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Education
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 Standard Seven: Diversity and Continuity of living Things 5/9/05
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist...
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Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Evolution continued from previous page 4. Extinction <span class="highlight">of</span> <span class="highlight">a</span> species occurs when the environment changes and the <span class="highlight">adaptive</span> characteristics <span class="highlight">of</span> <span class="highlight">a</span> species are insufficient to allow its survival. Most <span class="highlight">of</span> the species that have lived <span class="highlight">on</span> Earth no longer exist. 5. There is <span class="highlight">a</span> wide diversity <span class="highlight">of</span> organisms <span class="highlight">on</span> Earth. These organisms may be classified in <span class="highlight">a</span> <span class="highlight">number</span> <span class="highlight">of</span> ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) <span class="highlight">based</span> <span class="highlight">on</span> similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
light/dark, and water) in <span class="highlight">a</span> competitive environment. Relate how competition for resources can determine survival. Examine an assortment <span class="highlight">of</span> plants and animals and use simple classification <span class="highlight">keys</span>, <span class="highlight">based</span> <span class="highlight">on</span> observable features, to sort and group the organisms. Identify <span class="highlight">a</span> variety <span class="highlight">of</span> reasons for extinction <span class="highlight">of</span> <span class="highlight">a</span> species. Use research <span class="highlight">on</span> <span class="highlight">a</span> variety <span class="highlight">of</span> extinct organisms to speculate causes <span class="highlight">of</span> extinction (i.e., inability to adapt to environmental changes). Enduring Understanding: The development <span class="highlight">of</span>
Microsoft Word - bio1.doc
groups called domains and kingdoms, which are comprised of organisms with general similarities. #0;� Classification of prokaryotes and eukaryotes is based on their evolutionary relationships. #0;� Dichotomous keys and are tools that can be used...
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groups called domains and kingdoms, which are comprised of organisms with general similarities. #0;� Classification of prokaryotes and eukaryotes is based on their evolutionary relationships. #0;� Dichotomous keys and are tools that can be used to show relatedness among organisms. #0;� Cladograms are tools that can be used to suggest relatedness through ancestry.
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=41
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=41
groups called domains and kingdoms, which are comprised <span class="highlight">of</span> organisms <span class="highlight">with</span> general similarities. #0;� Classification <span class="highlight">of</span> prokaryotes and eukaryotes is <span class="highlight">based</span> <span class="highlight">on</span> their evolutionary relationships. #0;� Dichotomous <span class="highlight">keys</span> and are tools that can be used to show relatedness among organisms. #0;� Cladograms are tools that can be used to suggest relatedness through ancestry.
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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification system and...
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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to the correct number of significant figures based
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=29
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
judge whether the differences are trivial or <span class="highlight">significant</span>, and this often requires more investigations. S:SPS2:8:1.3 Realize that knowledge, <span class="highlight">based</span> <span class="highlight">on</span> science, is subject to <span class="highlight">modification</span> as new information challenges prevailing theories and as <span class="highlight">a</span> new theory leads to looking at old observations in <span class="highlight">a</span> new way. S:SPS2:8:1.4 Provide examples that show how some scientific knowledge is very old and yet is still applicable today. S:SPS2:8:1.5 Recognize that some matters cannot be examined usefully
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=36
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
those that cannot. S:SPS1:11:1.2 Use complex classification criteria and <span class="highlight">keys</span> to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods <span class="highlight">of</span> classification for <span class="highlight">a</span> specific purpose. S:SPS1:11:1.4 Identify limitations <span class="highlight">of</span> <span class="highlight">a</span> given classification system and identify alternative ways <span class="highlight">of</span> classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to the correct <span class="highlight">number</span> <span class="highlight">of</span> <span class="highlight">significant</span> figures <span class="highlight">based</span>
INTRODUCTION TO BIOLOGY
School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth ...
