National Science Education Standards

Here we point out the various content standards of the National Science Education Standards that align with the lessons and activities provided in this publication.

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Physical Science: Content Standard B

As a result of their activities in grades 5-8, all students should develop understanding of

Transfer of energy

• Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.
• Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
• Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object - emitted by or scattered from it - must enter the eye.
• The sun is a major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation.

Life Science: Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of

• Populations and ecosystems.
• A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
• Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some micro-organisms are producers - they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
• For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs.
• The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

Diversity and adaptations of organisms

• Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
• Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist.

Science and Technology: Content Standard E

As a result of activities in grades 5-8, all students should develop

Understandings about science and technology

• Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.
• Many different people in different cultures have made and continue to make contributions to science and technology.
• Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.
• Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
• Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics.
• Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.

Science in Personal and Social Perspectives: Content Standard F

As a result of activities in grades 5-8, all students should develop understanding of

• Personal health
• Populations, resources, and environments
• Natural hazards
• Risks and benefits

Personal health

• Natural environments may contain substances (for example, radon and lead) that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
• Populations, resources, and environments.
• When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.
• Causes of environmental degradation and resource depletion vary from region to region and from country to country.

Natural hazards

• Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.
• Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.

Risks and benefits

• Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).
• Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
• Important personal and social decisions are made based on perceptions of benefits and risks.

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Copyright September 2007 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.