iSEEK - Education

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

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

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Social Studies Booklet

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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children

17 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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Science.qxd

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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association

96 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=96

Revised 2004 92 9-12 Science • constructing hypotheses. • The ability to do scientific inquiry. • Understanding about scientific inquiry. • Abilities to perform safe and appropriate manipulation of materials, equipment, and technologies. • Mastery of integrated process skills. • constructing hypotheses. • acquiring, processing, and interpreting data. • identifying variables and their relationships. • designing investigations. • experimenting. • analyzing investigations. • formulating models. Science and

176 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: International Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report of the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement of Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University

177 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association

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English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)

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multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance

45 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45

multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45

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Microsoft Word - Completed Reading.rtf

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about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address

94 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address

95 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices

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Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A

43 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.04 Maintain conversation and discussions: • attending to oral

73 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence of language cohesion by: • logical sequence of fiction and nonfiction retells. • time order sequence of events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word processing. 50

79 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

multi-strategy approach to the learning of new spellings. 5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word processing. 56

159 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of

180 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A

190 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=190 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

technology as a tool. • Use critical analysis to evaluate media messages. • Conduct research using a variety of print and non-print resources. Students can: • Use word processing and/or desktop publishing for a variety of writing assignments/projects. • Use electronic resources for research. • Select and use the technological tools for class assignments and presentations. • Engage in ethical behavior in the use of technology. • Make translations of their understanding from one communication mode to another (e.g

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Microsoft Word - ssstdh.docssstdh.pdf

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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

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Core Content For Mathematics Assessment

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an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students

76 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76

real-world and mathematical problems. MA-08-3.2.1 Students will describe, provide examples of, and apply to real-world and mathematical problems rotational symmetry (90º, 180º, 360º). MA-06-3.2.2 Students will: • reflect figures across a horizontal or vertical line in the first quadrant; • translate figures in a plane in the first quadrant and • determine the coordinates of the image after transformation in the first quadrant. DOK 2 MA-07-3.2.2 Students will translate (slide) and reflect

273 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273

will apply characteristics of the selected form (e.g., personal narrative, personal memoir). • Students will create a point of view. • Students will use a suitable tone or appropriate voice. In Literary Writing, • Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary. • Students will apply characteristics of the selected form (e.g

275 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275

of literary elements appropriate to the genre. o Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. o Students will develop plot/story line appropriate to the form. o Students will develop an appropriate setting, mood, scene, image or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and

312 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

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Science

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Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction

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Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction

27 0 http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=27 arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=27

particle if it was there First right-hand rule Determines the direction of the magnetic field around a current-carrying wire; when holding wire in right hand, point thumb in the direction of the conventional current and the fingers circle the wire and point in the direction of the magnetic field Fluid A gas or liquid Focal length A property of a lens or mirror, equal to the distance from the lens or mirror to the image it forms of an object that is infinitely far away Half-life The time required for half

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2006 Science and Technology/Engineering Curriculum Framework

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League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute of Technology’s Technology Review www.techreview.com Museum of Science National Center for Technological Literacy (NCTL) www.mos.org

46 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46

sections of the river they observed. After completing their drawings, the students found a satellite image of the Merrimack River on the Internet. Using the Merrimack image, Mr. D helped students relate their birds-eye drawings to the satellite image. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology

162 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162

League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute of Technology’s Technology Review www.techreview.com Museum of Science National Center for Technological Literacy (NCTL) www.mos.org

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162

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