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School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=11
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
School Science Test and Biology I Subject Area Test will be developed <span class="highlight">based</span> <span class="highlight">on</span> the objectives found in the framework. At <span class="highlight">least</span> fifty percent (50%) <span class="highlight">of</span> the test items <span class="highlight">on</span> the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth <span class="highlight">of</span> Knowledge (DOK) level assigned to the objectives for each competency. The Depth <span class="highlight">of</span> Knowledge (DOK) level is indicated at the end <span class="highlight">of</span> each objective. DEPTH <span class="highlight">OF</span> KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
geographic information systems. (DOK 2) • Compatible geographic data layers <span class="highlight">of</span> information utilizing computer software • Relationships between geographic data • Geographic information <span class="highlight">image</span> showing results <span class="highlight">of</span> analysis k. Draw conclusions <span class="highlight">based</span> <span class="highlight">on</span> analysis and summary <span class="highlight">of</span> geographic <span class="highlight">image</span> information results. (DOK 3) l. Research and defend <span class="highlight">a</span> variety <span class="highlight">of</span> applications for geographic information systems. (DOK 3) m. Describe the proper use and care <span class="highlight">of</span> GPS receivers, computers, and other scientific
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=151
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Describe – the skill <span class="highlight">of</span> developing <span class="highlight">a</span> detailed picture, <span class="highlight">image</span>, or characterization using diagrams and/or words, written or aural. Design – the application <span class="highlight">of</span> scientific concepts and principles and the inquiry process to the solution <span class="highlight">of</span> human problems that regularly provide tools to further investigate the natural world. Dichotomous key – <span class="highlight">a</span> strategy used in classification that involves placing objects in groups (or eliminating them) <span class="highlight">based</span> <span class="highlight">on</span> certain characteristics. Environment – all external conditions and
K-1
density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but...
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density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any product of the condensation of atmospheric water vapor deposited on Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to a future event or process based on theory, investigative
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=127
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
density: The <span class="highlight">number</span> <span class="highlight">of</span> individuals <span class="highlight">of</span> <span class="highlight">a</span> particular population living in <span class="highlight">a</span> given amount <span class="highlight">of</span> space. Population growth: The rate at which the <span class="highlight">number</span> <span class="highlight">of</span> individuals in <span class="highlight">a</span> population increases. Usually applies to <span class="highlight">a</span> given ecosystem, but could refer to <span class="highlight">a</span> region or the entire Earth. Precipitation: Any product <span class="highlight">of</span> the condensation <span class="highlight">of</span> atmospheric water vapor deposited <span class="highlight">on</span> Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to <span class="highlight">a</span> future event or process <span class="highlight">based</span> <span class="highlight">on</span> theory, investigative
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strategies for classifying organisms. CLE 3255.1.2 Identify organisms based on how they obtain energy. CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival. CLE 3255.1.4 Investigate various approaches to maintain biodiversity. #0;93255.1.1 Develop a vi...
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strategies for classifying organisms. CLE 3255.1.2 Identify organisms based on how they obtain energy. CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival. CLE 3255.1.4 Investigate various approaches to maintain biodiversity. #0;93255.1.1 Develop a visual aid to illustrate the major characteristics of the six kingdoms. #0;93255.1.2 Use a dichotomous key to identify at least five species found in a local ecosystem. #0;93255.1.3 Distinguish among primary, secondary and
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http://www.state.tn.us/education/ci/sci/doc/SCI_3255.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3255.pdf#page=3
strategies for classifying organisms. CLE 3255.1.2 Identify organisms <span class="highlight">based</span> <span class="highlight">on</span> how they obtain energy. CLE 3255.1.3 Relate specific animal behaviors and plant tropisms to survival. CLE 3255.1.4 Investigate various approaches to maintain biodiversity. #0;93255.1.1 Develop <span class="highlight">a</span> visual aid to illustrate the major characteristics <span class="highlight">of</span> the six kingdoms. #0;93255.1.2 Use <span class="highlight">a</span> dichotomous key to identify at <span class="highlight">least</span> five species found in <span class="highlight">a</span> local ecosystem. #0;93255.1.3 Distinguish among primary, secondary and
Microsoft Word - South Dakota Science 2005.rtf
compound that has three phosphate groups and is used by cells to store energy. Attribute A quality, property, or characteristic of somebody or something. Big Bang Theory A cosmological model, based on Einstein's general theory of relativity, in which the uni...
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compound that has three phosphate groups and is used by cells to store energy. Attribute A quality, property, or characteristic of somebody or something. Big Bang Theory A cosmological model, based on Einstein's general theory of relativity, in which the universe was compressed to infinite density approximately 15-20 billion years ago and has been expanding ever since. Binary compounds Two different elements chemically bonded together. Biogeochemical cycles A circuit where a nutrient moves back and forth
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=133
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
and metalloids). • Determine protons, neutrons, electrons, mass <span class="highlight">number</span>, and atomic <span class="highlight">number</span> from the Periodic Table. • Determine the <span class="highlight">number</span> <span class="highlight">of</span> valence electrons for elements in the main (s&p) blocks <span class="highlight">of</span> the Periodic Table. • Identify the relative metallic character <span class="highlight">of</span> an element <span class="highlight">based</span> <span class="highlight">on</span> its location <span class="highlight">on</span> the Periodic Table.
