iSEEK - Education

Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in

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Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in

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light/dark, and water) in a competitive environment. Relate how competition for resources can determine survival. Examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. Identify a variety of reasons for extinction of a species. Use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). Enduring Understanding: The development of

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Microsoft Word - Front Cover Page

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³.) Sequence: An ordered set of objects or numbers. Set: Any group of items or numbers that are selected according to a well-defined rule. Significant Digit: In measurement, the significant digits tell how much of a measured value can be used with confidence. The most significant digit is the first non-zero digit in the number. Similarity: Figures that have the same shape, but not necessarily the same size. Corresponding sides of similar figures are proportional. Simple Interest: A fixed

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Glossary Absolute Value: The distance of a number from zero on a number line. (|5| = 5 or |-7| = 7) Accuracy: In numerical computations, accuracy may mean the number of significant digits. In measurement, accuracy refers to the precision of measurement. Acute Angle: An angle that measures between 0 and 90 degrees. Acute Triangle: A triangle in which all three angles are less than 90 degrees. Addend: One of the numbers that are being added together in a sum. Additive Inverse

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Triangle: A triangle with at least two congruent sides and angles. Justify: Use evidence or data to support a conclusion. Line of Symmetry: A line that separates a figure into two congruent parts that are reflections of each other. Line Plot: A graph that displays data as points above a number line or other some other line of characteristics or attributes. Line Segment: Part of a line defined by two endpoints. Linear Equation: An algebraic equation that can be represented by a straight line

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The value given to a digit based on the place it occupies in the number. (In the numeral 643, 6 is in the hundreds place and represents a value of 600.) Plane Figure: A two-dimensional figure. Plane: A flat surface that extends forever in length and width but has no thickness. Point: A geometric object that has no dimension and is used to indicate a location. Polygon: A simple, closed plane figure with sides consisting of line segments. Polynomials: Algebraic expressions that can be

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³.) Sequence: An ordered set of objects or numbers. Set: Any group of items or numbers that are selected according to a well-defined rule. Significant Digit: In measurement, the significant digits tell how much of a measured value can be used with confidence. The most significant digit is the first non-zero digit in the number. Similarity: Figures that have the same shape, but not necessarily the same size. Corresponding sides of similar figures are proportional. Simple Interest: A fixed

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Symmetry (Line): When an object can be folded in half to form two mirror images. Symmetry (Rotational or Point): When an object can be rotated less than 360 degrees about a point to coincide with an image of the object. Table: A chart that organizes data in rows and columns to show facts and figures. Tabular: Data organized as a table. Tally Mark: Line segments arranged to represent numbers in groups of five. Theoretical Probability: The number of possible ways an event can happen compared to

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates of a point represent the measures of two attributes of each item.) Scientific notation A method of representing a number as a product of a number between 1 and 10 and a power of 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence A series of numbers that are

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the square of the length of the hypotenuse (a 2 + b 2 )= c 2 . Quadrilateral A polygon with four sides Quadrant Any of the four sections into which a rectangular coordinate grid is divided by the intersection of the x- and y-axes (The quadrants are numbered I, II, III, and IV, beginning at the upper right (where x- and y-coordinates are positives) and continuing counterclockwise.) Qualitative change Relating to or involving comparisons based on qualities Quantitative change Involving

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three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates of a point represent the measures of two attributes of each item.) Scientific notation A method of representing a number as a product of a number between 1 and 10 and a power of 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence A series of numbers that are

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Standard 1: Number and Operation

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prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

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s, or 10's with many significant errors. 1.1.6. Identify position using ordinal numbers Students identify position using ordinal numbers with no errors. Students identify position using ordinal numbers with no significant errors. Students identify position using ordinal numbers with a few significant errors. Students identify position using ordinal numbers with many significant errors. 1.1.7. Connect number words and numerals to the quantities they represent (0 - 10) Students connect

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numbers by a single-digit number, without remainders, with no errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with no significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with a few significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with many significant errors. 3.1.18. Demonstrate the inverse relationships between

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number line Students place integers on a number line with no errors. Students place integers on a number line with no significant errors. Students place integers on a number line with a few significant errors. Students place integers on a number line with many significant errors. 5.1.6. Use negative integers in real-world situations, e.g., thermometer reading, yardage in a football game Students use negative integers in real-world situations with no errors. Students use negative

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prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

