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Scholastic: Magnificent Magnification
Overview Watch your child get information “up close and personal” Objective Developing Skills: • observation • science vocabulary Materials • magnifying glasses (one for each student, if possible)• small, flowering potted plants...
Science Buddies Teacher Resources
print and hand out copies to the judges on the day of the fair. Project Tracking Spreadsheet Sample (xls) This spreadsheet includes a sample, as well as a template that can be modified and used to track your students' projects, from registration through the judging...
 K-1
words to describe them (e.g., a single hair, the leg of an insect, a fingerprint). K-1 LS1D Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place. Compare how different animals use the same body parts for...
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words to describe them (e.g., a single hair, the leg of an insect, a fingerprint). K-1 LS1D Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place. Compare how different animals use the same body parts for different purposes (e.g., humans use their tongues to taste, while snakes use their tongues to smell). K-1 LS1E Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=9
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Revised Washington State K-12 Science Standards 1 Washington State K-12 Science Standards <span class="highlight">Overview</span> Purpose The Washington State K-12 Science Standards is a detailed document describing what all students are expected to know <span class="highlight">and</span> be able to do at each level <span class="highlight">of</span> our educational system in the area <span class="highlight">of</span> science. The purpose <span class="highlight">of</span> these standards is to provide strong support <span class="highlight">for</span> students, parents, teachers, <span class="highlight">and</span> the broader community by guiding the alignment <span class="highlight">of</span> the school curriculum, instruction, <span class="highlight">and</span>
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=33
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
words to describe them (e.g., a single hair, the leg <span class="highlight">of</span> <span class="highlight">an</span> insect, a <span class="highlight">fingerprint</span>). K-1 LS1D Different animals use their body parts in different ways to see, hear, grasp objects, <span class="highlight">and</span> move from place to place. Compare how different animals use the same body parts <span class="highlight">for</span> different purposes (e.g., humans use their tongues to taste, while snakes use their tongues to smell). K-1 LS1E Animals have various ways <span class="highlight">of</span> obtaining food <span class="highlight">and</span> water. Nearly all animals drink water or eat foods that contain water
INTRODUCTION TO BIOLOGY
topic. (DOK 3) b. Clarify research questions and design laboratory investigations. (DOK 3) c. Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory investigations (e.g., hypotheses, experimental design, observati...
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topic. (DOK 3) b. Clarify research questions and design laboratory investigations. (DOK 3) c. Demonstrate the use of scientific inquiry and methods to formulate, conduct, and evaluate laboratory investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory development). (DOK 3) d. Organize data to construct graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends for circle, bar, and line graphs) draw
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=9
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 9 ORGANIZATION The 2010 Mississippi Science Framework is organized by grade level (grades K-8) <span class="highlight">and</span> by course at the secondary level (grades 9-12). A general description that includes the purpose, <span class="highlight">overview</span>, <span class="highlight">and</span> suggested prerequisites is found preceding each curriculum outline <span class="highlight">for</span> the grade level or course. The curriculum outline <span class="highlight">for</span> the 2010 Mississippi Science Framework is formatted as follows
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=63
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
topic. (DOK 3) b. Clarify research questions <span class="highlight">and</span> design laboratory investigations. (DOK 3) c. Demonstrate the use <span class="highlight">of</span> scientific inquiry <span class="highlight">and</span> <span class="highlight">methods</span> to formulate, conduct, <span class="highlight">and</span> evaluate laboratory investigations (e.g., hypotheses, experimental design, observations, data analyses, interpretations, theory development). (DOK 3) d. Organize data to construct graphs (e.g., plotting points, labeling x-<span class="highlight">and</span> y-axis, creating appropriate titles <span class="highlight">and</span> legends <span class="highlight">for</span> circle, bar, <span class="highlight">and</span> line graphs) draw
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=104
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
