|
Education
Web
 2006 Science and Technology/Engineering Curriculum Framework
Learning standards for grades 6–8 fall under the following five subtopics: Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy. • In high school Chemistry, students learn about the properties of matter and how...
1
0
Learning standards for grades 6–8 fall under the following five subtopics: Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy. • In high school Chemistry, students learn about the properties of matter and how these properties help to organize elements on the periodic table. Students develop a better understanding of the structure of the atom. Students develop an understanding of chemical reactions, including the involvement of energy and
5
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=5
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=5
regulations applicable to science and technology/engineering classrooms • Edits of the Framework text to assure coherence and flow throughout the document I believe a strong understanding of science and technology/engineering is important for every student <span class="highlight">in</span> the Commonwealth. Any student’s ability to effectively contribute to her or his community is greatly enhanced by <span class="highlight">achieving</span> proficiency <span class="highlight">in</span> these areas. The Commonwealth’s economy and continued quality of life depends on our ability to recruit students
70
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70
Learning standards for grades 6–8 fall under the following five subtopics: Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of <span class="highlight">Energy</span>; and Heat <span class="highlight">Energy</span>. • <span class="highlight">In</span> high school Chemistry, students learn about the properties of matter and how these properties help to organize elements on the periodic table. Students develop a better understanding of the structure of the atom. Students develop an understanding of chemical reactions, including the involvement of <span class="highlight">energy</span> and
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 130 • Components of the celestial sphere (e.g., dark matter, dark energy, pulsars, quasars, supernovae, hierarchical structure of the universe, galactic clusters, the “Great Wall”, etc.) m. Research and summ...
1
0
2010 Mississippi Science Framework Approved July 25, 2008 130 • Components of the celestial sphere (e.g., dark matter, dark energy, pulsars, quasars, supernovae, hierarchical structure of the universe, galactic clusters, the “Great Wall”, etc.) m. Research and summarize theories about the structure of the universe (Big Bang, the inflationary era, microwave background radiation, and the importance of its anisotropies to galactic formation). (DOK 3)
55
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=55
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
to the movement of lithospheric plates since the formation of Pangaea c. Examine weather forecasting and describe how meteorologists use atmospheric features and technology to predict the weather. (DOK 2) • Temperature, precipitation, wind (speed/direction), dew point, relative humidity, and barometric pressure • How the thermal <span class="highlight">energy</span> transferred to the air results <span class="highlight">in</span> vertical and horizontal movement of air masses, Coriolis effect • Global wind patterns (e.g., trade winds, westerlies
130
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=130
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 130 • Components of the celestial sphere (e.g., dark matter, dark <span class="highlight">energy</span>, pulsars, quasars, supernovae, hierarchical structure of the universe, galactic <span class="highlight">clusters</span>, the “Great Wall”, etc.) m. Research and summarize theories about the structure of the universe (Big Bang, the inflationary era, microwave background radiation, and the importance of its anisotropies to galactic formation). (DOK 3)
Microsoft Word - English SOL 2002 & ELP Standards.doc
student should know and be able to do upon achieving at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. In many cases the descriptor for the English Standards of Learning and the English Language Proficiency...
1
0
student should know and be able to do upon achieving at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. In many cases the descriptor for the English Standards of Learning and the English Language Proficiency Standards are the same, but the indicators beneath the descriptor differ. This difference reflects the skills and abilities that the LEP student can accomplish at that proficiency level. Another difference between the English
3
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=3
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=3
standards. A major objective of Virginia�s educational agenda is to give the citizens of the commonwealth a program of public education that is among the best <span class="highlight">in</span> the nation and that meets the needs of all young people <span class="highlight">in</span> the commonwealth. These Standards of Learning chart the course for <span class="highlight">achieving</span> that objective.
25
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=25
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=2...
student should know and be able to do upon <span class="highlight">achieving</span> at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. <span class="highlight">In</span> many cases the descriptor for the English Standards of Learning and the English Language Proficiency Standards are the same, but the indicators beneath the descriptor differ. This difference reflects the skills and abilities that the LEP student can accomplish at that proficiency level. Another difference between the English
41
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=41
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
student should know and be able to do upon <span class="highlight">achieving</span> at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. <span class="highlight">In</span> many cases the descriptor for the English Standards of Learning and the English Language Proficiency Standards are the same, but the indicators beneath the descriptor differ. This difference reflects the skills and abilities that the LEP student can accomplish at that proficiency level. Another difference between the English
61
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=61
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=6...
student should know and be able to do upon <span class="highlight">achieving</span> at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. <span class="highlight">In</span> many cases the descriptor for the English Standards of Learning and the English Language Proficiency Standards are the same, but the indicators beneath the descriptor differ. This difference reflects the skills and abilities that the LEP student can accomplish at that proficiency level. Another difference between the English
null
providing energy, defense, reproduction, and the coordination of body functions. 6.4.12 Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another. 6.4.13 Give examples...
