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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
Voluntary State Curriculum - Science Grades PreK - 3
familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different. b. Examine pictures of organisms that lived long ago, such as wooly mammoths, saber tooth tigers, horseshoe crabs and describe how they resemble organisms that are alive today...
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familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different. b. Examine pictures of organisms that lived long ago, such as wooly mammoths, saber tooth tigers, horseshoe crabs and describe how they resemble organisms that are alive today. c. Recognize that some kinds of organisms have completely disappeared. D. Evolution E. Flow of Matter and Energy E. Flow of Matter and Energy 1. Develop an awareness of the relationship of features of living
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=4
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=4
objects and processes around them. Students should have many opportunities to learn how conceptual 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. 3. Examine a variety <span class="highlight">of</span> physical
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=10
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=10
familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different. b. Examine pictures <span class="highlight">of</span> organisms that lived long ago, such as wooly mammoths, saber <span class="highlight">tooth</span> tigers, horseshoe crabs and describe how they resemble organisms that are alive today. c. Recognize that some kinds <span class="highlight">of</span> organisms have completely disappeared. D. Evolution E. Flow <span class="highlight">of</span> Matter and Energy E. Flow <span class="highlight">of</span> Matter and Energy 1. Develop an awareness <span class="highlight">of</span> the relationship <span class="highlight">of</span> features <span class="highlight">of</span> living
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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