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with no errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with no significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with a few significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with many significant errors. OPERATIONS AND THEIR PROPERTIES 6.1.7. Explain the effects of arithmetic operations on fractions and decimals Students explain in great detail the effects of arithmetic

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Use integers to represent and compare quantities Students use integers to represent and compare quantities with no errors. Students use integers to represent and compare quantities with no significant errors. Students use integers to represent and compare quantities with a few significant errors. Students use integers to represent and compare quantities with many significant errors. OPERATIONS AND THEIR PROPERTIES 7.1.5. Explain the effects of arithmetic operations on fractions

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of the real number system, i.e., commutative, associative, distributive, closure, inverse, and identity properties Students identify the properties of the real number system with no errors. Students identify the properties of the real number system with no significant errors. Students identify the properties of the real number system with a few significant errors. Students identify the properties of the real number system with many significant errors. 9-10.1.4. Represent a set of

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characteristics of a right triangle. Students describe in some detail the characteristics of a right triangle. Students describe in minimal detail the characteristics of a right triangle. COORDINATE GEOMETRY 6.2.4. Use ordered pairs to locate a point on a coordinate plane Students use ordered pairs to locate points on a coordinate plane with no errors. Students use ordered pairs to locate points on a coordinate plane with no significant errors. Students use ordered pairs to locate

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with a few significant errors. Students classify triangles based on side and angle measurement with many significant errors. COORDINATE GEOMETRY 7.2.3. Draw and label the components of the coordinate plane, i.e., coordinates, quadrants, origin, x- and y-axes Students draw and label the components of the coordinate plane with no errors. Students draw and label the components of the coordinate plane with no significant errors. Students draw and label the components of the

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dimensional figures with many significant errors. 8.2.2. Classify quadrilaterals based on side lengths, angle measures, and sets of parallel sides Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no significant errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with a few

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technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same object shown from different perspectives, i.e., a two-dimensional image of a three- dimensional object Students recognize images of the same object shown from different perspectives with no errors. Students recognize images of

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INFERENCES 2.3.4. Record results of activities involving chance (e.g., coin flips, dice rolls) and make reasonable predictions based upon data Students record results of activities involving chance and make predictions based on data with no errors. Students record results of activities involving chance and make predictions based on data with no significant errors. Students record results of activities involving chance and make predictions based on data with a few significant errors

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data collected from a sample group Students make predictions and draw conclusions based on data collected from a sample group with no errors. Students make predictions and draw conclusions based on data collected from a sample group with no significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with a few significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with

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tables and graphs Students make predictions based on trends identified in tables and graphs with no errors. Students make predictions based on trends identified in tables and graphs with no significant errors. Students make predictions based on trends identified in tables and graphs with a few significant errors. Students make predictions based on trends identified in tables and graphs with many significant errors. Grade 7 DATA COLLECTION, DISPLAY, AND INTERPRETATION 7.3.1

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graphs with a few significant errors. Students make inferences based on analysis of data and interpretations of graphs with many significant errors.

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measures of central tendency and spread (i.e., mean, median, mode, range, and quartiles) to draw meaningful conclusions about a set of data Students select, calculate, and use measures of central tendency and spread with no errors. Students select, calculate, and use measures of central tendency and spread with no significant errors. Students select, calculate, and use measures of central tendency and spread with a few significant errors. Students select, calculate, and use measures of central

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and with no errors. Students tell time to the hour with minimal difficulty and with no significant errors. Students tell time to the hour with difficulty or with a few significant errors. Students tell time to the hour with great difficulty or with many significant errors. K.4.3. Order pictures first, next, last based on time Students order pictures based on time with no errors. Students order pictures based on time with no significant errors. Students order pictures based on time with a

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and describe them in great detail. Students recognize, extend, and create patterns with no significant errors and describe them in adequate detail. Students recognize, extend, and create patterns with a few significant errors or describe them in some detail. Students recognize, extend, and create patterns with many significant errors or describe them in minimal detail. NUMERIC AND ALGEBRAIC REPRESENTATIONS 1.5.3. Demonstrate the commutative property of addition, e.g., 3+5 = 5+3

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subtraction problems with no errors. Students use words, objects, and number sentences to represent addition and subtraction problems with no significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with a few significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with many significant errors. RATES OF CHANGE No benchmark expectations at this level Grade 3