development). (DOK 3) d. Construct <span class="highlight">and</span> analyze graphs (e.g., plotting points, labeling x-<span class="highlight">and</span> y-axis, creating appropriate titles <span class="highlight">and</span> legends <span class="highlight">for</span> circle, bar, <span class="highlight">and</span> line graphs). (DOK 2) e. Analyze procedures, data, <span class="highlight">and</span> conclusions to determine the scientific validity <span class="highlight">of</span> research. (DOK 3) f. Recognize <span class="highlight">and</span> analyze alternative explanations <span class="highlight">for</span> experimental results <span class="highlight">and</span> to make predictions <span class="highlight">based</span> on observations <span class="highlight">and</span> prior knowledge. (DOK 3) g. Communicate <span class="highlight">and</span> defend a scientific argument in oral
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=117
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Construct <span class="highlight">and</span> analyze graphs (e.g., plotting points, labeling x-<span class="highlight">and</span> y-axis, creating appropriate titles <span class="highlight">and</span> legends <span class="highlight">for</span> circle, bar, <span class="highlight">and</span> line graphs). (DOK 2) e. Analyze procedures, data, <span class="highlight">and</span> conclusions to determine the scientific validity <span class="highlight">of</span> research. (DOK 3) f. Recognize <span class="highlight">and</span> analyze alternative explanations <span class="highlight">for</span> experimental results <span class="highlight">and</span> to make predictions <span class="highlight">based</span> on observations <span class="highlight">and</span> prior knowledge. (DOK 3) g. Communicate <span class="highlight">and</span> defend a scientific argument in oral, written, <span class="highlight">and</span> graphic form
Science
Responsible for either the formation of new cells for growth, repair or replacement or the production of a new individual Respiratory system Composed of nose, pharynx, larynx, trachea, bronchi and lungs Skeletal system Bones, cartilage, and ligaments...
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Responsible for either the formation of new cells for growth, repair or replacement or the production of a new individual Respiratory system Composed of nose, pharynx, larynx, trachea, bronchi and lungs Skeletal system Bones, cartilage, and ligaments that provide the body with a rigid framework for support and protection Synthesis Two or more reactants form one product Transcription The synthesis of RNA using one strand of DNA as the template Translation The synthesis of a protein Urinary system
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=26
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=26
Responsible <span class="highlight">for</span> either the formation <span class="highlight">of</span> new cells <span class="highlight">for</span> growth, repair or replacement or the production <span class="highlight">of</span> a new individual Respiratory system Composed <span class="highlight">of</span> nose, pharynx, larynx, trachea, bronchi <span class="highlight">and</span> lungs Skeletal system Bones, cartilage, <span class="highlight">and</span> ligaments that provide the body with a rigid framework <span class="highlight">for</span> support <span class="highlight">and</span> protection Synthesis Two or more reactants form one product Transcription The synthesis <span class="highlight">of</span> RNA using one strand <span class="highlight">of</span> DNA as the <span class="highlight">template</span> Translation The synthesis <span class="highlight">of</span> a protein Urinary system
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a template process that usually results in identical copies. d. DNA and associated proteins supercoil during cellular replication to become structure...
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Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a template process that usually results in identical copies. d. DNA and associated proteins supercoil during cellular replication to become structured as chromosomes. 6. Most cells in humans contain 23 pairs of chromosomes; the 23rd pair usually contains the XX for female or XY for male. 3. a. An inherited trait of an individual can be determined by one gene or by
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=93
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
Sequences <span class="highlight">of</span> nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a <span class="highlight">template</span> process that usually results in identical copies. d. DNA <span class="highlight">and</span> associated proteins supercoil during cellular replication to become structured as chromosomes. 6. Most cells in humans contain 23 pairs <span class="highlight">of</span> chromosomes; the 23rd pair usually contains the XX <span class="highlight">for</span> female or XY <span class="highlight">for</span> male. 3. a. <span class="highlight">An</span> inherited trait <span class="highlight">of</span> <span class="highlight">an</span> individual can be determined by one gene or by
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a template process that usually results in identical copies. d. DNA and associated proteins supercoil during cellular replication to become structure...
