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Education
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 Colorado Schools Unit: Science of the People
29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environmen...
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29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (S3) Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) BENCHMARK(S) Studetns know and understand how the human body functions in health and disease and factors
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=3
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=3
structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. (S4) Students know and understand interrelationships among science, technology, and human activity in the past, present, and future and how they can affect the world. (S5) Students understand that science involves a particular way of knowing and
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=27
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=27
25Goals 2000 Partnership for Educating Colorado Students Lesson 6: Ynez Mexia What will students be learning? STANDARD(S) Students understand the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (S1) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students apply thinking skills to their reading, writing, speaking
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=31
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=31
29Goals 2000 Partnership for Educating Colorado Students Lesson 7: Dr. Bernardo Houssay What wil students be learning? STANDARD(S) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4) BENCHMARK(S) Studetns know and understand how the human body functions in health and disease and factors
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http://www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=39
www.dpsk12.org/programs/almaproject/pdf/Scienceof%20People.pdf#page=39
37Goals 2000 Partnership for Educating Colorado Students Lesson 9: Dr. Eloy Rodriquez What will students be learning? OUTCOME(S) Students understand the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (S1) Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (<span class="highlight">S3</span>) Students understand that science involves a particular way of
Logic and Circuits
are TWO complete circles. S1 and S3 will light the bulb. S2 and S3 will light the bulb. Logically this circuit is You can arrange any patterns you wish your students to investigate. You can assign a logical sentence and ask the students to arrange the circuits, or you can show a...
iEARN: Moving Voices
MovingVoices MovingVoices is a project that explores how the creation of original student-made digital videos can enrich teaching, learning, and cultural understanding. You are invited to use the student-made videos in your classroom or help your students make their own videos...
Evolution: Videos for Students
Evolution: Videos for Students: Evolving Ideas Watch these short videos to spur classroom discussion about science and evolution. They are
DRAFT
magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/...
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magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
Microsoft Word - Content Area Reading Middle School.doc
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better unders...
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fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
fractions. The teacher used pie graphs from magazines to assist student comprehension. • Use visuals /<span class="highlight">videos</span> to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/<span class="highlight">videos</span> in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or
science_pub2003
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibrat...
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reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation S3-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=5
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=88
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=100
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=116
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons <span class="highlight">S3</span>-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to
GRADE 4
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples St...
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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
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and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms suc...
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and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and
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http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, <span class="highlight">videos</span>, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and
Core Content For Mathematics Assessment
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL...
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reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, <span class="highlight">videos</span>, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
<span class="highlight">videos</span>, artwork, portfolio entries) • records of work experiences • transcripts PL-HS-4.1.7 Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path. Employability Skills PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving
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