iSEEK - Education

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projects.edtech.sandi.net/grant/teeth/

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A Classroom Full of Resources

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22Mineral Information Institute Littleton, Colorado www.mii.org Your door knobs, locks and hinges are brass or steel (copper, zinc, iron ore, and alloys). Your electrical wiring is of copper or aluminum (bauxite). Your plumbing ! xtures may be made of brass (copper and zinc) or stainless steel (iron, nickel and chrome). Your toilets, sinks and bathtubs are made of porcelain (clay) over iron, or plastic (petroleum). Your sewer system is made of clay or iron pipe (plastic pipes are made

4 0 http://www.mii.org/pdfs/classroom.pdf#page=4 www.mii.org/pdfs/classroom.pdf#page=4

22Mineral Information Institute Littleton, Colorado www.mii.org Your door knobs, locks and hinges are brass or steel (copper, zinc, iron ore, and alloys). Your electrical wiring is of copper or aluminum (bauxite). Your plumbing ! xtures may be made of brass (copper and zinc) or stainless steel (iron, nickel and chrome). Your toilets, sinks and bathtubs are made of porcelain (clay) over iron, or plastic (petroleum). Your sewer system is made of clay or iron pipe (plastic pipes are made

www.mii.org/pdfs/classroom.pdf#page=4

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2006 Science and Technology/Engineering Curriculum Framework

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repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public safety. Each visitor to any such classroom or laboratory shall also be required to wear such protective device. Thus, all individuals in the lab are required to wear goggles if they are

73 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=73 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=73

materials that are good conductors and good insulators. Have students determine each material’s electrical conductivity by testing the material with a simple battery/bulb circuit. Make an electromagnet with a six- volt battery, insulated wire, and a large nail. (T/E 1.2, 2.1, 2.2, 2.3) 8. Explain how electromagnets can be made, and give examples of how they can be used. Magnetic Energy Design and build a magnetic device to sort steel from aluminum materials for recycling. (T/E 1.1) 9. Recognize

105 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=105 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=105

W HAT I T L OOKS L IKE IN THE C LASSROOM Assessment Strategies • Students can research building codes and zoning laws in the community, then each can write a detailed informational report. • Students can compare construction efficiency for various house designs, evaluating the advantages and disadvantages of each design (e.g., ranch vs. colonial, lumber vs. steel framework). They can then create a chart illustrating the differences. • Students can create an engineering presentation illustrating

133 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=133 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=133

repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public safety. Each visitor to any such classroom or laboratory shall also be required to wear such protective device. Thus, all individuals in the lab are required to wear goggles if they are

www.doe.mass.edu/frameworks/scitech/1006.pdf#page=133

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Strand 1: Properties and Principles of Matter and Energy

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in matter as chemical and/or physical b. Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties c. Identify physical changes in common objects (e.g., rocks, minerals, wood, water, steel wool, plants) and describe the processes which

33 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=33 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

in matter as chemical and/or physical b. Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties c. Identify physical changes in common objects (e.g., rocks, minerals, wood, water, steel wool, plants) and describe the processes which

34 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=34 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

conserved during a chemical change in a closed system (e.g., vinegar + baking soda, mold growing in a closed container, steel wool rusting) Scope and Sequence – Rock Cycle and Plate Tectonics b. Explain that the amount of matter remains constant while being recycled through the rock cycle Scope and Sequence – Cells and Body Systems c. Explain that the amount of matter remains constant while being recycled through food chains and food webs ST DOK a. 2 a. 1 a. 2, b. 2, c.2

dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

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Microsoft Word - science.doc

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level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g

15 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=15 www.dpi.state.nd.us/standard/content/science/science.pdf#page=15

level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g

45 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=45 www.dpi.state.nd.us/standard/content/science/science.pdf#page=45

North Dakota Science March 2006 Content and Achievement Standards 45 Standard 4: Students understand the basic concepts and principles of life science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE Grade 6 STRUCTURE AND FUNCTION 6.4.1

55 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=55 www.dpi.state.nd.us/standard/content/science/science.pdf#page=55

North Dakota Science March 2006 Content and Achievement Standards 55 Standard 5: Students understand the basic concepts and principles of earth and space science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE CHARACTERISTICS OF THE EARTH 6.5.2

71 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=71 www.dpi.state.nd.us/standard/content/science/science.pdf#page=71

to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety of ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many different ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify some different ways people of all ages, genders, and backgrounds use science in their

www.dpi.state.nd.us/standard/content/science/science.pdf#page=15

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Microsoft Word - South Dakota Science 2005.rtf

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An air mass of lower than normal pressure; can bring precipitation. Lunar eclipse Passing of the moon into the Earth’s shadow. Luster The appearance of the reflection of light from a surface (e.g., mineral). Lysosomes A cell organelle that contains digestive enzymes. Magnet An object that is surrounded by a magnetic field and that has the property, either natural or induced, of attracting iron or steel. Magnetic field The region around a magnet where the magnetic force acts. Magnetism Properties or

