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 Microsoft Word - South Dakota Science 2005.rtf
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 investigatio...
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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.
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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 <span class="highlight">of</span> 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 <span class="highlight">of</span> electricity. Examples: aluminum, wood, paper, plastic, glass, rubber band, iron, and <span class="highlight">steel</span> • 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 <span class="highlight">of</span> simple
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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 <span class="highlight">of</span> scientific activity. • Use appropriate scientific equipment safely in all investigations. • <span class="highlight">Wear</span> appropriate attire. Sixth Grade Nature <span class="highlight">of</span> 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
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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 <span class="highlight">of</span> scientific activity. • Demonstrate appropriate use <span class="highlight">of</span> apparatus and technologies for investigations. • Use proper safety procedures in all investigations. • <span class="highlight">Wear</span> appropriate attire. #0;9 Analyze the benefits and potential <span class="highlight">of</span> scientific investigations.
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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. • <span class="highlight">Wear</span> appropriate attire. #0;9 Evaluate the benefits and potential <span class="highlight">of</span> scientific investigations.
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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 <span class="highlight">of</span> hypotheses. • Analyze primary sources <span class="highlight">of</span> information to guide the development <span class="highlight">of</span> the procedure. • Select and use appropriate instruments to extend observations
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