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 Core Content For Mathematics Assessment
data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the...
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data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
data <span class="highlight">using</span> matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data <span class="highlight">based</span> on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the <span class="highlight">Gaussian</span> normal
Science Standard Articulated by Grade Level -6
Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Descr...
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Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Describe how people plan for, and respond to, the following natural disasters: • drought • flooding • tornadoes Concept 2: Science and Technology in Society Develop viable solutions to a need or problem. PO 1. Propose viable
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http://www.ade.state.az.us/standards/science/grade6.pdf#page=4
www.ade.state.az.us/standards/science/grade6.pdf#page=4
Changes in <span class="highlight">Environments</span> Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Describe how people plan <span class="highlight">for</span>, and respond to, the following natural disasters: • drought • flooding • tornadoes Concept 2: Science and Technology in Society Develop viable solutions to <span class="highlight">a</span> need or problem. PO 1. Propose viable
Science Booklet
approach science in a way that will show its human face and therefore its importance to each one of us. We hope to dispel the myth that Science is a specialized activity reserved exclusively for professional scientists and show that it is instead a part of human in...
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approach science in a way that will show its human face and therefore its importance to each one of us. We hope to dispel the myth that Science is a specialized activity reserved exclusively for professional scientists and show that it is instead a part of human intelligence that everyone can benefit. Thus, Science plays a vital role in the way each of us thinks and behaves. Within each Domain, the Content Standards are categorized into Strands. Domain I has five Content Standards in four Strands. Domain II has
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=3
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
approach science in <span class="highlight">a</span> way that will show its human face and therefore its importance to each one of us. We hope to dispel the myth that Science is <span class="highlight">a</span> specialized <span class="highlight">activity</span> reserved exclusively <span class="highlight">for</span> professional scientists and show that it is instead <span class="highlight">a</span> part of human intelligence that everyone can benefit. Thus, Science plays <span class="highlight">a</span> vital role in the way each of us thinks and behaves. Within each <span class="highlight">Domain</span>, the Content Standards are categorized into Strands. <span class="highlight">Domain</span> I has five Content Standards in four Strands. <span class="highlight">Domain</span> II has
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=10
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
audience. • Defend explanations <span class="highlight">based</span> on evidence and revise explanations when they are faulty or inadequate. • Explain how the question or problem arose. Develop <span class="highlight">a</span> hypothesis or prediction <span class="highlight">based</span> on the question. • Design and conduct simple investigations to answer their questions or to test their ideas about the environment. • Collect and organize data <span class="highlight">for</span> analysis, <span class="highlight">using</span> simple tools and equipment. • Use appropriate models to summarize data and construct conclusions <span class="highlight">based</span> on observations and findings
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=16
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
maintain <span class="highlight">a</span> safe learning environment. • Identify potentially unsafe conditions prior to the <span class="highlight">activity</span> and explain how accidents can be prevented. • Conduct authorized science activities with teacher present. • Use supplies, chemicals, and equipment, as instructed. • Document and apply appropriate safety protocols when conducting scientific activities in and out of the classroom. Science Content Standards <span class="highlight">Domain</span> I: How Humans Think While Understanding the Natural World Safety Grade Cluster Benchmarks
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=26
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
The first pair has milk glands, hair and give birth to live babies. INTERDEPENDENCE 5. Students describe, analyze, and give examples of how organisms are dependent on one another and their <span class="highlight">environments</span>. In other words, there are direct and indirect relationships between organisms that allow them to survive. <span class="highlight">For</span> example, <span class="highlight">a</span> macadamia nut tree provides food and shelter <span class="highlight">for</span> bees. Bees help plants to reproduce through pollination. Decomposers break down waste products and help provide nutrients to the soil
Strand 1: Properties and Principles of Matter and Energy
of their students. The Expectations described in Strand 7: Inquiry and Strand 8: Science/Technology/Human Activity should be made a priority and integrated throughout every teaching unit in each of the other strands. Science assessments based from GLE 2.0 will begin 2009-2010 sc...
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of their students. The Expectations described in Strand 7: Inquiry and Strand 8: Science/Technology/Human Activity should be made a priority and integrated throughout every teaching unit in each of the other strands. Science assessments based from GLE 2.0 will begin 2009-2010 school year. Kindergarten First Second Third Fourth Fifth Sixth Seventh Eighth Strand 1 Matter & Energy Properties of Matter Investigating Sound Properties of Matter: Mass and Temperature Properties of Rocks and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=2
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
of their students. The Expectations described in Strand 7: Inquiry and Strand 8: Science/Technology/Human <span class="highlight">Activity</span> should be made <span class="highlight">a</span> priority and integrated throughout every teaching unit in each of the other strands. Science assessments <span class="highlight">based</span> from GLE 2.0 will begin 2009-2010 school year. Kindergarten First Second Third Fourth Fifth Sixth Seventh Eighth Strand 1 Matter & Energy Properties of Matter Investigating Sound Properties of Matter: Mass and Temperature Properties of Rocks and
Science Standard Articulated by Grade Level -4
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective ind...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
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http://www.ade.state.az.us/standards/science/grade4.pdf#page=4
www.ade.state.az.us/standards/science/grade4.pdf#page=4
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in an earlier grade) that is to be applied to grade level content or at <span class="highlight">a</span> higher level of complexity. The bulleted items within <span class="highlight">a</span> performance objective indicate specific content to be taught. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
Science Standard Articulated by Grade Level -2
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 2 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective ind...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 2 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
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http://www.ade.state.az.us/standards/science/grade2.pdf#page=4
www.ade.state.az.us/standards/science/grade2.pdf#page=4
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 2 Italics denote <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in an earlier grade) that is to be applied to grade level content or at <span class="highlight">a</span> higher level of complexity. The bulleted items within <span class="highlight">a</span> performance objective indicate specific content to be taught. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
Microsoft Word - bio1.doc
chemical activity as part of a homeostatic mechanism. Assessment Limits: #0;� osmosis (predicting water flow across a membrane based on the cell’s environment; explain role in living systems) #0;� temperature (effect upon enzyme activity and me...