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Sequences of nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a template process that usually results in identical copies. d. DNA and associated proteins supercoil during cellular replication to become structured as chromosomes. 6. Most cells in humans contain 23 pairs of chromosomes; the 23rd pair usually contains the XX for female or XY for male. 3. a. An inherited trait of an individual can be determined by one gene or by
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
Sequences <span class="highlight">of</span> nucleotides that either determine or contribute to a genetic trait are called genes. c. DNA is replicated by using a <span class="highlight">template</span> process that usually results in identical copies. d. DNA <span class="highlight">and</span> associated proteins supercoil during cellular replication to become structured as chromosomes. 6. Most cells in humans contain 23 pairs <span class="highlight">of</span> chromosomes; the 23rd pair usually contains the XX <span class="highlight">for</span> female or XY <span class="highlight">for</span> male. 3. a. <span class="highlight">An</span> inherited trait <span class="highlight">of</span> <span class="highlight">an</span> individual can be determined by one gene or by
The Kansas Science Education Standards Glossary is a compilation of terms identified by a ...
variety, and variability of organisms DNA replication- process of making an identical copy of DNA, using an existing DNA strand as a template dominant- term used in Mendelian genetics for a gene that is expressed in the presence of a...
2006 Science and Technology/Engineering Curriculum Framework
presented by strand, grade span, and subject area topic. The Strands The learning standards are grouped into four strands: • Earth and Space Science • Life Science (Biology) • Physical Sciences (Chemistry and Physics) • Technology/Engineering Each strand sec...
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presented by strand, grade span, and subject area topic. The Strands The learning standards are grouped into four strands: • Earth and Space Science • Life Science (Biology) • Physical Sciences (Chemistry and Physics) • Technology/Engineering Each strand section begins with an overview of the strand. Grade Spans and Subject Area Topics Each strand’s learning standards are grouped into four grade spans: • Grades PreK–2 • Grades 3–5 • Grades 6–8 • High School Learning standards are sub-grouped
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=11
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=11
presented by strand, grade span, <span class="highlight">and</span> subject area topic. The Strands The learning standards are grouped into four strands: • Earth <span class="highlight">and</span> Space Science • Life Science (Biology) • Physical Sciences (Chemistry <span class="highlight">and</span> Physics) • Technology/Engineering Each strand section begins with <span class="highlight">an</span> <span class="highlight">overview</span> <span class="highlight">of</span> the strand. Grade Spans <span class="highlight">and</span> Subject Area Topics Each strand’s learning standards are grouped into four grade spans: • Grades PreK–2 • Grades 3–5 • Grades 6–8 • High School Learning standards are sub-grouped
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
2. Resources on alternatives to dissection A number <span class="highlight">of</span> organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, <span class="highlight">and</span> videos to students <span class="highlight">and</span> schools. The following organizations have <span class="highlight">free</span> lending libraries <span class="highlight">and</span> will help teachers find a suitable alternative to a dissection activity. (Note: Often a security deposit is required but no charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible <span class="highlight">for</span> return shipping.) The
Tennessee State Board of Education
appropriate tools to gather precise and accurate data. SPI 3258 Inq.4 Evaluate the accuracy and precision of data. SPI 3258 Inq.5 Defend a conclusion based on scientific evidence. SPI 3258 Inq.6 Determine why a conclusion is free of bias. SPI 3258 Inq.7 Comp...
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appropriate tools to gather precise and accurate data. SPI 3258 Inq.4 Evaluate the accuracy and precision of data. SPI 3258 Inq.5 Defend a conclusion based on scientific evidence. SPI 3258 Inq.6 Determine why a conclusion is free of bias. SPI 3258 Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. 22.
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=23
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=23
appropriate tools to gather precise <span class="highlight">and</span> accurate data. SPI 3258 Inq.4 Evaluate the accuracy <span class="highlight">and</span> precision <span class="highlight">of</span> data. SPI 3258 Inq.5 Defend a conclusion <span class="highlight">based</span> on scientific evidence. SPI 3258 Inq.6 Determine why a conclusion is <span class="highlight">free</span> <span class="highlight">of</span> bias. SPI 3258 Inq.7 Compare conclusions that offer different, but acceptable explanations <span class="highlight">for</span> the same set <span class="highlight">of</span> experimental data. 22.
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=32
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=32
5 Defend a conclusion <span class="highlight">based</span> on scientific evidence. SPI 3258 Inq.6 Determine why a conclusion is <span class="highlight">free</span> <span class="highlight">of</span> bias. SPI 3258 Inq.7 Compare conclusions that offer different, but acceptable explanations <span class="highlight">for</span> the same set <span class="highlight">of</span> experimental data. 2
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