64 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=64 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

53 Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Knowledge) 4.P.3.1. Students are able to identify materials as being conductors or insulators of electricity. Examples: aluminum, wood, paper, plastic, glass, rubber band, iron, and steel • Define a conductor and an insulator. (Application) 4.P.3.2. Students are able to construct and define a simple circuit. Examples: open and closed circuits • Give examples of simple

93 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=93 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

82 with different types of scientific activity. • Use appropriate scientific equipment safely in all investigations. • Wear appropriate attire. Sixth Grade Nature of Science Performance Descriptors Advanced Sixth grade students performing at the advanced level: • pose a question and a hypothesis that can be explored through scientific exploration. Proficient Sixth grade students performing at the proficient level: • pose questions that can be explored through scientific investigations

104 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=104 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

types of scientific activity. • Demonstrate appropriate use of apparatus and technologies for investigations. • Use proper safety procedures in all investigations. • Wear appropriate attire. #0;9 Analyze the benefits and potential of scientific investigations.

112 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=112 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

investigations. • Wear appropriate attire. #0;9 Evaluate the benefits and potential of scientific investigations.

132 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=132 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

121 Indicator 2: Apply the skills necessary to conduct scientific investigations. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.N.2.1. Students are able to apply science process skills to design and conduct student investigations. • Identify the questions and concepts to guide the development of hypotheses. • Analyze primary sources of information to guide the development of the procedure. • Select and use appropriate instruments to extend observations

175 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=175 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

An air mass of lower than normal pressure; can bring precipitation. Lunar eclipse Passing of the moon into the Earth’s shadow. Luster The appearance of the reflection of light from a surface (e.g., mineral). Lysosomes A cell organelle that contains digestive enzymes. Magnet An object that is surrounded by a magnetic field and that has the property, either natural or induced, of attracting iron or steel. Magnetic field The region around a magnet where the magnetic force acts. Magnetism Properties or

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

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science_pub2003

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disposal (e.g., alumi- num can, steel). Science Concepts: a. Human activities can enhance potential for accelerating rates of natural change. b. Natural ecosystems provide many basic processes that affect humans—maintenance of atmospheric quality, gen- eration of soils, control of the water cycle, disposal of wastes and recycling of nutrients, etc. c. Materials and habits from human societies affect both physical and chemical cycles on earth, and human alteration of these cycles can be detrimental to

42 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=42 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

remain so unless acted upon by an external unbalanced (net) force. (Newton’s Third Law The Law of Inertia) (e.g., We wear seatbelts, because our body has a tendency to keep moving when the vehicle stops.). Motion S9-12:19 Students demonstrate their understanding of the predict- ability of Motion by... • Using a quantitative representation of how distance and velocity change over time for a free falling object. AND • Using a quantitative representation of the path of an object which has horizontal

122 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=122 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

disposal (e.g., alumi- num can, steel). Science Concepts: a. Human activities can enhance potential for accelerating rates of natural change. b. Natural ecosystems provide many basic processes that affect humans—maintenance of atmospheric quality, gen- eration of soils, control of the water cycle, disposal of wastes and recycling of nutrients, etc. c. Materials and habits from human societies affect both physical and chemical cycles on earth, and human alteration of these cycles can be detrimental to

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

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Microsoft Word - bio1.doc

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demonstrate safe handling of the chemicals and materials of science. NTB Objectives #0;� Read and follow safety guidelines • Wear appropriate safety equipment such as goggles, gloves, apron • Handle chemicals properly such as acids, bases, and testing reagents • Use senses safely in making observations • Dispose of materials properly, especially bacteria and biological tissues • Follow appropriate procedures for clean-up of spills and breakage Safe Handling of Materials #0;� Read MSDS Indicator

8 0 http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=8 mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=8

demonstrate safe handling of the chemicals and materials of science. NTB Objectives #0;� Read and follow safety guidelines • Wear appropriate safety equipment such as goggles, gloves, apron • Handle chemicals properly such as acids, bases, and testing reagents • Use senses safely in making observations • Dispose of materials properly, especially bacteria and biological tissues • Follow appropriate procedures for clean-up of spills and breakage Safe Handling of Materials #0;� Read MSDS Indicator

mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=8

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Science Booklet

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16 CONTENT STANDARDS K - 3 4 - 5 DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory

16 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=16 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

16 CONTENT STANDARDS K - 3 4 - 5 DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory

17 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=17 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

17 CONTENT STANDARDS DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory, and field

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

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discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures of foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger of talking to strangers. Teacher Notes: This

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discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures of foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger of talking to strangers. Teacher Notes: This

www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...

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