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 Microsoft Word - bio1.doc
demonstrate safe handling of the chemicals and materials of science. NTB Objectives #0;� Read and follow safety guidelines • Wear appropriate safety equipment such as goggles, gloves, apron • Handle chemicals properly such as acids, bases, and testing reagent...
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demonstrate safe handling of the chemicals and materials of science. NTB Objectives #0;� Read and follow safety guidelines • Wear appropriate safety equipment such as goggles, gloves, apron • Handle chemicals properly such as acids, bases, and testing reagents • Use senses safely in making observations • Dispose of materials properly, especially bacteria and biological tissues • Follow appropriate procedures for clean-up of spills and breakage Safe Handling of Materials #0;� Read MSDS Indicator
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=8
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=8
demonstrate safe handling <span class="highlight">of</span> the chemicals and materials <span class="highlight">of</span> science. NTB Objectives #0;� Read and follow safety guidelines • <span class="highlight">Wear</span> appropriate safety equipment such as goggles, gloves, apron • Handle chemicals properly such as acids, bases, and testing reagents • Use senses safely in making observations • Dispose <span class="highlight">of</span> materials properly, especially bacteria and biological tissues • Follow appropriate procedures for clean-up <span class="highlight">of</span> spills and breakage Safe Handling <span class="highlight">of</span> Materials #0;� Read MSDS Indicator
Microsoft Word - South Dakota Science 2005.rtf
82 with different types of scientific activity. • Use appropriate scientific equipment safely in all investigations. • Wear appropriate attire. Sixth Grade Nature of Science Performance Descriptors Advanced Sixth grade students performing at the advanced level: &bull...
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82 with different types of scientific activity. • Use appropriate scientific equipment safely in all investigations. • Wear appropriate attire. Sixth Grade Nature of Science Performance Descriptors Advanced Sixth grade students performing at the advanced level: • pose a question and a hypothesis that can be explored through scientific exploration. Proficient Sixth grade students performing at the proficient level: • pose questions that can be explored through scientific investigations
93
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=93
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
82 with different types <span class="highlight">of</span> scientific activity. • Use appropriate scientific equipment safely in all investigations. • <span class="highlight">Wear</span> appropriate attire. Sixth Grade Nature <span class="highlight">of</span> Science Performance Descriptors Advanced Sixth grade students performing at the advanced level: • pose a question and a hypothesis that can be explored through scientific exploration. Proficient Sixth grade students performing at the proficient level: • pose questions that can be explored through scientific investigations
Microsoft Word - GLEsocstuALL.doc
water and locate both on a map or globe (G-1B-E1) 6. Describe people and places in the school and community (G-1B-E3) Physical and Human Systems 7. Describe the daily weather (e.g., rainy, cold) (G-1C-E1) Environment and Society 8. Describe how seasonal changes affect people (e.g., in different se...
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water and locate both on a map or globe (G-1B-E1) 6. Describe people and places in the school and community (G-1B-E3) Physical and Human Systems 7. Describe the daily weather (e.g., rainy, cold) (G-1C-E1) Environment and Society 8. Describe how seasonal changes affect people (e.g., in different seasons, people wear different kinds of clothing) (G-1D-E2) Civics Structure and Purposes of Government 9. Identify home and class rules, and the persons responsible for enforcement (C-1A- E1) 10
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http://www.doe.state.la.us/lde/uploads/3948.pdf#page=1
www.doe.state.la.us/lde/uploads/3948.pdf#page=1
water and locate both on a map or globe (G-1B-E1) 6. Describe people and places in the school and community (G-1B-E3) Physical and Human Systems 7. Describe the daily weather (e.g., rainy, cold) (G-1C-E1) Environment and Society 8. Describe how seasonal changes affect people (e.g., in different seasons, people <span class="highlight">wear</span> different kinds <span class="highlight">of</span> clothing) (G-1D-E2) Civics Structure and Purposes <span class="highlight">of</span> Government 9. Identify home and class rules, and the persons responsible for enforcement (C-1A- E1) 10
Microsoft Word - science.doc
to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety of ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many differ...
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to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety of ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many different ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify some different ways people of all ages, genders, and backgrounds use science in their
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=71
www.dpi.state.nd.us/standard/content/science/science.pdf#page=71
to <span class="highlight">wear</span>, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety <span class="highlight">of</span> ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many different ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their careers and in daily life. Students identify some different ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their
Microsoft Word - K-12 doc.doc
relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describ...
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relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, steel plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions of the United States prior to the Civil War. Students describe how technological advances and
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
relevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide a superficial explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide an irrelevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, <span class="highlight">steel</span> plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions <span class="highlight">of</span> the United States prior to the Civil War. Students describe how technological advances and
Microsoft Word - 06.029.0010.doc
electrically-charged materials and magnets attract and repel each other, and observe their effects on other kinds of materials; (d) grade 3 performance standards: (i) recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e....
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electrically-charged materials and magnets attract and repel each other, and observe their effects on other kinds of materials; (d) grade 3 performance standards: (i) recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e.g., plastics); (ii) describe how magnets have poles (N and S) and that like poles repel each other, while
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=4
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=4
electrically-charged materials and magnets attract and repel each other, and observe their effects on other kinds <span class="highlight">of</span> materials; (d) grade 3 performance standards: (i) recognize that magnets can produce motion by attracting some materials (e.g., <span class="highlight">steel</span>) and have no effect on others (e.g., plastics); (ii) describe how magnets have poles (N and S) and that like poles repel each other, while
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=8
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=8
become available (e.g., <span class="highlight">steel</span>, plastic, nylon, fiber optics); (iii) know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD-ROMs) but that these are not perfect (e.g., faulty programming, defective hardware); (iv) know that both men and women <span class="highlight">of</span> all races and social backgrounds choose science as a career. [6.29.10.8 NMAC - Rp, 6.30.2.15 NMAC, 6-30-2009
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
models can be used to suggest interesting questions, such as "What would the atmosphere be like if its molecules were to act like tiny, high-speed marshmallows instead of tiny, high-speed steel balls?" The use of physical models also can increase in sophistication. Stu...
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models can be used to suggest interesting questions, such as "What would the atmosphere be like if its molecules were to act like tiny, high-speed marshmallows instead of tiny, high-speed steel balls?" The use of physical models also can increase in sophistication. Students should discover that physical models on a reduced scale may be inadequate because of scaling effects. 1. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble. a. Explain
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=4
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=4
models can be used to suggest interesting questions, such as "What would the atmosphere be like if its molecules were to act like tiny, high-speed marshmallows instead <span class="highlight">of</span> tiny, high-speed <span class="highlight">steel</span> balls?" The use <span class="highlight">of</span> physical models also can increase in sophistication. Students should discover that physical models on a reduced scale may be inadequate because <span class="highlight">of</span> scaling effects. 1. Examine a variety <span class="highlight">of</span> physical models and describe what they teach about the real things they are meant to resemble. a. Explain
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