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 2006 Science and Technology/Engineering Curriculum Framework
STRONGLY AGREE AGREE CANNOT JUDGE DISAGREE STRONGLY DISAGREE IV. Teacher Support Materials Provide a clear conceptual framework for the concepts and skills taught Offer ideas for involving parents and community, and keeping them informed about the programs Give suggestions for a variety of pedagog...
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STRONGLY AGREE AGREE CANNOT JUDGE DISAGREE STRONGLY DISAGREE IV. Teacher Support Materials Provide a clear conceptual framework for the concepts and skills taught Offer ideas for involving parents and community, and keeping them informed about the programs Give suggestions for a variety of pedagogical strategies, such as open-ended questioning, direct instruction, practice, discussion, and cooperative learning Reference resource materials, such as appropriate videos, file
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17
what phenomenon to study or conduct investigations and experiments that are selected and guided by the teacher. Students can also examine questions pursued by scientists in previous investigations of natural phenomena and processes, as reported or shown in textbooks, papers, <span class="highlight">videos</span>, the Internet, and other media. These sources are valuable because they efficiently organize and highlight key concepts and supporting evidence that characterize the most important work in science. Such study can then be
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=128
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=128
structures. (T/E 1.2) Standard #3 • Follow the complete life cycle of a metamorphic organism such as a frog or a moth. Draw pictures of the organism at various stages of development. • Explore through pictures or <span class="highlight">videos</span> the life cycle of a nonmetamorphic animal. Standard #5 • Sort pictures of fish of the same species, noticing which traits vary (e.g., color pattern, size) and which do not (e.g., shape, number of fins). Standard #6 • Build a human skeleton using found or recycled materials. • Compare heads
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and <span class="highlight">videos</span> to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection activity. (Note: Often a security deposit is required but no charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible for return shipping.) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
STRONGLY AGREE AGREE CANNOT JUDGE DISAGREE STRONGLY DISAGREE IV. Teacher Support Materials Provide a clear conceptual framework for the concepts and skills taught Offer ideas for involving parents and community, and keeping them informed about the programs Give suggestions for a variety of pedagogical strategies, such as open-ended questioning, direct instruction, practice, discussion, and cooperative learning Reference resource materials, such as appropriate <span class="highlight">videos</span>, file
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