technology.
8.6.1 By the end of eighth grade, students will
develop an understanding of technological design.
• Identify
problems for technological design.
• Design
a solution or product.
• Implement
a proposed design.
• Evaluate
completed technological designs or products.
• Communicate
the process of technological design.
8.6.2 By the end of eighth grade, students will
develop an understanding of science and technology.
• Distinguish
between scientific inquiry (asking questions about the natural world) and
technological design (using science to solve practical problems).
• Describe
how science and technology are reciprocal.
• Assess
the avoidable and unavoidable limits of a technological design.
• Recognize
that solutions have intended and unintended consequences.
8.7 Science
in Personal and Social Perspectives
A personal and social
perspective of science helps a student understand and act on personal and
social issues. This perspective builds a foundation for future decision making.
8.7.1 By the end of eighth grade, students will
develop an understanding of personal health.
• Identify
and research substances harmful to human beings in the natural environment
(e.g., radon, lead, and nitrates).
• Investigate
and explain how personal choices can directly affect a person’s health (e.g.,
exercise, nutrition, and use of drugs).
8.7.2 By
the end of eighth grade, students will develop an understanding of
relationships among populations, resources, and environments.
• Investigate
and describe how population levels affect resources and the environment.
• Investigate
and understand that the causes of environmental degradation and resource
depletion vary locally and globally.
8.7.3 By the end of eighth grade, students will
develop an understanding of natural hazards.
• Investigate
and describe the effect of natural hazards on the environment (e.g.,
earthquakes, landslides, wildfires, floods, and storms).
• Investigate and describe human activities
(e.g., urban growth, land use, and waste disposal) which can accelerate many
natural changes.
8.7.4 By the end of eighth grade, students will
develop an understanding of risks and benefits.
• Analyze
a type of hazard (e.g., natural, chemical, or biological) to evaluate the
options for reducing or eliminating human risk.
• Describe how perceptions of risks and benefits
influence personal and social decision (e.g., seat belt usage and waste
disposal procedures).
8.7.5 By the end of eighth grade, students will
develop an understanding of science and technology in society.
• Explain
that the effect of science on society is neither entirely beneficial nor
entirely detrimental.
• Describe
how societal challenges and priorities influence research priorities.
• Explain
why science cannot answer all questions and technology cannot solve all human problems
or meet all human needs.
8.8 History
and Nature of Science
An understanding of the
history and nature of science illustrates different aspects of scientific
inquiry, the human aspects of science, and the role of science in the
development of various cultures.
8.8.1 By the end of eighth grade, students will
develop an understanding of science as a human endeavor.
• Investigate
and understand that women and men of various social and ethnic backgrounds,
working alone or in teams, engage in the activities of science, engineering,
and related fields.
• Investigate and understand that science
requires different abilities based on the type of inquiry and relies upon basic
human qualities and scientific habits of mind.
• Explain
the need for ethical codes followed by scientists (e.g., humane treatment of
animals and truth in reporting).
8.8.2 By the end of eighth grade, students will
develop an understanding of the nature of science.
• Formulate
and test a hypothesis using observations, experiments, and models.
• Use
questioning, response to criticism, and open communication when defending a
conclusion.
• Evaluate the results of scientific
investigations, experiments, observations, theoretical models, and the
explanations proposed by other scientists.
• Understand
that scientific theories are based on observations, governed by rules of
reasoning, and used to predict events.
8.8.3 By the end of eighth grade, students will
develop an understanding of the history of science.
• Research and describe the difficulties
experienced by scientific innovators who had to overcome commonly held beliefs
of their times to reach conclusions that we now take for granted.
Nebraska Science Standards
Grades 9-12
Senior high students should be able to understand
scientific inquiry at increasingly higher levels of sophistication. Questions
and issues relevant to students should form the basis of investigations. An
adequate knowledge base and an understanding of the concepts that guide inquiry
are needed to assure success. Students should learn how to analyze evidence and
evaluate their own explanations and those of scientists.
12.1 Unifying
Concepts and Processes
Unifying concepts and
processes help students think about and integrate a range of basic ideas which
builds an understanding of the natural world.
12.1.1 By the end of twelfth grade, students will
develop an understanding of systems, order, and organization.
• Predict
and evaluate how change within a system affects that system.
• Design
solutions to problems identified within a system.
12.1.2 By the end of twelfth grade, students will
develop an understanding of evidence, models, and explanation.
• Create
a physical, mental, or mathematical model to show how objects and processes are
connected.
