Science

The MSAD #16 science curriculum translates state and national science standards into classroom practice. It represents what students should know and be able to do from kindergarten to twelfth grade in order to become scientifically literate citizens.

At the K-8 level, these standards are articulated as essential knowledge and skills in the following areas: life science; physical science; earth science; and space science. Performance indicators at each grade level describe examples of specific tasks students will be asked to do to demonstrate their understanding.

At the 9-12 level, these standards are articulated as essential knowledge and skills in the following subject areas: biology; chemistry physics; earth science applied science; and anatomy and physiology. Performance indicators are described for each subject area to show how students will demonstrate their understanding of the content standards.

At the K-12 level, science and technology standards are articulated in four areas: scientific inquiry, nature of scientific knowledge and thinking; historical and societal implications; and problem-solving and design technology. Unlike the content area, performance indicators which are grade level or subject area specific, the science and technology performance indicators are described for each of the four developmental levels, K-2, 3-5, 6-8, and 9-12.

The standards and benchmarks in this section are derived primarily from the Maine Curriculum Framework for Mathematics and Science and Project 2061: Benchmarks for Science Literacy with some modifications and additions (see Bibliography for additional resources). Performance indicators are designed for the local level, are fairly specific, and reflect a variety of themes across the grade levels ensuring that all K-8 students are exposed to all the sciences (life, physical, earth, and space) every year and that secondary students are learning the necessary content and skills needed for graduation.

MSAD #16 Framework for Academic Standards Fall 1997

Science 121