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Logic and Circuits
are TWO complete circles. S1 and S3 will light the bulb. S2 and S3 will light the bulb. Logically this circuit is You can arrange any patterns you wish your students to investigate. You can assign a logical sentence and ask the students to arrange the circuits, or you can show a...
 Colorado Schools Unit: Science of the People
29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environmen...
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29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (S3) Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) BENCHMARK(S) Studetns know and understand how the human body functions in health and disease and factors
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=3
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=3
structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. (S4) Students know and understand interrelationships among science, technology, and human activity in the past, present, and future and how they can affect the world. (S5) Students understand that science involves a particular way of knowing and
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=27
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=27
25Goals 2000 Partnership for Educating Colorado Students Lesson 6: Ynez Mexia What will students be learning? STANDARD(S) Students understand the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (S1) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students apply thinking skills to their reading, writing, speaking
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=31
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=31
29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) BENCHMARK(S) Studetns know and understand how the human body functions in health and disease and factors
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=39
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=39
37Goals 2000 Partnership for Educating Colorado Students Lesson 9: Dr. Eloy Rodriquez What will students be learning? OUTCOME(S) Students understand the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (S1) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students understand that science involves a particular way of
iEARN: Moving Voices
MovingVoices MovingVoices is a project that explores how the creation of original student-made digital videos can enrich teaching, learning, and cultural understanding. You are invited to use the student-made videos in your classroom or help your students make their own videos...
Hey Josh! (video advice!)
Josh Shipp — Helping adults understand teens & teens understand themeselves Parents & Educators Want to understand your teen and truly get through to them? Download my free resource kit below. – Josh Shipp Get the Free Parents & Educators Resource Kit What’s Inside...
Evolution: Videos for Students
Evolution: Videos for Students: Evolving Ideas Watch these short videos to spur classroom discussion about science and evolution. They are
science_pub2003
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-...
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Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis S3-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
DRAFT
magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/...
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magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
Microsoft Word - Content Area Reading Middle School.doc
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better unders...
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fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
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