Here's a link to the Prepublication version of the Science Framework for the 2009 National Assessment of Educational Progress.
Here's an excerpt from the Executive Summary's Introduction:
The National Assessment of Educational Progress (NAEP) and its reports are a key
measure in informing the nation on how well the goal of scientific literacy for all students
is being met. The Science Framework for the 2009 National Assessment of Educational
Progress (the Framework) sets forth recommendations for the design of a new science

January / February 2005, issue 1, contains article relating to bridging the gap between traditional native knowledge and western science.

Attached are the Alaska Department of Education and Early Development 2006 Alaska Content Standards

Various lab experiments and materials designed to help students understand key concepts such as controlled and manipulated variables.

Various lab experiments and materials designed to help students understand key concepts such as controlled and manipulated variables.

This unit highlights healthy life styles and choices for seventh and eighth graders. Traditionally, Alaska Native peoples were very conscience of their choices knowing that a poor decision could cost them their lives. However, with the arrival of non-native ethnic groups, traditional peoples became caught in a web of economic commerce and cultural traditions they were unfamiliar with.

This unit contains the following items, attempting to tie in traditional native culture with western science:

1. Traditional stories
2. Activities
3. ANSWER Camp Curriculum
4. Handouts
5. Shelters

This unit gives an overview of what camp is all about and what is expected from campers during their stay at camp. In addition, this unit asks questions about the student in an attempt to get to know the student better. In addition, an overview of variables, charting, and graphing is provided to prime the student for their time at camp.

Through a series of self-led investigations, students will attempt to answer the following questions:

1. How can I make my plane fly for at least six seconds?

Through a series of self-led investigations, students will attempt to answer the following questions:

1. Should plants be used to treat infections?
2. How do you know if you know?