iSEEK - Education

ability to ride a bicycle) Student Product:trait chart Material & Resources:If students are completing the entire activity, each student will need two or more copies of the trait chart provided in this activity, depending on how many members of their family they wish to profile; i...

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INTRODUCTION TO BIOLOGY

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classified at different levels depending on what is to be described and explained. Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response. A level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generally

12 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=12 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

classified at different levels depending on what is to be described and explained. Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response. A level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generally

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...

Explain the basic concepts of data and image processing. (DOK 1) • Types of data (e.g., raster, vector, and attribute) • Variety of sources for geological data and imaging g. Formulate a hypothesis of geological factors/problems and determine data sets pertinent to the hypothesis. (DOK 3) h. Explain how data sets are geo-referenced and geo-rectified. (DOK 1) i. Assess the quality and accuracy of GPS and/or remote sensing data. (DOK 2) j. Analyze and apply the basic concepts of

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science_pub2003

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Vermont Department of Education (Science Grade Expectations) S85 Science — Heredity S9-12:40 Students demonstrate their understanding of Human He- redity by… • Modeling and explaining how the structure of DNA is maintained and relates to genes and chromosomes, which code for specific protein molecules within a cell. AND • Modeling or diagramming new gene combinations that result from sexual reproduction (e.g., dominant/recessive traits). AND

86 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=86 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S85 Science — Heredity S9-12:40 Students demonstrate their understanding of Human He- redity by… • Modeling and explaining how the structure of DNA is maintained and relates to genes and chromosomes, which code for specific protein molecules within a cell. AND • Modeling or diagramming new gene combinations that result from sexual reproduction (e.g., dominant/recessive traits). AND

121 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=121 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

soil, water, trees) is beneficial for the environment and for human use. Natural Resources S7-8:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Investigating natural resources in the community and monitoring/managing them for responsible use. AND • Identifying a human activity—in a local environment— and determining the impact of that activity on a specific (local) natural resource. AND • Researching the impact of different human activities

122 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=122 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

predict what the long term effect will be on organisms (e.g., acid precipitation, global warming. ozone depletion, pollution of water by phos- phates, mercury, PCBs, etc.). AND • Tracing the processes that are necessary to produce a com- mon, everyday object from the original raw materials to its final destination after human use, considering alternate routes—including extraction of raw material, production and transportation, energy use and waste disposal through- out, packaging and recycling and/or

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Standard One: 2/9/05

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from the parent cell. Describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait

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from the parent cell. Describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait

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Science Curriculum Framework

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3.7.4 Investigate and analyze the development of embryos LS.3.7.5 Dissect a poultry egg to analyze its structure (e.g., paper, plastic, or clay models, virtual dissection, or specimen dissection) LS.3.8.1 Identify and explain why inherited characteristics of living things depend on genes LS.3.8.2 Differentiate between dominant and recessive traits LS.3.8.3 Observe and classify traits as dominant or recessive: • tongue rolling • detached earlobes • widow’s peak • hitchhiker’s thumb

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3.7.4 Investigate and analyze the development of embryos LS.3.7.5 Dissect a poultry egg to analyze its structure (e.g., paper, plastic, or clay models, virtual dissection, or specimen dissection) LS.3.8.1 Identify and explain why inherited characteristics of living things depend on genes LS.3.8.2 Differentiate between dominant and recessive traits LS.3.8.3 Observe and classify traits as dominant or recessive: • tongue rolling • detached earlobes • widow’s peak • hitchhiker’s thumb

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procedures, equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Heredity and Reproduction LS.3.7.6 Dissect a flower to analyze the reproductive system of angiosperms (e.g., paper, plastic, or clay models; virtual dissection; or specimen dissection) LS.3.7.7 Differentiate between sexual and asexual reproduction in • vertebrates • plants LS.3.7.8 Identify the number and source of chromosomes

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organisms Density The amount of mass in a given volume (D=m/v) Dependent variable Factor being measured in an experiment, found on the vertical or Y-axis on a graph Deposition The dropping of sediment from wind or water Dichotomous key System used for identifying plants, animals, rocks, or minerals that is made up of a series of paired descriptions to choose between Dominant trait Form of a trait that masks another form of the same trait Earthquake A sudden movement of Earth’s crust caused by the release of

