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PINDULI
love and adore. This webquest is designed to take upper elementary students on a journey to learn about the UNIQUE features of animals. Introduction Read more about Janell Cannon at this site: http://www.google.com/imgres?imgurl=http://www.teachingk-8.com/teachersk8/images/content/img...
 science_pub2003
different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bi...
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different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg com- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=4
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
GEs? Vermont’s Framework of Standards and Learning Opportunities provides the foundation for Local <span class="highlight">Com</span>- prehensive Assessment Systems. The creation of GEs will provide more explicit guidance. GEs will: • provide a valuable resource for teachers and schools as they implement the Vermont Framework • relate directly to the Vermont Standards and associated evidences • differentiate performance on content knowledge or skills between adjacent grade clusters • lead to focused, coherent and developmentally
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=11
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
dur- ing the process (e.g., “on the job” planning, investigating, and explaining can happen simultaneously). AND • Using procedures that are safe and humane. Grades PreK-K Grades 1-2 Scientific Questioning S1-2:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Posing observational questions that compare things in terms of number, shape, texture, size, weight, color, mo- tion, etc. (e.g., How fast does a Lady Beetle move <span class="highlight">com</span>- pared to a Bess Beetle?). AND • Investigating
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
• Recognizing that all living and non-living things are formed from combinations of about 100 elements. Science Concepts: a. All matter is made up of atoms that are too small to see. b. Atoms bond together to form molecules. c. An element is a substance in which the atoms are all the same. d. All living and non-living things are formed from <span class="highlight">com</span>- binations of about 100 elements. S7-8:11 Not assessed at this level Properties of Matter S5-6:9 Students demonstrate their understanding of the Properties
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=86
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
smaller molecules, whose sequence encodes genetic infor- mation. b. The human body is formed from cells that contain ho- mologous parrs two copies of each chromosome. c. New heritable characteristics can result from new <span class="highlight">com</span>- binations of existing genes or from mutations of genes in reproductive cells. d. All body cells have identical genetic information, but its expression may be very different from one cell to another due to the instructions given to different types of cells. − The sorting
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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...
different types of cells--grows into a fetus--baby is born— grows into a toddler—grows into a child—grows into a teenager—grows into an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg <span class="highlight">com</span>- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=97
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
an adult). AND • Explaining what occurs in the processes of fertilization and early embryo development (e.g., sperm + egg <span class="highlight">com</span>- bine to produce a new individual). Science Concepts: a. Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues and organs of an em- bryo, which eventually grows into an adult organism. Patterns of Human Development No S7-8:43 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=106
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
increasingly sophisti- cated technology is used to learn about the Universe (e.g., visual telescopes, radio telescopes, X-ray telescopes, <span class="highlight">com</span>- puters, space probes, atomic accelerators. d. Scientific theories on the nature of the Universe have evolved significantly through the past 2000+ years (Ptolemy, Copernicus, Kepler, Galileo), and new views are emerging. Grades 9-12 Universe, Earth and Environment: Vermont Standards and Evidences—Scale, Distances, Star Formation, Theories and Instrumentation 7.15 a
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=122
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
predict what the long term effect will be on organisms (e.g., acid precipitation, global warming. ozone depletion, pollution of water by phos- phates, mercury, PCBs, etc.). AND • Tracing the processes that are necessary to produce a <span class="highlight">com</span>- mon, everyday object from the original raw materials to its final destination after human use, considering alternate routes—including extraction of raw material, production and transportation, energy use and waste disposal through- out, packaging and recycling and/or
SCOPE AND SEQUENCE
and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigation...
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and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigations DOK: e of relies upon communication of results and justification of explanations a municate th. Com expand lanations through: ⇛ oral presentations ⇛ drawings and maps g of data relevant to the
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=31
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigations DOK: e of relies upon communication of results and justification of explanations a municate th. <span class="highlight">Com</span> expand lanations through: ⇛ oral presentations ⇛ drawings and maps g of data relevant to the
Science Booklet
Anatomical evidence: evidence gath- ered from body structure and its com- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start...
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Anatomical evidence: evidence gath- ered from body structure and its com- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start of an expansion from a highly condensed point of matter long ago. Biological abnormalities: abnormali- ties rooted in the life processes. Celestial: of or relating to that which exists outside of the earth (as
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=48
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Anatomical evidence: evidence gath- ered from body structure and its <span class="highlight">com</span>- position. Benchmarks: benchmarks indicate developmentally appropriate content Knowledge and skills at specific grade levels or at a cluster of grade levels. Big Bang Theory: theory that our universe began with the start of an expansion from a highly condensed point of matter long ago. Biological abnormalities: abnormali- ties rooted in the life processes. Celestial: of or relating to that which exists outside of the earth (as
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=49
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
49 Investigation, Simple vs. Scientific: investigation using the main concepts from Scientific Inquiry but not adher- ing to strict research protocols versus a more rigorous application of Scientific Inquiry that adheres to scientific proto- cols, including the study design, data collection, mathematical analysis, <span class="highlight">com</span>- parison against what is known and sound communication. Ma – lama i ka ‘a – ina: a Hawaiian concept expressing the close interdependence humans have with their environment (air, land, water
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are benefic...
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diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have com
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=18
diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have <span class="highlight">com</span>
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=36
GRADE EIGHT d. Students know how to identify separately the two or more forces that are acting on�a single static object, including gravity, elastic forces due to tension or <span class="highlight">com</span> pression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g
Science standards 1_04_07.pub
it travels nearly uniform condi- tions of temperature and humidity at any given level Air pressure – the pressure exerted by the atmosphere Amino Acid – of a class of about twenty organic com- pounds which form the basic constituents of proteins and contain both acid and amine g...
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it travels nearly uniform condi- tions of temperature and humidity at any given level Air pressure – the pressure exerted by the atmosphere Amino Acid – of a class of about twenty organic com- pounds which form the basic constituents of proteins and contain both acid and amine groups. Amplitude – the maximum extent of a vibration or oscilla- tion from the point of equilibrium. Anatomy – the science of the shape and structure of or- ganisms and their parts. Asexual reproduction – reproduction
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http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=16
www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...
it travels nearly uniform condi- tions of temperature and humidity at any given level Air pressure – the pressure exerted by the atmosphere Amino Acid – of a class of about twenty organic <span class="highlight">com</span>- pounds which form the basic constituents of proteins and contain both acid and amine groups. Amplitude – the maximum extent of a vibration or oscilla- tion from the point of equilibrium. Anatomy – the science of the shape and structure of or- ganisms and their parts. Asexual reproduction – reproduction
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http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=21
www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...
reproduction – reproduction by the union or fusion of two differing gametes Soil – the top layer of the earth's surface, consisting of rock and mineral particles mixed with organic matter. Solar system – a system of planets or other bodies orbit- ing another star Solid – the state in which a substance has no tendency to flow under moderate stress; resists forces (such as <span class="highlight">com</span>- pression) that tend to deform it; and retains a definite size and shape Solubility – the quality or condition of being soluble
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http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=22
www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf#page=...
compound from simpler <span class="highlight">com</span>- pounds or elements. System – a group of interacting, interrelated, or interde- pendent elements forming a complex whole. Telescope – a scientific instrument designed to collect and record electromagnetic radiation from cosmic sources Temperature – a measure of the average kinetic energy of the particles in a sample of matter, expressed in terms of units or degrees designated on a standard scale. Theory (scientific) – a well-substantiated explanation of some aspect of the
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