iSEEK - Education

Describe – the skill of developing a detailed picture, image, or characterization using diagrams and/or words, written or aural. Design – the application of scientific concepts and principles and the inquiry process to the solution of human problems that regularly provide tools to further investigate the natural world. Dichotomous key – a strategy used in classification that involves placing objects in groups (or eliminating them) based on certain characteristics. Environment – all external conditions and

19 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=19 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Identify simple tools (rulers, thermometers, scales, and hand lenses) used to gather information. (DOK 1) d. Recognize that people have always had questions about their world and identify science as one way of answering questions and explaining the natural world. (DOK 1) e. Describe ideas using drawings and oral expression. (DOK 2) f. Recognize that when a science investigation is done the way it was done before, very similar results are expected. (DOK 1

83 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=83 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 83 c. Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel electrophoresis). (DOK 2) d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2) • Significance of nondisjunction, deletion, substitutions, translocation, frame shift mutation in animals • Occurrence and significance of genetic disorders such as sickle cell

136 0 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...

2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f

151 0 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 of developing a detailed picture, image, or characterization using diagrams and/or words, written or aural. Design – the application of scientific concepts and principles and the inquiry process to the solution of human problems that regularly provide tools to further investigate the natural world. Dichotomous key – a strategy used in classification that involves placing objects in groups (or eliminating them) based on certain characteristics. Environment – all external conditions and

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Science Booklet

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15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

14 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=14 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

14 CONTENT STANDARDS K - 3 4 - 5 USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and

15 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=15 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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Science

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Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction

15 0 http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15 arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15

Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction

arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15

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Microsoft Word - earth and space science gses 4.0.doc

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similar or different physical properties (e.g., size, shape, color, texture, smell, weight). 1b recording observations/data about physical properties. 1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by … 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture

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similar or different physical properties (e.g., size, shape, color, texture, smell, weight). 1b recording observations/data about physical properties. 1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by … 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture

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Science.qxd

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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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly

22 0 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 video 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).

32 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=32 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=32

Revised 2004 29 Kindergarten Science 2.04 Observe and determine the effects of weather on human activities. 2.05 Use common tools to measure weather. COMPETENCY GOAL 3: The learner will make observations and build an understanding of the properties of common objects. Objectives 3.01 Observe and describe the properties of different kinds of objects (clay, wood, cloth, paper, other) and how they are used. 3.02 Develop and use a vocabulary associated with the properties of materials: • Color. • Size. • Shape

63 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63

Revised 2004 59 Grade 6 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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly

75 0 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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly

86 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86

Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, 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 video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly line, a

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75

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The Kansas Science Education Standards Glossary is a compilation of terms identified by a ...

331#7;#7;Colleen Zink#7;USD 229#7;#7;#11; The glossary has four sections: Elementary, Middle School, High School Life & Earth/Space, and High School Physical. Recurring terms in some cases have been omitted, therefore, undefined terms may be found in a different section. The KSDE does not disc...

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K-1

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into two groups: natural and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties. Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe these materials. Sort Earth objects by one observable property (e.g., rocks by size or color).*a Compare Earth objects by at least two properties (e.g., first compare rocks by size, then by color). *a K-1 ES2C Some

18 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=18 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

properties of materials rather than objects. Content Standards Performance Expectations Students know that: Students are expected to: K-1 ES2A Some objects occur in nature; others have been designed and processed by people. Sort objects into two groups: natural and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, and soil; and water. These materials have different observable physical properties. Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy

31 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=31 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

into two groups: natural and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties. Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe these materials. Sort Earth objects by one observable property (e.g., rocks by size or color).*a Compare Earth objects by at least two properties (e.g., first compare rocks by size, then by color). *a K-1 ES2C Some

120 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=120 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

112 Revised Washington State K-12 Science Standards Dependent variable: The factor of a system being investigated that changes in response to the manipulated (independent) variable and is measured. Deposition of sediments: Refers to the geologic process following erosion, in which particles of sand or soil are no longer transported from their source by wind or water and are added to a new landform. Describe: The skill of developing a detailed picture, image, or characterization using diagrams

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Core Content For Mathematics Assessment

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Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual

28 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28

identify and describe the types of stages (arena, thrust, proscenium). AH-07-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium). AH-08-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium). Visual Arts AH-06-1.4.1 Students will describe works of art using elements of art and principles of design. DOK 2 Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form

128 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128

Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128

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Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc

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however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the

34 0 http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34 mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34

however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the

mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34

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Microsoft Word - South Dakota Science 2005.rtf

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classify people and animals according to similarities and differences. Examples: Classify animals by color, size, shape, body parts, gender, and offspring. Indicator 2: Analyze various patterns and products of natural and induced biological change. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 2.L.2.1. Students are able to describe how flowering plants go through a series of orderly changes in their life cycle. Example: Illustrate ways flowering plants undergo

39 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=39 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

classify people and animals according to similarities and differences. Examples: Classify animals by color, size, shape, body parts, gender, and offspring. Indicator 2: Analyze various patterns and products of natural and induced biological change. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 2.L.2.1. Students are able to describe how flowering plants go through a series of orderly changes in their life cycle. Example: Illustrate ways flowering plants undergo

141 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=141 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

130 Indicator 2: Analyze various patterns and products of natural and induced biological change. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 9-12.L.2.1. Students are able to predict inheritance patterns using a single allele. • Solve problems involving simple dominance, co- dominance, and sex-linked traits using Punnett squares for F1 and F2 generations. Examples: color blindness, wavy hair • Discuss disorders resulting from alteration of a single gene

153 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=153 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Examples: inhibitors, co-enzymes, ph balance, environment (Analysis) 9-12.L.1.5A. Students are able to classify organisms using characteristics and evolutionary relationships of domains. Examples: eubacteria, archaebacteria, and eukaryotes Indicator 2: Analyze various patterns and products of natural and induced biological change. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.L.2.1A. Students are able to predict the results of complex inheritance patterns

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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