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 INTRODUCTION TO BIOLOGY
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 cha...
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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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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=12
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 12 The four levels of Depth of Knowledge (DOK) are described below. Levels: Level 1 (Recall) includes the recall of information such as <span class="highlight">a</span> fact, definition, term, or <span class="highlight">a</span> simple procedure, as well as performing <span class="highlight">a</span> simple <span class="highlight">algorithm</span> or applying <span class="highlight">a</span> formula. Other key words that signify <span class="highlight">a</span> Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and “explain” could be
136
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
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 <span class="highlight">sensor</span> systems • Types of <span class="highlight">sensor</span> platforms d. Analyze the effects of changes <span class="highlight">in</span> spatial, temporal, and spectral resolution and effects on images due to changes <span class="highlight">in</span> scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=143
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Spring, long pH meter Tubes, spectrum Purchase chemicals as needed <span class="highlight">in</span> small quantities on <span class="highlight">a</span> yearly basis. * Variety of sizes according to curricular needs ** Consider microscale alternatives (see suggested strategies)
STANDARDS.05
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10...
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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
18 ALASKA CONTENT STANDARDS 19 <span class="highlight">A</span> student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human <span class="highlight">networks</span>, including <span class="highlight">networks</span> for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes <span class="highlight">in</span> technology, transportation
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
[3] 1.7.1 Distinguishing between fiction/ nonfiction, prose/poetry, short story/ drama (L) [3] 1.7.2 Identifying use of dialogue or rhyme <span class="highlight">in</span> common forms of text The student analyzes content and structure of genres by [4] 2.7.1 Identifying the four major genres of fiction: short story, drama (plays), <span class="highlight">novel</span>, and poetry (L) [4] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction (L) [4] 2.7.3 Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes <span class="highlight">a</span> variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, <span class="highlight">novel</span>, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
Core Content For Mathematics Assessment
to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website,...
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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.).
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a varie...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate <span class="highlight">a</span> working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test <span class="highlight">a</span> hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using <span class="highlight">a</span> variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop <span class="highlight">a</span> testable question for <span class="highlight">a</span> scientific investigation. #0;93295.3.2 Differentiate between variables and controls <span class="highlight">in</span>
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in...
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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=5
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
and share examples of events from the <span class="highlight">novel</span> that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within <span class="highlight">a</span> work. Example: Students read Encyclopedia Brown, then use their experience to role play <span class="highlight">a</span> scene <span class="highlight">in</span> which Encyclopedia solves <span class="highlight">a</span> problem for <span class="highlight">a</span> character from another story
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
family’s life had been like before the events described <span class="highlight">in</span> the <span class="highlight">novel</span>, supporting their inferences with references to the <span class="highlight">novel</span>. 9-12: Students will use the literary elements of <span class="highlight">a</span> text (theme, symbolism, imagery, conflict, etc.) to draw conclusions about <span class="highlight">a</span> text. Example: Students meet <span class="highlight">in</span> groups to share their interpretations of the symbolism <span class="highlight">in</span> Maya Angelou’s poem, “Caged Bird,” then report the group’s findings to the class. K-12 PERFORMANCE STANDARDS • understand that <span class="highlight">a</span> single text may elicit <span class="highlight">a</span>
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model <span class="highlight">a</span> variety of real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, combinations and permutations. Educational experiences <span class="highlight">in</span> Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple <span class="highlight">networks</span> that represent everyday situations; • identify and
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CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found in protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic enginee...
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CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found in protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic engineering can be applied to develop novel biomedical and agricultural products. Biology II : Standard 5 - Biodiversity and Change Conceptual Strand 5 A rich variety and complexity of organisms have
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=9
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=9
CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found <span class="highlight">in</span> protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic engineering can be applied to develop <span class="highlight">novel</span> biomedical and agricultural products. Biology II : Standard 5 - Biodiversity and Change Conceptual Strand 5 <span class="highlight">A</span> rich variety and complexity of organisms have
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds r...
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67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding. 3 a. Valence electron
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=81
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking <span class="highlight">a</span> chemical bond requires energy. Formation of <span class="highlight">a</span> chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other <span class="highlight">in</span> chains, rings, and branching <span class="highlight">networks</span>. Branched network and metallic solids also result from bonding. 3 <span class="highlight">a</span>. Valence electron
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds r...
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67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding. 3 a. Valence electron
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking <span class="highlight">a</span> chemical bond requires energy. Formation of <span class="highlight">a</span> chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other <span class="highlight">in</span> chains, rings, and branching <span class="highlight">networks</span>. Branched network and metallic solids also result from bonding. 3 <span class="highlight">a</span>. Valence electron
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a...
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication <span class="highlight">networks</span>, including the Internet. • students receive news reports from abroad and work <span class="highlight">in</span> groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic <span class="highlight">networks</span> to share information. • model solutions to <span class="highlight">a</span> range of problems <span class="highlight">in</span> mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for <span class="highlight">a</span> particular purpose and enter it into <span class="highlight">a</span> data-handling
Illinois Science Assessment Framework PSAE Grade 11
a state science curriculum. The Framework defines the science content that will be assessed in the Prairie State Achievement Examination (PSAE) beginning with the 2005-06 school year. Assessment Objectives The Science Assessment Framework provides the specifications for the content o...
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a state science curriculum. The Framework defines the science content that will be assessed in the Prairie State Achievement Examination (PSAE) beginning with the 2005-06 school year. Assessment Objectives The Science Assessment Framework provides the specifications for the content of the PSAE for spring of 2006. As the tests are designed to measure the Illinois Learning Standards, using the Science Assessment Framework in curriculum and instructional design will provide valuable guidance to
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=2
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=2
<span class="highlight">a</span> state science curriculum. The Framework defines the science content that will be assessed <span class="highlight">in</span> the Prairie State Achievement Examination (PSAE) beginning with the 2005-06 school year. Assessment Objectives The Science Assessment Framework provides the specifications for the content of the PSAE for spring of 2006. As the tests are designed to measure the Illinois Learning Standards, using the Science Assessment Framework <span class="highlight">in</span> curriculum and instructional design will provide valuable guidance to
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
Illinois Science Assessment Framework for PSAE Grade 11 | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and <span class="highlight">networks</span> to access information, process ideas and communicate results. Technology is invented and improved by the use of scientific principles. <span class="highlight">In</span> turn, scientists depend on technology <span class="highlight">in</span> performing experiments, analyzing data and communicating the results. Science students learn to use <span class="highlight">a</span> range of technologies
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