This document provides curriculum planners with models of learner outcomes that can be incorporated into a science curriculum and science essential learner outcomes. The first chapter includes a list of educational system values and learner values, philosophy of education, the mission for public education, and learner goals that describe the knowledge, skill, processes, values, and attitudes that a learner can expect to achieve as a result of active participation in K-12 public education. The second chapter provides a preliminary framework for one science education model. Chapter 3 lists science learner outcomes for overarching concepts, basic and integrated process skills, personal needs, science in the world (science/technology/society), and reading and writing in the sciences. The outcomes are cross-referenced with the Minnesota State Board of Education goals, and a development and concept emphasis is listed for each outcome. Chapter 4 explains how to transpose the outcomes into the curriculum. The first part provides a bridge between the rationale for science education developed in Chapter 2 into the basis for curriculum centered around the learner outcomes found in Chapter 3 and also describes instructional practices advocated by science educators. The second part contains questionnaires to assess the condition and determine the relative strengths and weaknesses of the science program. The appendixes, which comprise half the document, contain a variety of evaluation instruments along with some brief descriptive material: multicultural/gender disability/sensitive science education curriculum (checklist); multicultural nonsexist education and science education--considerations; user's guide to a matrix assessment; perceptions of the science program (parent, student, and teacher surveys); science education curriculum (questions to be used by evaluating committees); facilities and laboratory safety (checklist); and learner outcomes--what should be learned (checklist). (17 references) (KR)