• Test
the usefulness of a model by comparing its predictions to actual observations.
• Understand
that the way data are displayed affects interpretation.
• Evaluate
the reasonableness of answers to problems.
• Understand
that larger well-chosen samples produce more accurate estimates of the
characteristics of the total population.
• Understand
that a correlation between two variables doesn’t mean that either one causes
the other.
12.1.3 By the end of twelfth grade, students will
develop an understanding of change, constancy, and measurement.
• Use
powers of ten to represent large and small numbers
• Compare data for two groups by using
averages and ranges of values.
• Understand
that measurement errors may affect results of calculations.
• Describe
rate of change by comparing one measured quantity to another measured quantity.
• Investigate
and describe how different characteristics, properties, or relationships within
a system change as their dimensions increase or decrease.
12.1.4 By the end of twelfth grade, students will
develop an understanding of form and function.
• Explain
function by referring to form and explaining form by referring to
function.
12.1.5 By the end of twelfth grade, students will
develop an understanding of change over a period of time.
Example Indicators
• Identify
the series of changes that occur in objects, organisms, and natural and human
designed systems.
• Explain
how a system at equilibrium is affected by change.
12.2 Science
as Inquiry
Science as inquiry
requires students to combine processes and scientific knowledge with scientific
reasoning and critical thinking to develop their understanding of science.
12.2.1 By the end of twelfth grade, students will
develop the abilities needed to do scientific inquiry.
• Formulate
questions and identify concepts that guide scientific investigations.
• Design
and conduct scientific investigations.
• Use
technology and mathematics to improve investigations and communications.
• Formulate
and revise scientific explanations and models using logic and evidence.
• Recognize
and analyze alternative explanations and models.
• Communicate
and defend a scientific argument.
12.3 Physical
Science
Physical science focuses
on the science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use.
12.3.1 By the end of twelfth grade, students will
develop an understanding of the structure of the atom.
• Investigate
and describe the structure of atoms, focusing on properties of subatomic
particles.
• Investigate
and explain the types of nuclear reactions.
• Investigate
and describe the effect of electrical and nuclear forces which hold atoms
together.
12.3.2 By the end of twelfth grade, students will
develop an understanding of the structure and properties of matter.
• Investigate
and understand that atoms interact with one another by transferring or sharing
electrons.
• Investigate
and explain the periodic table of elements in terms of repeating patterns of
physical and chemical properties.
• Investigate
and describe how the structure of an atom determines the chemical properties of
an element.
• Investigate
and explain how the interactions among the molecules of a compound determine
its physical and chemical properties.
• Investigate
and use changes in energy to explain the differences among the states of
matter.
• Investigate
and describe the bonding of carbon atoms in chains and rings to produce
compounds essential to life.
12.3.3 By the end of twelfth grade, students will
develop an understanding of chemical reactions.
• Investigate
and describe common chemical reactions.
• Investigate
and describe the change of energy as a result of chemical reactions.
• Investigate
and describe how electrons are involved in bond formation during chemical reactions.
• Investigate
and describe the factors influencing the rates of chemical reactions, including
catalysts.
12.3.4 By the end of twelfth grade, students will
develop an understanding of motions and forces.
• Investigate
and understand the effect of forces on the motion of objects.
• Investigate
and understand gravity as an attractive force that each mass exerts on any
other mass.
• Investigate
and understand electrical force as a force that exists between any two charged
objects.
• Investigate
and describe an electric field a magnetic field, and the interaction between
them.
12.3.5 By the end of twelfth grade, students will
develop an understanding of the conservation of energy and increase in
disorder.
• Understand
that the total energy in the universe is constant and can never be destroyed.
• Investigate
and distinguish between kinetic energy and potential energy.
• Investigate
and describe heat transfer in terms of conduction, convection, and radiation.
• Investigate
and give examples of how systems tend to become more disorderly over time.
12.3.6 By the end of twelfth grade, students will
develop an understanding of the interactions of energy and matter.
• Investigate
and understand that all waves possess and transfer energy.
• Understand
that electromagnetic waves result when a charged object accelerates.
• Investigate
and illustrate how wavelength and frequency of waves are inversely related.
• Investigate
and understand that the energy of waves can be changed into other forms of
energy, just as other forms of energy can be transformed into wave energy.
• Investigate
and understand that atoms or molecules can be identified by spectral analysis.
• Investigate
and describe how the composition and temperature of a material affects
electron flow.
