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 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
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2004 English Language Arts • understanding the focus. • recognizing and/or choosing a relevant topic. • Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. • evaluating information for extraneous detail,...
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2004 English Language Arts • understanding the focus. • recognizing and/or choosing a relevant topic. • Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. • researching and organizing information to achieve purpose. • using notes and/or memory aids to structure information. • supporting ideas with examples, definitions, analogies, and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • analyzing differences among genres. • making inferences and drawing conclusions about characters, events and themes. 3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence. 3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response. 3.04 Make informed judgments about television and film/<span class="highlight">video</span> productions. 3.05 Analyze and integrate information from one or more sources to
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=77
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
informed judgments about television, radio, <span class="highlight">video</span>/film productions, other electronic mediums and/or print formats. 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 3.07 Make informed judgments about: • bias. • propaganda. • stereotyping. • media techniques
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=101
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • understanding the focus. • recognizing and/or choosing a relevant topic. • Recognizing and/or selecting presentational format (e.g., <span class="highlight">video</span>, essay, interactive technology) appropriate to audience. • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. • researching and organizing information to achieve purpose. • using notes and/or memory aids to structure information. • supporting ideas with examples, definitions, analogies, and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=125
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • developing a framework in which to discuss the issue (creating a context). • compiling personal responses and researched data to organize the argument. • presenting data in such forms as a graphic, an essay, a speech, or a <span class="highlight">video</span>. 3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or proposed solution. • relevant, reliable support. 3.03 Respond to issues in literature in such a way that: • requires gathering of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=132
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts States (e.g., the Pony Express, telegraph, telephone, fax, e-mail). • tracing the development of technology in a particular area such as audio or <span class="highlight">video</span> recordings, radio, television, and film. • demonstrating proficiency in accessing and sending information electronically, using conventions appropriate to the audience. 2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and
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