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2007 Anatomy & Physiology Standards Page 4 of 8 AP 4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of somatic nervous system. Compare and contrast the actions, origins and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters. AP 4.12 Explain how the cells of the adrenal medulla supplement the actions of the autonomic

4 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-anatomyphysiology.pdf#page=4 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-...

2007 Anatomy & Physiology Standards Page 4 of 8 AP 4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of somatic nervous system. Compare and contrast the actions, origins and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters. AP 4.12 Explain how the cells of the adrenal medulla supplement the actions of the autonomic

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-...

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SCOPE AND SEQUENCE

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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

2 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=2 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

Biology Assessment Document 11/24/08 Missouri Department of Elementary and Secondary Education – Curriculum and Assessment AN * INDICATES THAT IT IS A LOCAL ASSESSMENT ITEM 1 SCOPE AND SEQUENCE This is one model of a curriculum scope and sequence. Grade level expectations for grades K-8 are clustered into suggested units and arranged to support development of conceptual understanding. School district personnel are encouraged to adapt this model as necessary in order to better meet the needs of their

30 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=30 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

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2006 Science and Technology/Engineering Curriculum Framework

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Learning standards for grades 6–8 fall under the following five subtopics: Mapping the Earth; Earth’s Structure; Heat Transfer in the Earth System; Earth’s History; and The Earth in the Solar System. • At the high school level, students review geological, meteorological, oceanographic, and astronomical data to learn about Earth’s matter, energy, processes, and cycles. Through these data they also learn about the origin and evolution of the universe. Students gain knowledge about Earth’s internal

31 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31

to school and learn to extend and focus their explorations. In the process, they learn to work with tools like magnifiers and simple measuring devices. Learning standards for grades PreK–2 fall under the following four subtopics: Earth’s Materials; The Weather; The Sun as a Source of Light and Heat; and Periodic Phenomena. • In grades 3–5, students explore properties of geological materials and how they change. They conduct tests to classify materials by observed properties, make and record

32 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=32 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=32

Learning standards for grades 6–8 fall under the following five subtopics: Mapping the Earth; Earth’s Structure; Heat Transfer in the Earth System; Earth’s History; and The Earth in the Solar System. • At the high school level, students review geological, meteorological, oceanographic, and astronomical data to learn about Earth’s matter, energy, processes, and cycles. Through these data they also learn about the origin and evolution of the universe. Students gain knowledge about Earth’s internal

70 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70

Learning standards for grades 6–8 fall under the following five subtopics: Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy. • In high school Chemistry, students learn about the properties of matter and how these properties help to organize elements on the periodic table. Students develop a better understanding of the structure of the atom. Students develop an understanding of chemical reactions, including the involvement of energy and

90 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=90 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=90

level of engineering design skill by recognizing a need or problem, learning different ways that the problem can be represented, and working with a variety of materials and tools to create a product or system to address the problem. Learning standards for grades 3–5 fall under the following two subtopics: Materials and Tools; and Engineering Design. • In grades 6–8, students pursue engineering questions and technological solutions that emphasize research and problem solving. They identify and

91 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91

Learning standards for grades 6–8 fall under the following seven subtopics: Materials, Tools, and Machines; Engineering Design; Communication Technologies; Manufacturing Technologies; Construction Technologies; Transportation Technologies; and Bioengineering Technologies. • In high school, students develop their ability to solve problems in technology/engineering using mathematical and scientific concepts. High school students are able to relate concepts and principles they have learned in science

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=32

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Core Content For Mathematics Assessment

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global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...

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124 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124

and jobs. DOK 3 PL-07-4.3.2 Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-06-4.3.3

133 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

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K-1

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Standards for Grades 4-5 52 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth in Space (ES1) Core Content: Earth in Space In prior grades students learned that observing and recording the position and appearance of objects in the sky make it possible to discover patterns of motion. In grades 4-5 students learn the full implications of the spherical-Earth concept and Earth’s place in the Solar System. The upper elementary years are an excellent

14 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=14 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

of Energy Multiple forces affect an objects motion in predictable ways. These affects are explained by Newton’s Laws. Atomic structure accounts for atoms ability to combine to produce compounds. These changes maybe physical, chemical or nuclear. Energy can take many forms and be transferred and transformed. Within a closed system the total energy is conserved. Grades 6-8 Balanced and Unbalanced Forces Atoms and Molecules Interactions of Energy and Matter Objects in motion are

