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Scholastic: All Activities Issue - Boxes & Blocks: Puffer Bellies and Box Cars
outdoor environment into their play. (Some children may even use the boxes to invent a whole new experience.) As a follow-up, ask children to think of places they would like to travel to on the train. What would they like to take with them on the trip? Together, gather related props, s...
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is...
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objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is the rate at which charges are flowing in a circuit. (KSES Gr. K-4) Environment – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES Gr. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=48
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test <span class="highlight">for</span> good classification system is whether others can use it. (KSES <span class="highlight">Gr</span>. K-4) Current is the rate at which charges are flowing in a circuit. (KSES <span class="highlight">Gr</span>. K-4) <span class="highlight">Environment</span> – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES <span class="highlight">Gr</span>. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=49
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
constant because the pull <span class="highlight">of</span> gravity on an object’s mass varies with location. An object would weight less on Earth than on Jupiter because Jupiter has greater mass than Earth; Jupiter’s mass would have a greater gravitational attraction <span class="highlight">for</span> the object. (KSES <span class="highlight">Gr</span>. 5-7)
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is...
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objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is the rate at which charges are flowing in a circuit. (KSES Gr. K-4) Environment – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES Gr. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=123
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test <span class="highlight">for</span> good classification system is whether others can use it. (KSES <span class="highlight">Gr</span>. K-4) Current is the rate at which charges are flowing in a circuit. (KSES <span class="highlight">Gr</span>. K-4) <span class="highlight">Environment</span> – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES <span class="highlight">Gr</span>. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=124
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
on the object’s location. Weight is a measure <span class="highlight">of</span> force and is not constant because the pull <span class="highlight">of</span> gravity on an object’s mass varies with location. An object would weight less on Earth than on Jupiter because Jupiter has greater mass than Earth; Jupiter’s mass would have a greater gravitational attraction <span class="highlight">for</span> the object. (KSES <span class="highlight">Gr</span>. 5-7)
Microsoft Word - sci_std_Aug07_apx.docsci_std_Aug07_apx.pdf
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is...
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objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for good classification system is whether others can use it. (KSES Gr. K-4) Current is the rate at which charges are flowing in a circuit. (KSES Gr. K-4) Environment – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES Gr. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=8019&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=801...
objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test <span class="highlight">for</span> good classification system is whether others can use it. (KSES <span class="highlight">Gr</span>. K-4) Current is the rate at which charges are flowing in a circuit. (KSES <span class="highlight">Gr</span>. K-4) <span class="highlight">Environment</span> – all external conditions and factors, living and non-living, that affect an organism during its life time. (KSES <span class="highlight">Gr</span>. K-4) Full inquiry
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http://www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=8019&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=801...
on the object’s location. Weight is a measure <span class="highlight">of</span> force and is not constant because the pull <span class="highlight">of</span> gravity on an object’s mass varies with location. An object would weight less on Earth than on Jupiter because Jupiter has greater mass than Earth; Jupiter’s mass would have a greater gravitational attraction <span class="highlight">for</span> the object. (KSES <span class="highlight">Gr</span>. 5-7)
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Compare two different energy systems that are used to produce large amounts of electrical power for New Hampshire residents, and describe the advantages and disadvantages of each system. S:PS4:12:3.2 Design a transportation system that meets most humans’ need for...
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Compare two different energy systems that are used to produce large amounts of electrical power for New Hampshire residents, and describe the advantages and disadvantages of each system. S:PS4:12:3.2 Design a transportation system that meets most humans’ need for reliable and affordable transportation, while having a minimal impact on the environment. S:PS4:12:3.3 Describe the various types of manufacturing systems, such as customized production, batch production, and continuous production, and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=22
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
based upon their observations about the natural world and design a simple investigation. S:SPS3:4:2.3 Develop questions that help them learn about the <span class="highlight">environment</span>; and design and conduct simple investigations. S:SPS3:4:2.4 Locate and collect information about the <span class="highlight">environment</span> and environmental and natural resources topics. S:SPS3:4:2.5 Use reliable information to answer questions. S:SPS3:4:2.6 Organize information to <span class="highlight">search</span> <span class="highlight">for</span> relationships and patterns concerning the <span class="highlight">environment</span> and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=115
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Compare two different energy systems that are used to produce large amounts <span class="highlight">of</span> electrical power <span class="highlight">for</span> New Hampshire residents, and describe the advantages and disadvantages <span class="highlight">of</span> each system. S:PS4:12:3.2 Design a transportation system that meets most humans’ need <span class="highlight">for</span> reliable and affordable transportation, while having a minimal impact on the <span class="highlight">environment</span>. S:PS4:12:3.3 Describe the various types <span class="highlight">of</span> manufacturing systems, such as customized production, batch production, and continuous production, and
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that address...
