iSEEK - Education

how the knowledge gleaned from these creatures' natural adaptations to their environments is used to make robots even better. Playful Invention and Exploration Network is an approach to using new technologies that integrates art, science, music, and engineering. The PIE network websit...

www.smm.org/explore/

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INTRODUCTION TO BIOLOGY

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2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular system will behave, followed by observations to determine if the system did

13 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=13 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

for a month and then construct a graph, this would be classified as a Level 2. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4. At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections - relate ideas within the content area or among content areas - and have to select one approach among many alternatives on how the

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development). (DOK 3) d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends for circle, bar, and line graphs). (DOK 2) e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3) f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge. (DOK 3) g. Communicate and defend a scientific argument in oral

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2010 Mississippi Science Framework Approved July 25, 2008 131 AEROSPACE STUDIES - one half credit - The Aerospace Studies course provides opportunities for students to develop and communicate an understanding of aerodynamics through lab-based activities, mathematical expressions, and concept exploration. Concepts covered in this course include aerodynamics, instrumentation, aircraft’s propulsion, navigation, and history of flight. Laboratory activities allow

133 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=133 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 133 d. Compare the various methods of aircraft propulsion. (DOK 2) • Operation of reciprocating and turboprop, (jet) engines • Development of aircraft propulsion systems e. Calculate the expansion ratio of gases in an engine (gas laws). (DOK 1) f. Use appropriate instruments and perform calculations involved in navigation (e.g., locating a point on the globe from its global coordinates and

154 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=154 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular system will behave, followed by observations to determine if the system did

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Standard Four: Earth in Space

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5 Science Standard 4 Earth in Space Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal principles of gravitation allow predictions regarding the motions of objects within the Galaxy and beyond. Earth’s motion, position, and posture account for a variety of cyclic events observable from Earth. While the composition of planets vary considerably, their components and the applicable laws of science are universal. The motions and

5 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard4.pdf#page=5 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

5 Science Standard 4 Earth in Space Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal principles of gravitation allow predictions regarding the motions of objects within the Galaxy and beyond. Earth’s motion, position, and posture account for a variety of cyclic events observable from Earth. While the composition of planets vary considerably, their components and the applicable laws of science are universal. The motions and

8 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard4.pdf#page=8 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

8 Essential Question: What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? Essential Question: What is Earth’s place in the Solar System? Essential Question: How has technology expanded our knowledge of the Earth, Moon, and Sun System? Enduring Understanding: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day and night. Enduring Understanding: Earth

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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methodology for use of the scientific laboratory to conduct and report results of fod science experiments. Expectations and Performance Indicators: 3.1 Use apropriate safety techniques for the laboratory. 3.2 Identify the location and demonstrate the correct use of emergency equipment in the laboratory. 3.3 Design a lab oratory experiment to demonstrate knowledge of the scientific method. 3.4 Demonstrate the ability to complete a laboratory report based on the scientific method. 3.5 Use the metric system

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methodology for use of the scientific laboratory to conduct and report results of fod science experiments. Expectations and Performance Indicators: 3.1 Use apropriate safety techniques for the laboratory. 3.2 Identify the location and demonstrate the correct use of emergency equipment in the laboratory. 3.3 Design a lab oratory experiment to demonstrate knowledge of the scientific method. 3.4 Demonstrate the ability to complete a laboratory report based on the scientific method. 3.5 Use the metric system

www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.p...

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2006 Science and Technology/Engineering Curriculum Framework

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Guiding Principles The following Guiding Principles present a set of tenets about effective PreK–12 science and technology/engineering programs. The goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student curiosity, engagement, persistence, respect for evidence, and sense of responsibility. G UIDING P RINCIPLE I A comprehensive science and technology/engineering education program enrolls all students from PreK through grade 12

17 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17

supported in the classroom by demonstrations, experiments, or simulations that deliberately manage features of a natural object or process. Whatever the instructional approach, science instruction should include both concrete and manipulable materials, along with explanatory diagrams and texts. Investigations An inquiry-based approach to science education also engages students in hands-on investigations that allow them to draw upon their prior knowledge and build new understandings and skills. Hands-on

