This paper is part of a larger NSF funded research project that situates the lived experiences and narratives of African Americans and Black heritage in the K-12 science curriculum. This work contributes to research on the science capital, and on positive and empowering identity construction for the African Diaspora. This study takes the position that K-12 science curricula, content, and standards do not support nor do they adequately facilitate an integrated inclusion of Black heritage, narratives, and lived experiences from a position of strength. This study uses the research literature and archives that reflect the social, cultural, and historical narratives and underpinnings of early African Americans, Africans, and Black heritage that can be used to learn science. In this research, well established frameworks vetted by scientists and science educators were used to extract from Black narratives and literature data. It is important to note that these well-respected frameworks do not specifically point to the inclusion of Black people nor do they highlight the cultural resources of African Americans or Black heritage. The "Next Generation Science Standards" were used to explore and explain the data. The results show that sociocultural and historical data that reflect the science experiences and the political and economic underpinnings of the African American experience and Black heritage can be used to understand the three dimensions of STEM in the "Next Generation Science Standards"--namely the Disciplinary Core Ideas, Nature of Science, and Crosscutting Concepts. Emergent concepts implicate adaptations of early African Americans. Implications for understandings about science that benefit all and that promote insights into the science of environmental sustainability and culture are indicated. Sample modifications and inclusions in the science standards are provided.