1
0
providing energy, defense, reproduction, and the coordination of body functions. 6.4.12 Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another. 6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species. Standard 5 The Mathematical World Students apply mathematics in scientific contexts. They use mathematical ideas, such as
8
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade06.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
providing <span class="highlight">energy</span>, defense, reproduction, and the coordination of body functions. 6.4.12 Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another. 6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species. Standard 5 The Mathematical World Students apply mathematics <span class="highlight">in</span> scientific contexts. They use mathematical ideas, such as
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
the universe is expanding. c. Galaxies are a level of organization of the universe. There are at least 100 billion galaxies in the observable universe. Galaxies are organized into superclusters with large voids between them. d. The sun is a second-generation star, which, along with our ga...
1
0
the universe is expanding. c. Galaxies are a level of organization of the universe. There are at least 100 billion galaxies in the observable universe. Galaxies are organized into superclusters with large voids between them. d. The sun is a second-generation star, which, along with our galaxy (The Milky Way which includes about 100 billion stars) formed billions of years after the Big Bang. o Doppler Effect o Red shift o Clusters o Superclusters o Levels of organization (sun
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=54
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
placed <span class="highlight">in</span> water demonstrating refraction; a mirror reflects. 4. adds colored warm water to cool water. Observes convection. Measures and graphs temperature over time. TEACHER NOTES: <span class="highlight">Energy</span> forms, such as heat, light, electricity, mechanical (motion), sound, and chemical <span class="highlight">energy</span> are properties of substances. <span class="highlight">Energy</span> can be transformed from one form to another. The sun is the ultimate source of <span class="highlight">energy</span> for life systems, while heat convection currents deep within the earth are <span class="highlight">energy</span> sources for
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=86
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
72 STANDARD 2B: PHYSICS Grades 8-12 PHYSICS – The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of <span class="highlight">energy</span> and matter. Benchmark 2: The student will understand the conservation of mass and <span class="highlight">energy</span>, and the First and Second Laws of Thermodynamics. Grade 8-12 Indicators Additional Specificity The student … 1. understands matter has <span class="highlight">energy</span>. Mass and <span class="highlight">energy</span> can be interchanged. The total <span class="highlight">energy</span> <span class="highlight">in</span> the universe
3
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=160
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
the universe is expanding. c. Galaxies are a level of organization of the universe. There are at least 100 billion galaxies <span class="highlight">in</span> the observable universe. Galaxies are organized into superclusters with large voids between them. d. The sun is a second-generation star, which, along with our galaxy (The Milky Way which includes about 100 billion stars) formed billions of years after the Big Bang. o Doppler Effect o Red shift o <span class="highlight">Clusters</span> o Superclusters o Levels of organization (sun
Microsoft Word - 06.029.0010.doc
density, viscosity, chemical reactivity, pH, melting point); (iii) know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility); (iv) describe trends in properties (e.g., ionization energy or reactivity as a function of locatio...
1
0
density, viscosity, chemical reactivity, pH, melting point); (iii) know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility); (iv) describe trends in properties (e.g., ionization energy or reactivity as a function of location on the periodic table and the boiling points of organic liquids as a function of molecular weight); (b
17
0
http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=17
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=17
density, viscosity, chemical reactivity, pH, melting point); (iii) know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility); (iv) describe trends <span class="highlight">in</span> properties (e.g., ionization <span class="highlight">energy</span> or reactivity as a function of location on the periodic table and the boiling points of organic liquids as a function of molecular weight); (b
Strand
including inversely proportional relationships (xy k= or kxy= ). For example: The radius and circumference of a circle are proportional, whereas the length x and the width y of a rectangle with area 12 are inversely proportional, since xy = 12 or equivalently, 12y x= . Understand the concept of ...
1
0
including inversely proportional relationships (xy k= or kxy= ). For example: The radius and circumference of a circle are proportional, whereas the length x and the width y of a rectangle with area 12 are inversely proportional, since xy = 12 or equivalently, 12y x= . Understand the concept of proportionality in real-world and mathematical situations, and distinguish between proportional and other relationships. 7.2.1.2 Understand that the graph of a proportional relationship is a line through
25
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=25
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
including inversely proportional relationships (xy k= or kxy= ). For example: The radius and circumference of a circle are proportional, whereas the length x and the width y of a rectangle with area 12 are inversely proportional, since xy = 12 or equivalently, 12y x= . Understand the concept of <span class="highlight">proportionality</span> <span class="highlight">in</span> real-world and mathematical situations, and distinguish between proportional and other relationships. 7.2.1.2 Understand that the graph of a proportional relationship is a line through
27
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=27
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
Minnesota K-12 Academic Standards <span class="highlight">in</span> Mathematics Page 27 of 45 September 22, 2008 Strand Standard No. Benchmark 7.3.1.1 Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit rate (constant of <span class="highlight">proportionality</span>) is π . Calculate the circumference
null
SPI 0706.3.7 Translate between verbal and symbolic representations of real-world phenomena involving linear equations. SPI 0706.3.8 Solve contextual problems involving two-step linear equations. SPI 0706.3.9 Solve linear inequalities in one variable with rational coefficients symbolically or...