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
with #0;93295.2.1 Compare the results <span class="highlight">of</span> an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a <span class="highlight">search</span> <span class="highlight">engine</span> on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness <span class="highlight">of</span> the limitations to scientific
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
GRADES NINE THROUGH TWELVE—PHYSICS Heat and Thermodynamics 3. Energy cannot be created or destroyed, although in many processes energy is trans ferred to the environment as heat. As a basis for understanding this concept: a. Students know heat flow and work are tw...
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GRADES NINE THROUGH TWELVE—PHYSICS Heat and Thermodynamics 3. Energy cannot be created or destroyed, although in many processes energy is trans ferred to the environment as heat. As a basis for understanding this concept: a. Students know heat flow and work are two forms of energy transfer between systems. b. Students know that the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
GRADES NINE THROUGH TWELVE—PHYSICS Heat and Thermodynamics 3. Energy cannot be created or destroyed, although in many processes energy is trans ferred to the <span class="highlight">environment</span> as heat. As a basis <span class="highlight">for</span> understanding this concept: a. Students know heat flow and work are two forms <span class="highlight">of</span> energy transfer between systems. b. Students know that the work done by a heat <span class="highlight">engine</span> that is working in a cycle is the difference between the heat flow into the <span class="highlight">engine</span> at high temperature and the heat flow out at a lower
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through food chains and food webs. • provide evidence that green plants make food and explain the significance of this process to other organisms. This is evident, for example, when students: s construct a food web for a community of organisms and explore how...
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through food chains and food webs. • provide evidence that green plants make food and explain the significance of this process to other organisms. This is evident, for example, when students: s construct a food web for a community of organisms and explore how elimination of a particular part of a chain affects the rest of the chain and web. 7. Human decisions and activities have had a profound impact on the physical and living environment. Students: • describe how living things, including humans, depend upon the
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf#page=4
www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf#page=4
through food chains and food webs. • provide evidence that green plants make food and explain the significance <span class="highlight">of</span> this process to other organisms. This is evident, <span class="highlight">for</span> example, when students: s construct a food <span class="highlight">web</span> <span class="highlight">for</span> a community <span class="highlight">of</span> organisms and explore how elimination <span class="highlight">of</span> a particular part <span class="highlight">of</span> a chain affects the rest <span class="highlight">of</span> the chain and <span class="highlight">web</span>. 7. Human decisions and activities have had a profound impact on the physical and living <span class="highlight">environment</span>. Students: • describe how living things, including humans, depend upon the
STATE BOARD OF EDUCATION – TOPIC SUMMARY
Updated on November 13, 2009 to correct typographical and grammatical errors on pages 9-13, 17, 19, and 21-24. Changes are highlighted. 2 In November 2007 the science panel began work on a framework for the science standards and the development of the standards. The panel wr...
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Updated on November 13, 2009 to correct typographical and grammatical errors on pages 9-13, 17, 19, and 21-24. Changes are highlighted. 2 In November 2007 the science panel began work on a framework for the science standards and the development of the standards. The panel wrote the first draft of the standards in January and April 2008. A small focus group of science teachers from Portland State University’s Oregon Teacher Scholars Program met in December 2007 to provide additional input on the
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http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k-h_science_standards_updated%2811.13%29.pdf#page=2
www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k...
Updated on November 13, 2009 to correct typographical and grammatical errors on pages 9-13, 17, 19, and 21-24. Changes are highlighted. 2 In November 2007 the science panel began work on a framework <span class="highlight">for</span> the science standards and the <span class="highlight">development</span> <span class="highlight">of</span> the standards. The panel wrote the first draft <span class="highlight">of</span> the standards in January and April 2008. A small focus group <span class="highlight">of</span> science teachers from Portland State University’s Oregon Teacher Scholars Program met in December 2007 to provide additional input on the
Science Performance Standard H Grade 12
Show how policy decisions in science depend on social values, ethics, beliefs, and time-frames as well as considerations of science and technology H.12.4 Advocate a solution or combination of solutions to a problem in science or technology H.12.5 Investigate how current plans or propos...
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