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54 Glossary Science Framework Revised 2005 Arkansas Department of Education Predator Any animal that hunts and kills other animals for food Prey An animal that a predator feeds upon Producer An organism that makes its own food Prokaryote Organism without a nucleus Proton Positively charged particle in an atom's nucleus Punnett Square A tool that can show how genes combine Radiation Transfer of thermal energy as waves Reactivity The ability of a substance to go through a chemical change

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Core Content For Mathematics Assessment

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water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2 SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

184 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=184 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=184

study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. The stage is set for high school students to evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for three main sets of observable facts about life on earth: the enormous number of different life forms we

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water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2 SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

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2006 Science and Technology/Engineering Curriculum Framework

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regulations applicable to science and technology/engineering classrooms • Edits of the Framework text to assure coherence and flow throughout the document I believe a strong understanding of science and technology/engineering is important for every student in the Commonwealth. Any student’s ability to effectively contribute to her or his community is greatly enhanced by achieving proficiency in these areas. The Commonwealth’s economy and continued quality of life depends on our ability to recruit students

5 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=5 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=5

regulations applicable to science and technology/engineering classrooms • Edits of the Framework text to assure coherence and flow throughout the document I believe a strong understanding of science and technology/engineering is important for every student in the Commonwealth. Any student’s ability to effectively contribute to her or his community is greatly enhanced by achieving proficiency in these areas. The Commonwealth’s economy and continued quality of life depends on our ability to recruit students

18 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=18 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=18

• In grades PreK–2, scientific investigations can center on student questions, observations, and communication about what they observe. For example, students might plant a bean seed following simple directions written on a chart. Then they can write down what happens over time in their own words. • In grades 3–5, students can plan and carry out investigations as a class, in small groups, or independently, often over a period of several class lessons. The teacher should first model the process of

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Earth and Space Science, Grades 3–5 LEARNING STANDARD IDEAS FOR DEVELOPING INVESTIGATIONS AND LEARNING EXPERIENCES SUGGESTED EXTENSIONS TO LEARNING IN TECHNOLOGY/ENGINEERING (Technology/Engineering standards for grades 3–5 are on page 86.) Rocks and Their Properties 1. Give a simple explanation of what a mineral is and some examples, e.g., quartz, mica. Observe and describe the characteristics of ore minerals such as magnetite and hematite (two sources of iron). Design a flowchart

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Life Science (Biology), Grades 3–5 IDEAS FOR DEVELOPING INVESTIGATIONS AND LEARNING EXPERIENCES SUGGESTED EXTENSIONS TO LEARNING IN TECHNOLOGY/ENGINEERING LEARNING STANDARD (Technology/Engineering standards for grades 3–5 are on page 86.) Structures and Functions (cont.) 5. Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected

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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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Standard Seven: Diversity and Continuity of living Things 5/9/05

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Heredity and Development continued from previous page 8. In humans, gender is determined by a pair of sex chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The sex of an embryo is determined by the sex chromosome found in the sperm cell. 9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are

4 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=4 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

Heredity and Development continued from previous page 8. In humans, gender is determined by a pair of sex chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The sex of an embryo is determined by the sex chromosome found in the sperm cell. 9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are

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genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically. Use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations. Research and report on the contributions of Gregor Mendel and other

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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Teachers should provide hands-on opportunities for students to experience these physical principles. The forces acting on natural and human-made structures can be analyzed using - computer simulations, physical models, and games such as pool, soccer, bowling, and marbles. Weight – The response of mass to the pull of gravity. Weight is a measure of force. Note: Weight is often confused with mass. Mass is the amount matter (stuff) an object has and is not dependent on the object’s location. Weight is a

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Teachers should provide hands-on opportunities for students to experience these physical principles. The forces acting on natural and human-made structures can be analyzed using - computer simulations, physical models, and games such as pool, soccer, bowling, and marbles. Weight – The response of mass to the pull of gravity. Weight is a measure of force. Note: Weight is often confused with mass. Mass is the amount matter (stuff) an object has and is not dependent on the object’s location. Weight is a

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Microsoft Word - sci_std_Aug07_g57.docsci_std_Aug07_g57.pdf

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