18 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=18 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=18

selecting a question that can be answered, formulating a hypothesis, planning the steps of an experiment, and determining the most objective way to test the hypothesis. Students should incorporate mathematical skills of measuring and graphing to communicate their findings. • In grades 6–8, teacher guidance remains important but allows for more variation in student approach. Students at this level are ready to formalize their understanding of what an experiment requires by controlling variables to ensure a

21 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=21 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=21

Guiding Principles The following Guiding Principles present a set of tenets about effective PreK–12 science and technology/engineering programs. The goal of the Guiding Principles is to help educators create inquiry-based educational environments that encourage student curiosity, engagement, persistence, respect for evidence, and sense of responsibility. G UIDING P RINCIPLE I A comprehensive science and technology/engineering education program enrolls all students from PreK through grade 12

22 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=22 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=22

help (e.g., museum personnel, scientists, or engineers) can organize activities around concepts or topics unifying all of the domains. At the middle and high school levels, science faculty may choose either a discipline-based or an integrated approach in science. In choosing an approach, faculty will want to consider the particular content expertise of teachers and the academic goals, abilities, and interests of students. In this document, the high school standards are written to allow for choice in

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=21

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Standard Seven: Diversity and Continuity of living Things 5/9/05

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plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. Recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. Conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space

6 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

selection, mutation, genetic drift, and genetic modification. 5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. 6. Genetically diverse populations are more likely to survive changing environments. 7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes.

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plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. Recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. Conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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Standard One: 2/9/05

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the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. Also in Standard 8: Explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. Using internet, newspaper, and actual

22 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=22 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

electricity. Report your results by making a poster, written report or oral presentation. Also in Standard 4: Using newspapers, the internet, and actual sky observations when possible, chart the appearance of the Moon in the night sky over the course of at least two months. Identify the basic pattern of the Moon’s appearance. Classify the Moon’s appearance by using the terms new, first quarter, full, last (third) quarter. Use photos gathered from robot probes, the Hubble telescope, and manned

37 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=37 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. Also in Standard 8: Explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. Using internet, newspaper, and actual

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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4.2 Realize that most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable, even if all the rules for change are known. Predictable or not, the precise future of a system is not completely determined by its present state and circumstances but also on the fundamentally uncertain outcomes of events on the atomic scale.

40 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=40 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

4.2 Realize that most systems above the molecular level involve so many parts and forces and are so sensitive to tiny differences in conditions that their precise behavior is unpredictable, even if all the rules for change are known. Predictable or not, the precise future of a system is not completely determined by its present state and circumstances but also on the fundamentally uncertain outcomes of events on the atomic scale.

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - earth and space science gses 4.0.doc

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Rhode Island Science Grade Span Expectations K-12 Earth and Space Science Page 13 of 17 Updated –August 20, 2007 Version 4.0 ESS2 - The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships. No further targets for EK ESS2 at the K-4 Grade Span ESS2 (5-8) NOS –7 Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system. No further targets for EK ESS2 at the High School

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Rhode Island Science Grade Span Expectations K-12 Earth and Space Science Page 13 of 17 Updated –August 20, 2007 Version 4.0 ESS2 - The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships. No further targets for EK ESS2 at the K-4 Grade Span ESS2 (5-8) NOS –7 Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system. No further targets for EK ESS2 at the High School

www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20sc...

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sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks). c. Research locations where fossils are found in Utah and construct a simple fossil map. Objective 2: Explain how fossils can be used to make inferences about past life, climate, geology, and environments. a. Explain why fossils are usually found in sedimentary rock. b. Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that

34 0 http://www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=34 www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=34

sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks). c. Research locations where fossils are found in Utah and construct a simple fossil map. Objective 2: Explain how fossils can be used to make inferences about past life, climate, geology, and environments. a. Explain why fossils are usually found in sedimentary rock. b. Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that

49 0 http://www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=49 www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=49

people have historically grouped stars in the night sky. c. Recognize that stars in a constellation are not all the same distance from Earth. d. Relate the seasonal change in the appearance of the night sky to Earth’s position. e. Describe ways that familiar groups of stars may be used for navigation and calendars. Science language students should use: asteroids, celestial object, comets, galaxy, planets, satellites, star, distance, force, gravity, gravitational force, mass, scale, solar system

www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=34

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