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 Microsoft Word - sciencesol.doc
Science Standards of Learning 32 BIO.8 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;...
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Science Standards of Learning 32 BIO.8 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific explanations for biological evolution. BIO.9 The student will investigate and understand dynamic equilibria
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
about nature, can predict potential consequences of actions, but cannot be used to answer all questions. <span class="highlight">BIO</span>.1 The student will plan and conduct investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=35
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=35
Science Standards of Learning 31 <span class="highlight">BIO</span>.3 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes; b) the structure and function of macromolecules; c) the nature of enzymes; and d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. <span class="highlight">BIO</span>.4 The student will investigate and understand relationships between cell structure
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=36
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=36
Science Standards of Learning 32 <span class="highlight">BIO</span>.8 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific explanations for biological evolution. <span class="highlight">BIO</span>.9 The student will investigate and understand dynamic equilibria
7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine m...
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“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use prior
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use prior
7th Grade„Grade Level Expectations
“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to det...
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“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
7th Grade„Grade Level Expectations
“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to de...
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“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
Science.qxd
• pH. • Nitrates. • Turbidity. • Bio-indicators. 3.06 Evaluate technologies and information systems used to monitor the hydrosphere. 3.07 Describe how humans affect the quality of water: • Point and non-point sources of water pollution in North Carolina. • Possib...
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• pH. • Nitrates. • Turbidity. • Bio-indicators. 3.06 Evaluate technologies and information systems used to monitor the hydrosphere. 3.07 Describe how humans affect the quality of water: • Point and non-point sources of water pollution in North Carolina. • Possible effects of excess nutrients in North Carolina waters. • Economic trade-offs. • Local water issues. 3.08 Recognize that the good health of environments and organisms requires: • Monitoring of the hydrosphere. • Water quality standards. • Methods of
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90
• pH. • Nitrates. • Turbidity. • <span class="highlight">Bio</span>-indicators. 3.06 Evaluate technologies and information systems used to monitor the hydrosphere. 3.07 Describe how humans affect the quality of water: • Point and non-point sources of water pollution in North Carolina. • Possible effects of excess nutrients in North Carolina waters. • Economic trade-offs. • Local water issues. 3.08 Recognize that the good health of environments and organisms requires: • Monitoring of the hydrosphere. • Water quality standards. • Methods of
Microsoft Word - South Dakota Science 2005.rtf
genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, g...
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genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=110
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
genetics, medical and <span class="highlight">bio</span>-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=141
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Example: hemophilia, cystic fibrosis (Synthesis) 9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species. Examples: behavioral adaptations, environmental pressures, allele variations, <span class="highlight">bio</span>-diversity • Use comparative anatomy to support evolutionary relationships. Indicator 3: Analyze how organisms are linked to one another and the environment. Bloom’s Taxonomy Level Standard
ACKNOWLEDGEMENTS
in Middle and High School Classrooms. San Francisco, California: WestEd, 1999. Selwyn, Douglas. Arts and Humanities in the Social Studies. National Council for the Social Studies Bulletin 90, 1995. Standards for Technological Literacy, Content for the Study of Technology. International Tech...
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in Middle and High School Classrooms. San Francisco, California: WestEd, 1999. Selwyn, Douglas. Arts and Humanities in the Social Studies. National Council for the Social Studies Bulletin 90, 1995. Standards for Technological Literacy, Content for the Study of Technology. International Technology Education Association, 2000. North Carolina Social Studies Standard Course of Study August 2006 Effective 2003-2004 107
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=108
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Teaching Social Studies. National Council for the Social Studies <span class="highlight">Bulletin</span> 93.Washington, DC: National Council for the Social Studies, 1996. ___Geography for Life - National Geography Standards. Washington, DC: National Geographic Research and Exploration, 1994. Levy, Tedd et al. Social Studies in the Middle School. Report of the Task Force on Social Studies in the Middle School. Washington, DC: National Council for the Social Studies, 1991. Marzano, Robert J., Gaddy, Barbara B., and Dean
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=109
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
in Middle and High School Classrooms. San Francisco, California: WestEd, 1999. Selwyn, Douglas. Arts and Humanities in the Social Studies. National Council for the Social Studies <span class="highlight">Bulletin</span> 90, 1995. Standards for Technological Literacy, Content for the Study of Technology. International Technology Education Association, 2000. North Carolina Social Studies Standard Course of Study August 2006 Effective 2003-2004 107
2006 Science and Technology/Engineering Curriculum Framework
functions; cell membranes. 2.2 Cellular similarities and differences of prokaryotes and eukaryotes. 2.4 Reactants, products, and purposes of photosynthesis and respiration. 2.5 Role of ATP in metabolism. 2.6 The cell cycle and mitosis in asexual reproduction. 2.7 Meiosis in sexual reproduction. C e...
