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Education
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based...
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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=16
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, <span class="highlight">video</span>, graphic, and text-<span class="highlight">based</span> presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically
Science.qxd
(e.g., an aspirin, chair, or video 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 airpl...
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(e.g., an aspirin, chair, or video 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=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). • <span class="highlight">System</span> of production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical <span class="highlight">system</span> (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=63
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
Revised 2004 59 Grade 6 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) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
75
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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) • <span class="highlight">system</span> of production. (e.g., the automobile assembly
86
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, 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) • <span class="highlight">system</span> of production. (e.g., the automobile assembly line, a
132
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=132
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=13...
Revised 2004 128 Physical Science problems that interest them. This may be accomplished in a variety of ways, but situations that present a discrepant <span class="highlight">event</span> or ones that challenge students’ intuitions have been successful. Classical experiments such as measuring inertia and the speed of falling bodies need not be excluded. Rather, they should be a prelude to open-ended investigations in which the students have the chance to pose questions, design experiments, record and analyze data, and communicate their
180
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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...
Revised 2004 Science 176 "The Total Science Safety <span class="highlight">System</span>," Secondary, 8th ed., JaKel, Inc. CD ROM Edition, 2003. "Tolls for Discussion: Attaining Excellence Through TIMSS," Eisenhower National Clearinghouse for Mathematics and Science Education, (CD-ROM). University of California, Lawrence Hall of Science, Science Teaching and the Development of Reasoning: General Science, Berkeley, 1977. U.S. Department of Education and National Center for Education Statistics, Pursuing Excellence: A Study
Microsoft Word - bio1.doc
readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new...
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readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=31
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=31
readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. • Extracting energy from food • Getting rid of wastes • Making new materials c. <span class="highlight">Based</span> on research and examples from <span class="highlight">video</span> technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled
Microsoft Word - Math GLE K-8 8-08.doc
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations o...
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and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
6
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
August 2008 2 Mathematics Design Team – Understanding by Design (UbD) Enduring Understandings and Essential Questions Enduring Understandings: Numeric Reasoning 1. Numbers can be represented in multiple ways. 2. The same operations can be applied in problem situations that seem quite different from one another. 3. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. 4. Knowing the reasonableness of an answer comes from using good number sense
8
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number <span class="highlight">system</span> is <span class="highlight">based</span> on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
11
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both
Numbers, Number Sense, and Computation
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the oth...
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Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption based on observed facts and one’s own knowledge and
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=24
assistance, make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.2.1 I/L Identify • setting • sequence of events I/L With assistance, identify conflict. I/L With assistance, identify resolution. I/L With assistance, identify how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. I/L With assistance, make
25
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=25
Describe main plot and subplots. E/I/S Describe how one <span class="highlight">event</span> may cause another <span class="highlight">event</span>. E/I/S Explain an author’s use of flashback. I/L With assistance, analyze an author’s use of flashback. E/I/S Analyze an author’s use of foreshadowing. I/S Make inferences and draw conclusions about setting and plot <span class="highlight">based</span> on evidence. 3.8.1 E/I/S
89
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=89
Glossary Hyperbole: A figure of speech that uses intentional exaggeration for effect (e.g., “She cried buckets of tears.”) Hypothesis: An assumption made to test its logical consequences Idiom: An expression that does not mean what it literally says (e.g., “I ran into Joe the other day.”) Imagery: The process or result of words forming mental images while reading, writing, or listening to a story Inference: A logical assumption <span class="highlight">based</span> on observed facts and one’s own knowledge and
Microsoft Word - sciencesol.doc
Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme t...
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Science Standards of Learning 3 • handling glass tubing and other glassware, sharp objects, and labware; • handling natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
Science Standards of Learning 3 • <span class="highlight">handling</span> glass tubing and other glassware, sharp objects, and labware; • <span class="highlight">handling</span> natural gas burners, Bunsen burners, and other sources of flame/heat; • working in or with direct sunlight (sunburn and eye damage); • using extreme temperatures and cryogenic materials; • <span class="highlight">handling</span> hazardous chemicals including toxins, carcinogens, and flammable and explosive materials; • producing acid/base neutralization reactions/dilutions; • producing toxic gases; • generating
Civics
and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the St...
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and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for Smart Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
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http://arkansased.org/teachers/pdf/civics_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_2006.pdf#page=2
and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
Civics
the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/ope...
1
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the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for Smart Core graduates. Strand Standards
2
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http://arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards
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surveyed every tenth person to walk in the store. Describe the sampling method used by Drake Video. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports based on data published in the media by considering the source of the data, the design of the study, the way t...
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surveyed every tenth person to walk in the store. Describe the sampling method used by Drake Video. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports based on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed, and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could
70
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=70
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Drake <span class="highlight">Video</span>. Is it an unbiased sampling? Explain your answer. A1 .7 .3 Evaluate reports <span class="highlight">based</span> on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could be misleading. PC IM3 IM2 IM1 G a 2 a 1 8 7 6 5 4 3 2 1 K Algebra I
100
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=100
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
surveyed every tenth person to walk in the store. Describe the sampling method used by Drake <span class="highlight">Video</span>. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports <span class="highlight">based</span> on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed, and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could
ACKNOWLEDGEMENTS
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to re...
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well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
12
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=12
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is <span class="highlight">based</span>. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
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