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 science_pub2003
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Pr...
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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=5
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=60
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells <span class="highlight">S3</span>-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=88
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=96
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No <span class="highlight">S3</span>-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=100
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=108
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle <span class="highlight">S3</span>-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=112
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface <span class="highlight">S3</span>-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=116
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons <span class="highlight">S3</span>-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=120
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources <span class="highlight">S3</span>-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Observing and describing properties of living and non- living resources. AND • Explaining how the properties of living and n on-living resources make them suitable for use by humans. Science Concepts: a. The varied earth materials have different physical and chemical properties, which make
Science.qxd
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 199...
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of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
(e.g., an aspirin, chair, or <span class="highlight">video</span> tape). • Methodology or technique (e.g., painting, using a microscope). • System of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airplane, for example, suggests a plethora of interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or <span class="highlight">video</span> tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A <span class="highlight">Video</span> Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
2006 Science and Technology/Engineering Curriculum Framework
clips, reference books, software, video laser discs, long-distance learning, CD-ROMs, and electronic bulletin boards Suggest how to adapt materials for students with differing levels of achievement Suggest enrichment and skill reinforcement activities for extended learning Include suggesti...
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clips, reference books, software, video laser discs, long-distance learning, CD-ROMs, and electronic bulletin boards Suggest how to adapt materials for students with differing levels of achievement Suggest enrichment and skill reinforcement activities for extended learning Include suggestions for a variety of assessment approaches such as portfolios, journals, projects, and informal and formal tests V. Student Assessment Materials Are free of inappropriate or derogatory material
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
clips, reference books, software, <span class="highlight">video</span> laser discs, long-distance learning, CD-ROMs, and electronic bulletin boards Suggest how to adapt materials for students with differing levels of achievement Suggest enrichment and skill reinforcement activities for extended learning Include suggestions for a variety of assessment approaches such as portfolios, journals, projects, and informal and formal tests V. Student Assessment Materials Are free of inappropriate or derogatory material
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. b. Describe the observable behaviors of single celled organisms c. Cite evidence from data gathered that supports the idea that most single celled organisms h...
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instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. b. Describe the observable behaviors of single celled organisms c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms. B. Cells B. Cells 1. Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=15
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=15
instruments, or <span class="highlight">video</span> technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. b. Describe the observable behaviors of single celled organisms c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms. B. Cells B. Cells 1. Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and
CONTENts.PDF
the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials....
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the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
the <span class="highlight">video</span>, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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challenges to changing the focus of assessment and instruction in science classrooms.” Educational Assessment 4 (1): 37-73. Keeley, Page. (2005). Science Curriculum Topic Study. NSTA Press. Krueger, A. and Sutton, J. (2001). EDThoughts: What We Know about Science Teaching and Learning. Auro...
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challenges to changing the focus of assessment and instruction in science classrooms.” Educational Assessment 4 (1): 37-73. Keeley, Page. (2005). Science Curriculum Topic Study. NSTA Press. Krueger, A. and Sutton, J. (2001). EDThoughts: What We Know about Science Teaching and Learning. Aurora, CO: Mid-continent Research for Education and Learning. Gee, James Paul. (2003). What Video Games have to Teach Us. Palgrave McMillan. Messick, S. (1994). The interplay of evidence and consequences in the
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=117
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
challenges to changing the focus of assessment and instruction in science classrooms.” Educational Assessment 4 (1): 37-73. Keeley, Page. (2005). Science Curriculum Topic Study. NSTA Press. Krueger, A. and Sutton, J. (2001). EDThoughts: What We Know about Science Teaching and Learning. Aurora, CO: Mid-continent Research for Education and Learning. Gee, James Paul. (2003). What <span class="highlight">Video</span> Games have to Teach Us. Palgrave McMillan. Messick, S. (1994). The interplay of evidence and consequences in the
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based present...
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically
16
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, <span class="highlight">video</span>, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically
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for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). Reflection and Social Implications K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how sci...
1
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for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). Reflection and Social Implications K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new
8
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=8
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
purposeful conversation. S.IA.00.13 Communicate and present findings of observations. S.IA.00.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a <span class="highlight">video</span>). Reflection and Social Implications K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an
16
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=16
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a <span class="highlight">video</span>). Reflection and Social Implications K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new
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