1
0
SPI 0706.3.7 Translate between verbal and symbolic representations of real-world phenomena involving linear equations. SPI 0706.3.8 Solve contextual problems involving two-step linear equations. SPI 0706.3.9 Solve linear inequalities in one variable with rational coefficients symbolically or graphically. Standard 4 – Geometry & Measurement Grade Level Expectations: GLE 0706.4.1 Understand the application of proportionality with similar triangles. GLE 0706.4.2 Apply proportionality to converting
4
0
http://www.state.tn.us/education/ci/math/doc/MA_Grade_7.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_Grade_7.pdf#page=4
SPI 0706.3.7 Translate between verbal and symbolic representations of real-world phenomena involving linear equations. SPI 0706.3.8 Solve contextual problems involving two-step linear equations. SPI 0706.3.9 Solve linear inequalities <span class="highlight">in</span> one variable with rational coefficients symbolically or graphically. Standard 4 – Geometry & Measurement Grade Level Expectations: GLE 0706.4.1 Understand the application of <span class="highlight">proportionality</span> with similar triangles. GLE 0706.4.2 Apply <span class="highlight">proportionality</span> to converting
null
MAtheMAtICS Student accountability for Grades 3-8 begins in 2010-11 . Grade 7 It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations. 7 .1 Number and Operation...
1
0
MAtheMAtICS Student accountability for Grades 3-8 begins in 2010-11 . Grade 7 It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations. 7 .1 Number and Operations and Algebra: Develop an understanding of operations on all rational numbers and solving linear equations . 7.1.1 Develop, analyze, and apply models (including everyday contexts), strategies, and procedures to
1
0
http://www.ode.state.or.us/teachlearn/real/documents/07mathgrade7.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/07mathgrade7.pdf#page=1
MAtheMAtICS Student accountability for Grades 3-8 begins <span class="highlight">in</span> 2010-11 . Grade 7 It is essential that these standards be addressed <span class="highlight">in</span> contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations. 7 .1 Number and Operations and Algebra: Develop an understanding of operations on all rational numbers and solving linear equations . 7.1.1 Develop, analyze, and apply models (including everyday contexts), strategies, and procedures to
Core Content For Mathematics Assessment
debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy) and explain their importance in achieving short and long-term financial goals. DOK 3
1
0
debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy) and explain their importance in achieving short and long-term financial goals. DOK 3
86
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=86
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=86
CCA 4.1 High School Mathematics AUGUST 2006 Bold – State Assessment Content Standard 83 Italics – Supporting Content Standard Plain text – ADP Benchmarks Supporting Content Standard Geometry High school students expand analysis of two-dimensional shapes and three-dimensional shapes. They translate shapes <span class="highlight">in</span> a coordinate plane. They extend work with congruent and similar figures, including <span class="highlight">proportionality</span>. High School Shapes and Relationships MA-HS-3.1.1 Students will analyze and apply spatial
109
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=109
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=109
teacher, carpenter, factory worker, engineer) relating to Kentucky’s Career <span class="highlight">Clusters</span> and describe these jobs/careers. PL-EP-4.1.3 Students will identify how academic classes (e.g., reading and writing) relate to various jobs. DOK 1 PL-04-4.1.3 Students will describe how academic classes (e.g., reading and writing) relate to various jobs/careers. DOK 1 PL-05-4.1.3 Students will identify a range of academic skills acquired <span class="highlight">in</span> school (e.g., mathematics, reading, writing) and explain their importance
120
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important <span class="highlight">in</span> <span class="highlight">achieving</span> personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services
121
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121
identify several job and career opportunities (e.g., sales associate, radio/television broadcaster, child care worker, parks recreation director, computer repair person) <span class="highlight">in</span> Kentucky’s Career <span class="highlight">Clusters</span> that vary within and among community and regions. PL-07-4.1.2 Students will identify and describe how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) <span class="highlight">in</span> each of Kentucky’s Career <span class="highlight">Clusters</span> (Agriculture, Arts & Humanities, Business
131
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
debit and credit cards, establishing and maintaining good credit, cause and effect of bankruptcy) and explain their importance <span class="highlight">in</span> <span class="highlight">achieving</span> short and long-term financial goals. DOK 3
186
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=186
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=186
CCA 4.1 Elementary Science AUGUST 2006 Bold – State Assessment Content Standard 183 Italics – Supporting Content Standard <span class="highlight">Energy</span> Transformations <span class="highlight">Energy</span> transformations are inherent <span class="highlight">in</span> almost every system <span class="highlight">in</span> the universe—from tangible examples at the elementary level, such as heat production <span class="highlight">in</span> simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved <span class="highlight">in</span> the growth, dying and decay of living systems. The use of models to illustrate
|