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chemical activity as part of a homeostatic mechanism. Assessment Limits: #0;� osmosis (predicting water flow across a membrane based on the cell’s environment; explain role in living systems) #0;� temperature (effect upon enzyme activity and metabolic rate; effect upon rate of diffusion and states of matter) #0;� pH (pH scale; relative values for acids and bases; effect on living systems; cellular; organismal) #0;� enzyme regulation (effect of temperature; pH, and enzyme/substrate concentration on
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=27
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=27
chemical <span class="highlight">activity</span> as part of <span class="highlight">a</span> homeostatic mechanism. Assessment Limits: #0;� osmosis (predicting water flow across <span class="highlight">a</span> membrane <span class="highlight">based</span> on the cell’s environment; explain role in living systems) #0;� temperature (effect upon enzyme <span class="highlight">activity</span> and metabolic rate; effect upon rate of diffusion and states of matter) #0;� pH (pH scale; relative values <span class="highlight">for</span> acids and bases; effect on living systems; cellular; organismal) #0;� enzyme regulation (effect of temperature; pH, and enzyme/substrate concentration on
Voluntary State Curriculum - Science Grades PreK - 3
Voluntary State Curriculum – Science May 2005 Page 11 of 17 PreKindergarten Kindergarten Grade 1 Grade 2 Grade 3 F. Ecology F. Ecology 1. Investigate a variety of familiar places where plants and animal live to describe the place and the living things found there. a. Describ...
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Voluntary State Curriculum – Science May 2005 Page 11 of 17 PreKindergarten Kindergarten Grade 1 Grade 2 Grade 3 F. Ecology F. Ecology 1. Investigate a variety of familiar places where plants and animal live to describe the place and the living things found there. a. Describe observations using drawings, oral or written text of the place and some of the living things found there. b. Based on the
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=11
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=11
Voluntary State Curriculum – Science May 2005 Page 11 of 17 PreKindergarten Kindergarten Grade 1 Grade 2 Grade 3 F. Ecology F. Ecology 1. Investigate <span class="highlight">a</span> variety of familiar places where plants and animal live to describe the place and the living things found there. <span class="highlight">a</span>. Describe observations <span class="highlight">using</span> drawings, oral or written text of the place and some of the living things found there. b. <span class="highlight">Based</span> on the
2006 Science and Technology/Engineering Curriculum Framework
Guiding Principles The following Guiding Principles present a set of tenets about effective PreK–12 science and technology/engineering programs. The goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student cu...
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Guiding Principles The following Guiding Principles present a set of tenets about effective PreK–12 science and technology/engineering programs. The goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student curiosity, engagement, persistence, respect for evidence, and sense of responsibility. G UIDING P RINCIPLE I A comprehensive science and technology/engineering education program enrolls all students from PreK through grade 12
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=21
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=21
Guiding Principles The following Guiding Principles present <span class="highlight">a</span> set of tenets about effective PreK–12 science and technology/engineering programs. The goal of the Guiding Principles is to help educators create inquiry-<span class="highlight">based</span> educational <span class="highlight">environments</span> that encourage student curiosity, engagement, persistence, respect <span class="highlight">for</span> evidence, and sense of responsibility. G UIDING P RINCIPLE I <span class="highlight">A</span> comprehensive science and technology/engineering education program enrolls all students from PreK through grade 12
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=64
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=64
Biology, High School Learning Standards <span class="highlight">for</span> <span class="highlight">a</span> Full First-Year Course 5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing <span class="highlight">environments</span>. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection
Science
solute in a given amount of solvent or solution Conservation of momentum Momentum is neither created nor destroyed but conserved Constructive interference The interference that occurs when two waves combine to make a wave with a larger amplitude. Controls Standard for com...
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solute in a given amount of solvent or solution Conservation of momentum Momentum is neither created nor destroyed but conserved Constructive interference The interference that occurs when two waves combine to make a wave with a larger amplitude. Controls Standard for comparison that is often needed to draw a meaningful conclusion. Covalent bond A chemical bond resulting from the sharing of an electron pair between two atoms Covalent compound A compound held together by a covalent bond. Current The
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=19
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=19
solute in <span class="highlight">a</span> given amount of solvent or solution Conservation of momentum Momentum is neither created nor destroyed but conserved Constructive interference The interference that occurs when two waves combine to make <span class="highlight">a</span> wave with <span class="highlight">a</span> larger amplitude. Controls Standard <span class="highlight">for</span> comparison that is often needed to draw <span class="highlight">a</span> meaningful conclusion. Covalent bond <span class="highlight">A</span> chemical bond resulting from the sharing of an electron pair between two atoms Covalent compound <span class="highlight">A</span> compound held together by <span class="highlight">a</span> covalent bond. Current The
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