iSEEK - Education

2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f

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students to think more deeply about the science content, thus improving student understanding of science. This document is based on premises that all children can learn, and that high expectations produce high achievement. PURPOSE The primary purpose of the 2010 Mississippi Science Framework is to provide a basis for curriculum development for K-12 teachers. The framework provides an outline of what students should learn through competencies and objectives. The 2010 Mississippi Science Framework

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2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f

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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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2006 Science and Technology/Engineering Curriculum Framework

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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

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solving, and to think critically and analytically will serve students in any setting. When students work toward high expectations in these areas, they develop the foundation they need for success after graduation. G UIDING P RINCIPLE VIII Assessment in science and technology/engineering serves to inform student learning, guide instruction, and evaluate student progress. Assessment reflects classroom expectations and shows outcomes of student learning based on established knowledge and performance

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radar, and telescope imageries; using satellite and radar images and weather maps to illustrate weather forecasts; using seismic data to identify regions of seismic activity; and using data from various instruments that are used to study deep space and the solar system, as well as the inquiry skills listed below. SIS1. Make observations, raise questions, and formulate hypotheses. • Observe the world from a scientific perspective. • Pose questions and form hypotheses based on personal observations

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

47 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=47 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=47

(e.g., relating river meanders to land topology). Earth and Space Science Learning Standards High School 1.8 Read, interpret, and analyze a combination of ground-based observations, satellite data, and computer models to demonstrate Earth systems and their interconnections. 3.1 Explain how physical and chemical weathering leads to erosion and the formation of soils and sediments, and creates various types of landscapes. Give examples that show the effects of physical and chemical weathering on the

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Core Content For Mathematics Assessment

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influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. High School The Use of Geographic Tools SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain

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Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual

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CCA 4.1 Elementary Science AUGUST 2006 Bold – State Assessment Content Standard 178 Italics – Supporting Content Standard Unity and Diversity All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for

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influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. High School The Use of Geographic Tools SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain

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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

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

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GLOSSARY compound sentence A sentence consisting of two or more coordinate independent clauses. Example: George talked and Harry listened. concrete image A literal representation of a sensory experience or of an object that can be known by more than one of the senses; representation that involves no necessary change or extension in the obvious meaning of the words; the words call up a sensory representation of the literal object or sensation. consonant doubling The addition of a consonant in the

86 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86

GLOSSARY compound sentence A sentence consisting of two or more coordinate independent clauses. Example: George talked and Harry listened. concrete image A literal representation of a sensory experience or of an object that can be known by more than one of the senses; representation that involves no necessary change or extension in the obvious meaning of the words; the words call up a sensory representation of the literal object or sensation. consonant doubling The addition of a consonant in the

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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classification of common objects, children reflect on the similarities and differences of the objects. Properties – word that describes an object based on direct observations using touch, sight, hearing, taste, smell, and measurements. Classify – a method for establishing order on collections of objects or events. Students use classification systems to identify objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective

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3 Properties – a word(s) that describe(s) an object based on direct observations using touch, sight, hearing, taste, smell, and measurement. Classify – a method for establishing order on collections of objects or events. Students use classification systems to identify objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for a good classification system is

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classification of common objects, children reflect on the similarities and differences of the objects. Properties – word that describes an object based on direct observations using touch, sight, hearing, taste, smell, and measurements. Classify – a method for establishing order on collections of objects or events. Students use classification systems to identify objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective

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Microsoft Word - sci_standards_Aug07_34.docsci_standards_Aug07_34.pdf

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Microsoft Word - sci_std_Aug07_k2.docsci_std_Aug07_k2.pdf

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3 Properties – a word(s) that describe(s) an object based on direct observations using touch, sight, hearing, taste, smell, and measurement. Classify – a method for establishing order on collections of objects or events. Students use classification systems to identify objects or events, to show similarities, differences, and interrelationships. It is important to realize that all classification systems are subjective and may change as criteria change; the test for a good classification system is

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Science.qxd

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context for further research and give us a basis for prediction. For example, atomic theory is an explanation for the behavior of matter based on the existence of tiny particles. Kinetic molecular theory explains, among other things, the expansion and contraction of gases. • Laws are fundamentally different from theories. They are universal generalizations based on observations we have made of the natural world, such as the nature of gravity, the relationship of forces and motion, and the nature of planetary

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context for further research and give us a basis for prediction. For example, atomic theory is an explanation for the behavior of matter based on the existence of tiny particles. Kinetic molecular theory explains, among other things, the expansion and contraction of gases. • Laws are fundamentally different from theories. They are universal generalizations based on observations we have made of the natural world, such as the nature of gravity, the relationship of forces and motion, and the nature of planetary

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Glossaryreadingglossary.pdf

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sweet sorrow. 3. collectively, the figurative language in a work. 4. the study of image patterns in literature for clues to the author's deeper meaning. independent reading level - the readability or grade level of material that is easy for a student to read with few word- identification problems and high comprehension. Note: Although suggested criteria vary, better than 99 percent word- identification accuracy and better than 90 percent comprehension are often used as standards in judging if a reader

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sweet sorrow. 3. collectively, the figurative language in a work. 4. the study of image patterns in literature for clues to the author's deeper meaning. independent reading level - the readability or grade level of material that is easy for a student to read with few word- identification problems and high comprehension. Note: Although suggested criteria vary, better than 99 percent word- identification accuracy and better than 90 percent comprehension are often used as standards in judging if a reader

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