12.4 Life
Science
Life science focuses on
the science facts, concepts, principles, theories, and models that are
important for all students to know, understand, and use
12.4.1 By the end of twelfth grade, students will
develop an understanding of the cell.
• Investigate
and describe the form and function of subcellular structures that regulate cell
activities.
• Investigate
and describe cell functions (e.g., photosynthesis, respiration, cell division).
• Investigate
and understand that complex multicellular organisms are formed as highly
organized arrangements of differentiated cells.
12.4.2 By the end of twelfth grade, students will
develop an understanding of the molecular basis of heredity.
• Investigate
and describe how DNA carries the genetic code.
• Investigate
and understand that genetic variation occurs when genetic information is
transmitted during sexual reproduction.
• Investigate
and explain how some mutations could help, harm or have no effect on individual
organisms.
• Investigate
and explain how mutations in sex cells, but not in body cells, could be passed
on to offspring.
12.4.3 By the end of twelfth grade, students will
develop an understanding of the theory of biological evolution.
• Understand
that the concept of biological evolution is a theory which explains the
consequence of the interactions of: (1) the potential for a species to increase
its numbers; (2) the genetic variability of offspring due to mutation and
recombination of genes; (3) a finite supply of the resources of life; and (4)
the ensuing selection by the environment of those offspring better able to
survive and leave offspring.
• Investigate
and use the theory of biological evolution to explain diversity of life.
• Investigate
whether natural selection provides a scientific explanation of the fossil
record and the molecular similarities among the diverse species of living organisms.
• Investigate
and use biological classifications based on similarities.
12.4.4 By the end of twelfth grade, students will
develop an understanding of the interdependence of organisms.
• Investigate
and understand that atoms and molecules cycle among living and nonliving
components of the biosphere.
• Investigate
and describe the flow of energy through ecosystems, in one direction, from
producers to herbivores to carnivores and decomposers.
• Investigate
and cite examples of organisms cooperating and competing in ecosystems.
• Investigate
and understand that interactions among organisms are affected by the conflict
between an organism’s capacity to produce infinite populations and the finite
amount of resources.
• Investigate
and describe how humans modify the ecosystem as a result of population growth,
technology, and consumption.
12.4.5 By the end of
twelfth grade, students will develop an understanding of matter, energy, and
organization in living systems.
• Investigate
and understand that living systems require a constant input of energy to
maintain their chemical and physical organization.
• Investigate
and understand that producers use solar energy to combine molecules of carbon
dioxide and water into organic compounds.
• Investigate
and explain how distribution and abundance of different organisms in ecosystems
are limited by the availability of matter and energy and the ability of the
ecosystem to recycle materials.
12.4.6 By the end of twelfth grade, students will
develop an understanding of the behavior of organisms.
Example Indicators
• Investigate
and describe how nervous systems function in multicellular animals.
• Investigate
and describe how organisms respond to internal changes and external stimuli.
• Investigate
and explain how the behavioral patterns of organisms have evolved through
natural selection.
• Investigate
and understand that behavioral biology relates to humans since it provides
links to psychology, sociology, and anthropology.
12.5 Earth
and Space Science
Earth and space science
focuses on the science facts, concepts, principles, theories, and models that
are important for all students to know, understand, and use.
12.5.1 By the end of twelfth grade, students will
develop an understanding of energy in the earth system.
Example Indicators
• Investigate
and distinguish between internal sources of energy (e.g., radioactive decay and
gravitational energy) and external sources of energy (e.g., the sun), and
explaining how both provide energy to the earth systems.
• Investigate
and explain how the outward transfer of earth’s internal heat drives convection
in the mantle that propels the plates comprising the earth’s surface.
• Investigate
and explain how global climate is determined by energy transfer from the sun
and is influenced by dynamic processes (e.g., cloud formation and the earth’s
rotation) and static conditions (e.g., the position of mountain ranges and
oceans).
12.5.2 By the end of twelfth grade, students will
develop an understanding of geochemical cycles.
• Investigate
and diagram how elements and compounds on earth move among reservoirs in the
solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.
12.5.3 By the end of twelfth grade, students will
develop a scientific understanding of the origin of the earth system.
• Contrast
the early earth with the planet we live on today.
• Investigate
and estimate geologic time by observing rock sequences and using fossils to
correlate the sequences at various locations.
• Predict
when rocks were formed by using known decay rates of radioactive isotopes in
rocks.