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functions; cell membranes. 2.2 Cellular similarities and differences of prokaryotes and eukaryotes. 2.4 Reactants, products, and purposes of photosynthesis and respiration. 2.5 Role of ATP in metabolism. 2.6 The cell cycle and mitosis in asexual reproduction. 2.7 Meiosis in sexual reproduction. C e ll Bio l og y and Bio c hemistry 2.8 Differences of a virus and a cell. Sys t ems in Living Thin gs An at om y and Physi o l o gy 2. Structures in plants that are responsible for food production
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
daily lives. 7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, <span class="highlight">bio</span>-fuels, irradiation, integrated pest management. Brainstorm and evaluate alternative ideas for an adaptive device that will make life easier for a person with a disability, such as a device that picks up objects from the floor. (7.1) Massachusetts
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=114
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=114
functions; cell membranes. 2.2 Cellular similarities and differences of prokaryotes and eukaryotes. 2.4 Reactants, products, and purposes of photosynthesis and respiration. 2.5 Role of ATP in metabolism. 2.6 The cell cycle and mitosis in asexual reproduction. 2.7 Meiosis in sexual reproduction. C e ll <span class="highlight">Bio</span> l og y and <span class="highlight">Bio</span> c hemistry 2.8 Differences of a virus and a cell. Sys t ems in Living Thin gs An at om y and Physi o l o gy 2. Structures in plants that are responsible for food production
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=121
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=121
vehicle or device. 6.4 Lift, drag, friction, thrust, and gravity in a vehicle or device. 7.1 Adaptive and assistive devices. <span class="highlight">Bio</span> - engineering 7.2 Adaptive and assistive bioengineered products. Fluid S y stem s 3.1 Differences between open and closed fluid systems. 3.2 Hydraulic and pneumatic systems and how each relates to manufacturing and transportation systems. 3.3 The ability of a hydraulic system to multiply distance, multiply force, and effect directional change. 3.4 The velocity of
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=152
clips, reference books, software, video laser discs, long-distance learning, CD-ROMs, and electronic <span class="highlight">bulletin</span> boards Suggest how to adapt materials for students with differing levels of achievement Suggest enrichment and skill reinforcement activities for extended learning Include suggestions for a variety of assessment approaches such as portfolios, journals, projects, and informal and formal tests V. Student Assessment Materials Are free of inappropriate or derogatory material
Microsoft Word - iaf_reading.rtf
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brigh...
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[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) <span class="highlight">bio</span> (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
predict the effect of changes in concentration, temperature, and pressure. b. Students know equilibrium is established when forward and reverse reaction rates are equal. c.* Students know how to write and calculate an equilibrium constant expression for a reaction. Organic Chemistry and Bioc...
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predict the effect of changes in concentration, temperature, and pressure. b. Students know equilibrium is established when forward and reverse reaction rates are equal. c.* Students know how to write and calculate an equilibrium constant expression for a reaction. Organic Chemistry and Biochemistry 10. The bonding characteristics of carbon allow the formation of many different organic molecules of varied sizes, shapes, and chemical properties and provide the bio chemical basis of life. As a basis for
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=49
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=49
predict the effect of changes in concentration, temperature, and pressure. b. Students know equilibrium is established when forward and reverse reaction rates are equal. c.* Students know how to write and calculate an equilibrium constant expression for a reaction. Organic Chemistry and Biochemistry 10. The bonding characteristics of carbon allow the formation of many different organic molecules of varied sizes, shapes, and chemical properties and provide the <span class="highlight">bio</span> chemical basis of life. As a basis for
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