National Standards

TEACHING STANDARD B:

Teachers of science guide and facilitate learning.
Focus and support inquiries while interacting with students.
Orchestrate discourse among students about scientific ideas.
Challenge students to accept and share responsibility for their own learning.
Recognize and respond to student diversity and encourage all students to participatefully in science learning.
Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas a data, and skepticism that characterize science.

TEACHING STANDARD C:

Teahers of science engage in ongoing assessment of their teaching and of student learning.
Use multiple methods and systematically gather data about student understanding and ability.
Analyze assessment data to guide teaching.
Guide students in self-assessment.
Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

TEACHING STANDARD D:

Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science.
Structure the time available so that students are able to engage in extended investigations.
Create a setting for student work that is flexible and supportive science inquiry.
Ensure a safe working environment.
Make the available science tools, materials, media, and technological resources accessible to students.
Identify and use resources outside the school.
Engage students in designing the learning environment.

TEACHING STANDARD E:

Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.
Display and demand respect for the diverse ideas, skills, and experiences of all students.
Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
Nurture collaboration among students.
Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
Model and emphasize the skills, attitudes, and values of scientific inquiry.

CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop:

Abilities necessary to do scientific inquiry.
Understandings about scientific inquiry.

CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop:

Abilities of technological design.
Understandings about science and technology.

NUMBERS AND OPERATIONS STANDARD

Understand meanings of operations and how they relate to one another

judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities;

ALGEBRA STANDARD

Understand patterns, relations, and functions

understand relations and functions and select, convert flexibly among, and use various representations form them;
analyze functions of one variable by investigating rates of change.

Use mathematical models to representand understand quantitative relationships

identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts;
draw reasonable conclusions about a situation being modeled

Analyze change in various contexts

approximate and interpret rates of change from graphical and numerical data.

MEASUREMENT STANDARD

Understand measurable attributes of objects and the units, systems, and processes of measurement

make decisions about units and scales that are appropriatefor problem situations involving measurement.

DATA ANALYSIS AND PROBABILITY STANDARD

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
know the characteristics of well-designed studies, including the role of randomizationin surveys and experiments;

Develop and evaluate inferences and predictions that are based on data

use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;
understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;