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Perform advanced operations (i.e., composition and finding inverses) on algebraic functions Students perform advanced operations on algebraic functions with no errors. Students perform advanced operations on algebraic functions with no significant errors. Students perform advanced operations on algebraic functions with a few significant errors. Students perform advanced operations on algebraic functions with many significant errors. 11-12.5.2. Generate graphs of a variety of functions (i.e

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North Dakota Mathematics 93 April 2005 Content and Achievement Standards Recursion - The process of applying an algebraic formula to a previously acquired number in order to obtain a sequence of numbers. Recursive formula - A formula for a sequence in which the definition for each term in the sequence is based on the previous term or terms. In a recursive formula, the value of at least one term must be given; for example, the sequence 3, 6, 12, 24,… is defined recursively by the following

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Microsoft Word - ssstdh.docssstdh.pdf

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Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). 5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson). 6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I. 7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food

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Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). 5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson). 6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I. 7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food

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Palestinian, neutral, or UN stance. Prior to debates, research positions using primary sources, finding at least three points to support point of view. Discuss how the creation of Israel impacts Middle East relations today. (2, 3, 4) See also: CGB5I3&4 • Universal Declaration of Human Rights resource: http://www.un.org/Overview/rights.html (2) Teacher Notes: Communism - a political and economic system based on the writings of Karl Marx in which the state controls the production and distribution of goods, and

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Microsoft Word - bio1.doc

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groups called domains and kingdoms, which are comprised of organisms with general similarities. #0;� Classification of prokaryotes and eukaryotes is based on their evolutionary relationships. #0;� Dichotomous keys and are tools that can be used to show relatedness among organisms. #0;� Cladograms are tools that can be used to suggest relatedness through ancestry.

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groups called domains and kingdoms, which are comprised of organisms with general similarities. #0;� Classification of prokaryotes and eukaryotes is based on their evolutionary relationships. #0;� Dichotomous keys and are tools that can be used to show relatedness among organisms. #0;� Cladograms are tools that can be used to suggest relatedness through ancestry.

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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to the correct number of significant figures based

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judge whether the differences are trivial or significant, and this often requires more investigations. S:SPS2:8:1.3 Realize that knowledge, based on science, is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. S:SPS2:8:1.4 Provide examples that show how some scientific knowledge is very old and yet is still applicable today. S:SPS2:8:1.5 Recognize that some matters cannot be examined usefully

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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to the correct number of significant figures based

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INTRODUCTION TO BIOLOGY

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School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been

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School Science Test and Biology I Subject Area Test will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the Elementary/Middle School Science Test and Biology I Subject Area Test must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2010 Mississippi Science Framework has been

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geographic information systems. (DOK 2) • Compatible geographic data layers of information utilizing computer software • Relationships between geographic data • Geographic information image showing results of analysis k. Draw conclusions based on analysis and summary of geographic image information results. (DOK 3) l. Research and defend a variety of applications for geographic information systems. (DOK 3) m. Describe the proper use and care of GPS receivers, computers, and other scientific

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Describe – the skill of developing a detailed picture, image, or characterization using diagrams and/or words, written or aural. Design – the application of scientific concepts and principles and the inquiry process to the solution of human problems that regularly provide tools to further investigate the natural world. Dichotomous key – a strategy used in classification that involves placing objects in groups (or eliminating them) based on certain characteristics. Environment – all external conditions and

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2007 Mathematics Framework Revised has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators

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be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2007 Mathematics Framework Revised has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators

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reasonableness of results in a variety of situations including rational number computations. (DOK 2) c. Determine the Greatest Common Factor (GCF) and Least Common Multiple (LCM) of two numbers. (DOK 2) d. Compute using basic operations with fractions and mixed numbers. Express answers in the simplest form. (DOK 1) e. Solve problems by dividing whole and decimal numbers by decimals and interpret the quotient and remainder within the problem context. (DOK 2) f. Explain the relationship(s) among fractions

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K-1

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density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any product of the condensation of atmospheric water vapor deposited on Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to a future event or process based on theory, investigative

127 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=127 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

density: The number of individuals of a particular population living in a given amount of space. Population growth: The rate at which the number of individuals in a population increases. Usually applies to a given ecosystem, but could refer to a region or the entire Earth. Precipitation: Any product of the condensation of atmospheric water vapor deposited on Earth's surface, such as rain, snow, or hail. Predict/Prediction: Extrapolation to a future event or process based on theory, investigative

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

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