• Investigate
and relate how the interactions among the solid earth, oceans, atmosphere, and
organisms affect the ongoing evolution of the earth.
12.5.4 By the end of twelfth grade, students will
develop a scientific understanding of the origin of the universe.
• Describe
and analyze various theories on the origin of the universe.
• Describe
various theories on the formation of galaxies.
• Describe
the life cycle of a star.
12.6 Science
and Technology
An understanding of
science and technology establishes connections between the natural and designed
world, linking science to technology.
12.6.1 By the end of twelfth grade, students will
develop an understanding of technological design.
• Propose
designs and choose between alternative solutions of a problem.
• Implement
the selected solution.
• Evaluate
the solution and its consequences.
• Communicate
the problem, process, and solution.
12.6.2 By the end of twelfth grade, students will
develop an understanding about science and technology.
• Explain
how science advances with the introduction of new technology.
• Understand
creativity, imagination, and a good knowledge base are all needed to advance
the work of science and engineering.
• Contrast
the reasons for the pursuit of science and the pursuit of technology.
• Contrast
the reporting of scientific knowledge and the reporting of technical knowledge.
12.7 Science
in Personal and Social Perspectives
A personal and social
perspective of science helps a student understand and act on personal and
social issues. This perspective builds a foundation for future decision making.
12.7.1 By the end of twelfth grade, students will
develop an understanding of personal and community health.
• Investigate
and describe the effect of nutritional balance on growth, development, and
personal well-being.
• Investigate
and explain how diseases are prevented, controlled, and cured.
• Investigate
and explain how genetics traits affect a person’s health.
• Investigate
and analyze risks and benefits in making decisions about personal and community
health.
12.7.2 By the end of twelfth grade, students will
develop an understanding of the effects of population change.
• Investigate
and identify causes of population growth or decline.
• Investigate
and explain how various factors influence birth rates and death rates.
• Investigate
and predict how population change may impacts resource use and
environments.
12.7.3 By the end of twelfth grade, students will
develop an understanding of natural resources.
• Investigate
and explain how human populations use environmental resources to maintain and
improve their existence.
• Investigate
and understand that the earth has renewable and finite resources.
• Investigate
and understand the limitations of natural systems to renew and recycle
resources.
12.7.4 By the end of twelfth grade, students will
develop an understanding of environmental quality.
• Investigate
and describe how the positive and negative consequences of human intervention
or nonintervention impacts the ecosystem.
• Investigate
and explain factors which may influence environmental quality.
12.7.5 By the end of twelfth grade, students will
develop an understanding of natural and human-induced hazards.
• Investigate
and describe how human activities increase or reduce the potential for hazards.
• Investigate
and distinguish between slowly and rapidly occurring natural hazards and their
impact on the environment.
12.7.6 By the end of twelfth grade, students will
develop an understanding of the role of science and technology in local,
national, and global challenges.
• Understand
that knowledge of basic concepts about scientific and technological challenges
should precede active debate.
• Investigate
and understand that social issues and challenges may affect advancements in
science and technology.
• Understand
that science and technology are essential social enterprises that indicate what
could happen, but not what should happen.
12.8 History
and Nature of Science
The history and nature of
science illustrates different aspects of scientific inquiry, the human aspects
of science, and the role that science has played in the development of various
cultures.
12.8.1 By the end of twelfth grade, students will
develop an understanding of science as a human endeavor.
• Demonstrate
ethical scientific practices (e.g., informing research subjects about risks and
benefits, humane treatment of animals, truthful reporting, public disclosure of
work, and peer review).
• Examine
and understand the societal, cultural, and personal beliefs that influence
scientists.
• Recognize
science as one way of answering questions and explaining the natural world.
12.8.2 By the end of twelfth grade, students will
develop an understanding of the nature of scientific knowledge.
• Demonstrate
the use of empirical standards, logical arguments, and skepticism in science.
• Create
scientific explanations consistent with experimental and observational
evidence; make accurate predictions; strive to be logical; respect the rules of
evidence; accept criticism; report methods and procedures; and make knowledge
public.
• Understand
that all scientific knowledge is, in principle, subject to change as new
evidence becomes available.
12.8.3 By the end of twelfth grade, students will
develop an understanding of the history of science.
• Investigate
and describe the contributions of diverse cultures to scientific knowledge and
technological inventions.
• Understand
that changes in scientific knowledge evolve over time and almost always build
on earlier knowledge.
• Understand
that some advancements in science and technology have long-lasting effects on
society.