iSEEK - Education

navigator Frederick J. Noonan, her plane mysteriously disappeared after takeoff from New Guinea. The mystery surrounding this flight has puzzled many people. This webquest begins your aerodynamic adventure to assist Amelia Earhart and Fred Noonan in a successful complet...

its.guilford.k12.nc.us/webquests/aero/aero.htm

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K-1

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care in collecting, analyzing, and displaying the data. Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available.*b 9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge. Draw conclusions supported by evidence from the investigation and consistent with established scientific

90 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=90 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

care in collecting, analyzing, and displaying the data. Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available.*b 9-12 INQC Explain Conclusions must be logical, based on evidence, and consistent with prior established knowledge. Draw conclusions supported by evidence from the investigation and consistent with established scientific

www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

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KINDERGARTEN

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data by making inferences, predictions, or conclusions. modeling - modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. observing and measuring - observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observations are developed through the use of a variety of scientific tools. Measurement allows observations to be

44 0 http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=44 sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=44

data by making inferences, predictions, or conclusions. modeling - modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. observing and measuring - observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observations are developed through the use of a variety of scientific tools. Measurement allows observations to be

sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=44

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Introduction v This revised edition of the Learning Standards for Mathematics, Science, and Technology incorporates changes to the content standards and performance indicators based on extensive review by the public. As educational practice improves, these standards will continually be revised. New in this edition are samples of student work, along with teachers’ comments on the work. The examples are intended to provide some ideas of tasks that support attainment of the performance standards. They are not

5 0 http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=5 www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=5

Introduction v This revised edition of the Learning Standards for Mathematics, Science, and Technology incorporates changes to the content standards and performance indicators based on extensive review by the public. As educational practice improves, these standards will continually be revised. New in this edition are samples of student work, along with teachers’ comments on the work. The examples are intended to provide some ideas of tasks that support attainment of the performance standards. They are not

www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=5

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STANDARDS.05

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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

30 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30 www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

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Science Standard Articulated by Grade Level -HS

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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 2 Strand 1: Inquiry Process Inquiry Process

2 0 http://www.ade.state.az.us/standards/science/highschool.pdf#page=2 www.ade.state.az.us/standards/science/highschool.pdf#page=2

SCIENCE STANDARD ARTICULATED BY GRADE LEVEL HIGH SCHOOL Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 2 Strand 1: Inquiry Process Inquiry Process

3 0 http://www.ade.state.az.us/standards/science/highschool.pdf#page=3 www.ade.state.az.us/standards/science/highschool.pdf#page=3

www.ade.state.az.us/standards/science/highschool.pdf#page=2

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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

3 0 http://www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.pdf#page=3 www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.p...

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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Microsoft Word - South Dakota Science 2005.rtf

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student performance expectations to help educators fuse science and language experiences. The text seeks to enhance all aspects of literacy--reading, writing, speaking, listening, and media analysis--and places language literacy in the context of inquiry-based, activity-oriented science. Science Workshop: Reading, Writing, and Thinking Like A Scientist (2 nd Ed.). Reardon, J., Pearce, C., Dieckman, D. & Neutze, D., Portsmouth, NH: Heinemann. (2002) Practical suggestions, strategies and materials. Living

194 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=194 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

student performance expectations to help educators fuse science and language experiences. The text seeks to enhance all aspects of literacy--reading, writing, speaking, listening, and media analysis--and places language literacy in the context of inquiry-based, activity-oriented science. Science Workshop: Reading, Writing, and Thinking Like A Scientist (2 nd Ed.). Reardon, J., Pearce, C., Dieckman, D. & Neutze, D., Portsmouth, NH: Heinemann. (2002) Practical suggestions, strategies and materials. Living

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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INTRODUCTION TO BIOLOGY

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order to place emphasis on developing the ability to ask questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of instruction and must be embedded throughout the content strands. The competencies, printed in bold face type, are the part of the framework that is required to be taught to all students. The Elementary/Middle School Science Tests and Biology I Subject Area Test are aligned to the competencies

36 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=36 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Technology, Science in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe

41 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=41 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Science in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe, to

46 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=46 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

in Personal and Social Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask questions, to observe, to experiment

51 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=51 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

order to place emphasis on developing the ability to ask questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of instruction and must be embedded throughout the content strands. The competencies, printed in bold face type, are the part of the framework that is required to be taught to all students. The Elementary/Middle School Science Tests and Biology I Subject Area Test are aligned to the competencies

52 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=52 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

quantitative observations and make inferences based on observations. (DOK 3) c. Summarize data to show the cause and effect relationship between qualitative and quantitative observations (using standard, metric, and non-standard units of measurement). (DOK 3) • Tools (e.g., English rulers [to the nearest one-sixteenth of an inch], metric rulers [to the nearest millimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges, barometers, hygrometers

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

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CONTENts.PDF

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instructional level and unlock unknown words by attending to the beginning sound, finding clue words, looking for known chunks in the word, and determining if their word choice makes sense. 5-8: Students will apply all appropriate word recognition strategies to perfect Example: Students apply the contextual clue strategies their teacher has modeled as they read an encyclopedia entry in preparation for researching a country of their roots. 9-12: Students use word recognition strategies to perfect

8 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=8 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

instructional level and unlock unknown words by attending to the beginning sound, finding clue words, looking for known chunks in the word, and determining if their word choice makes sense. 5-8: Students will apply all appropriate word recognition strategies to perfect Example: Students apply the contextual clue strategies their teacher has modeled as they read an encyclopedia entry in preparation for researching a country of their roots. 9-12: Students use word recognition strategies to perfect

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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