60 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=60 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 4-5 52 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth in Space (ES1) Core Content: Earth in Space In prior grades students learned that observing and recording the position and appearance of objects in the sky make it possible to discover patterns of motion. In grades 4-5 students learn the full implications of the spherical-Earth concept and Earth’s place in the Solar System. The upper elementary years are an excellent

68 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=68 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a

www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

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Illinois Science assessment Framework

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positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere). 12.7.101 Define light year, how many kilometers it is, and know that galactic distances may be measured in millions and

21 0 http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=21 www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=21

positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere). 12.7.101 Define light year, how many kilometers it is, and know that galactic distances may be measured in millions and

www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=21

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Minnesota

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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 7 of 42 DRAFT for rulemaking process 7.15.09 2.2.2.2.1 Describe how push and pull forces can make objects move. For example: Push and pull objects on smooth and rough surfaces. 2. Physical Science 2. Motion 2. The motion of an object can be changed by push or pull forces. 2.2.2.2.2 Describe how things near Earth fall to the ground unless something holds them up. 3. Earth and

8 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=8 education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 7 of 42 DRAFT for rulemaking process 7.15.09 2.2.2.2.1 Describe how push and pull forces can make objects move. For example: Push and pull objects on smooth and rough surfaces. 2. Physical Science 2. Motion 2. The motion of an object can be changed by push or pull forces. 2.2.2.2.2 Describe how things near Earth fall to the ground unless something holds them up. 3. Earth and

education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

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KINDERGARTEN

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Priority Academic Student Skills School Improvement 203 Science EARTH/SPACE SCIENCE Grade 8 Standard 4: Structures and Forces of the Earth and Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following

29 0 http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=29 sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=29

Priority Academic Student Skills School Improvement 203 Science EARTH/SPACE SCIENCE Grade 8 Standard 4: Structures and Forces of the Earth and Solar System - The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following

sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=29

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Science.qxd

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Earth’s pedosphere and the measures taken to control the impact: • Vegetative cover. • Agriculture. • Land use. • Nutrient balance. • Soil as a vector. 3.07 Assess the use of technology and information systems in monitoring lithospheric phenomenon. 3.08 Conclude that the good health of environments and organisms requires: • Monitoring of the pedosphere. • Taking steps to maintain soil quality. • Stewardship.

67 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=67 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=67

Earth’s pedosphere and the measures taken to control the impact: • Vegetative cover. • Agriculture. • Land use. • Nutrient balance. • Soil as a vector. 3.07 Assess the use of technology and information systems in monitoring lithospheric phenomenon. 3.08 Conclude that the good health of environments and organisms requires: • Monitoring of the pedosphere. • Taking steps to maintain soil quality. • Stewardship.

90 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90

availability. 3.03 Evaluate evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: • Estuaries. • Marine ecosystems. • Upwelling. • Behavior of gases in the marine environment. • Value and sustainability of marine resources. • Deep ocean technology and understandings gained. 3.04 Describe how terrestrial and aquatic food webs are interconnected. 3.05 Analyze hydrospheric data over time to predict the health of a water system including: • Temperature. • Dissolved oxygen

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=67

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Science Booklet

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What about Famous Scientists? Science careers and Science in careers. were of both genders, from a variety of age groups, ethnic origins, religious viewpoints and time periods). Also not made explicit are science careers or science in careers. Although these are very important areas to be considered, we decided to keep them separate from this document. They could fall under the realm of “Instructional Strategies.” Domain II, Strand 2 and its Content Standards Organisms and Development • Unity and

6 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=6 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

What about Famous Scientists? Science careers and Science in careers. were of both genders, from a variety of age groups, ethnic origins, religious viewpoints and time periods). Also not made explicit are science careers or science in careers. Although these are very important areas to be considered, we decided to keep them separate from this document. They could fall under the realm of “Instructional Strategies.” Domain II, Strand 2 and its Content Standards Organisms and Development • Unity and

40 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=40 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

spectrographs, etc. For example, the Hubble Space Telescope is providing spectrographic imaging of material surrounding the 4 million year-old star, AB Aurigae. The collected infor- mation will help scientists piece together observations and data gathered to theorize how planets are formed. FORCES OF THE UNIVERSE 17.Students explain the major forces in nature: gravitational, electrical and magnetic. In other words, forces affect everything in our Universe. For example, gravitational force helps us stay on the

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

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