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=167
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
compound that has three phosphate groups and is used by cells to store energy. Attribute <span class="highlight">A</span> quality, property, or characteristic <span class="highlight">of</span> somebody or something. Big Bang Theory <span class="highlight">A</span> cosmological model, <span class="highlight">based</span> <span class="highlight">on</span> Einstein's general theory <span class="highlight">of</span> relativity, in which the universe was compressed to infinite density approximately 15-20 billion years ago and has been expanding ever since. Binary compounds Two different elements chemically bonded together. Biogeochemical cycles <span class="highlight">A</span> circuit where <span class="highlight">a</span> nutrient moves back and forth
KINDERGARTEN
observable properties (e.g., simple dichotomous keys). 2. Arrange objects, organisms, and/or events in serial order (e.g., least to greatest, fastest to slowest). Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires...
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observable properties (e.g., simple dichotomous keys). 2. Arrange objects, organisms, and/or events in serial order (e.g., least to greatest, fastest to slowest). Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. *1. Ask questions about the world and formulate an orderly plan to investigate a question. null 2. Evaluate
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=12
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=12
observable properties (e.g., simple dichotomous <span class="highlight">keys</span>). 2. Arrange objects, organisms, and/or events in serial order (e.g., <span class="highlight">least</span> to greatest, fastest to slowest). Process Standard 3: Experiment - Experimenting is <span class="highlight">a</span> <span class="highlight">method</span> <span class="highlight">of</span> discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. *1. Ask questions about the world and formulate an orderly plan to investigate <span class="highlight">a</span> question. null 2. Evaluate
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=15
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=15
more observable properties (e.g., simple dichotomous <span class="highlight">keys</span>). 2. Arrange objects, organisms, and/or events in serial order (e.g., <span class="highlight">least</span> to greatest, fastest to slowest). Process Standard 3: Experiment - Experimenting is <span class="highlight">a</span> <span class="highlight">method</span> <span class="highlight">of</span> discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. *1. Ask questions about the world and formulate an orderly plan to investigate <span class="highlight">a</span> question. null 2
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or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints. H.4D.2 Create and test or otherwise analyze at least one of the more prom...
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or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints. H.4D.2 Create and test or otherwise analyze at least one of the more promising solutions. Collect and process relevant data. Incorporate modifications based on data from testing or other analysis. H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being
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http://www.ode.state.or.us/teachlearn/real/documents/sciencehighschool.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/sciencehighschool.pdf#page=...
or limits <span class="highlight">based</span> <span class="highlight">on</span> science principles. Generate several possible solutions to <span class="highlight">a</span> problem and use the concept <span class="highlight">of</span> trade-offs to compare them in terms <span class="highlight">of</span> criteria and constraints. H.4D.2 Create and test or otherwise analyze at <span class="highlight">least</span> one <span class="highlight">of</span> the more promising solutions. Collect and process relevant data. Incorporate modifications <span class="highlight">based</span> <span class="highlight">on</span> data from testing or other analysis. H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being
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or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints. H.4D.2 Create and test or otherwise analyze at least one of the more prom...
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or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints. H.4D.2 Create and test or otherwise analyze at least one of the more promising solutions. Collect and process relevant data. Incorporate modifications based on data from testing or other analysis. H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being
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http://www.ode.state.or.us/teachlearn/real/documents/science-k-hs.pdf#page=11
www.ode.state.or.us/teachlearn/real/documents/science-k-hs.pdf#page=11
or limits <span class="highlight">based</span> <span class="highlight">on</span> science principles. Generate several possible solutions to <span class="highlight">a</span> problem and use the concept <span class="highlight">of</span> trade-offs to compare them in terms <span class="highlight">of</span> criteria and constraints. H.4D.2 Create and test or otherwise analyze at <span class="highlight">least</span> one <span class="highlight">of</span> the more promising solutions. Collect and process relevant data. Incorporate modifications <span class="highlight">based</span> <span class="highlight">on</span> data from testing or other analysis. H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being
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