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 Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=23
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=23
organisms were rejected by the scientific establishment <span class="highlight">of</span> their times. Only because <span class="highlight">of</span> contributions from later investigators did they slowly achieve acceptance. The development <span class="highlight">of</span> technology also has been crucial to economic growth. For example, in an effort to make the 1890 U.S. Census faster and more efficient, Herman Hollerith drew upon early "counting machines" to develop a prototype <span class="highlight">of</span> the <span class="highlight">computer</span>, which in turn has created today's high-tech industries. In the words <span class="highlight">of</span> C. Purcell (1995, p. xii) "Since
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics and Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text w...
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assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.02 Use oral and written language to: • present information in a sequenced, logical manner. • discuss. • sustain conversation on a topic. • share information and ideas. • recount or narrate. 42
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety <span class="highlight">of</span> simple texts (e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences). 4.03 Use words that describe color, size, and location in a variety <span class="highlight">of</span> texts: e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences. 4.04 Maintain conversation and discussions: • attending to oral
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=65
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
assistance) from a variety <span class="highlight">of</span> sources (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.02 Use oral and written language to: • present information in a sequenced, logical manner. • discuss. • sustain conversation on a topic. • share information and ideas. • recount or narrate. 42
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
expand understanding <span class="highlight">of</span> text including graphs, charts, and/or maps. 3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety <span class="highlight">of</span> sources through the use <span class="highlight">of</span> technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=77
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats. 3.05 Integrate main idea and supporting details from multiple sources to expand understanding <span class="highlight">of</span> texts. 3.06 Conduct research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). 3.07 Make informed judgments about: • bias. • propaganda. • stereotyping. • media techniques
ACKNOWLEDGEMENTS
Describe the ways in which the economies of the United States and its neighbors are interdependent and assess the impact of increasing international economic interdependence. 5.05 Evaluate the influence of discoveries, inventions, and innovations on economic interdependen...
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Describe the ways in which the economies of the United States and its neighbors are interdependent and assess the impact of increasing international economic interdependence. 5.05 Evaluate the influence of discoveries, inventions, and innovations on economic interdependence. 5.06 Examine the different economic systems such as traditional, command, and market developed in selected countries of North America and assess their effectiveness in meeting basic needs. 5.07 Describe the ways the United States and
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=37
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Describe the ways in which the economies <span class="highlight">of</span> the United States and its neighbors are interdependent and assess the impact <span class="highlight">of</span> increasing <span class="highlight">international</span> economic interdependence. 5.05 Evaluate the influence <span class="highlight">of</span> discoveries, inventions, and innovations on economic interdependence. 5.06 Examine the different economic systems such as traditional, command, and market developed in selected countries <span class="highlight">of</span> North America and assess their effectiveness in meeting basic needs. 5.07 Describe the ways the United States and
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