iSEEK - Education

technology that contributed to knowledge in specialized areas. A relevant assignment might ask students to identify the technology used by researchers in exploring the atom and the relationships of the technology to the sophistication of the knowledge gained. Another assignment might be for students to compare the relative simplicity of Rutherford’s gold foil apparatus to the space- age technology of modern super-colliders. Interviews with scientists and technicians in all areas of chemistry could provide a rich

20 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20

Revised 2004 Science17 It was a strange sight: a man, standing before a fountain, watching the falling water and tilting his head from side to side. Drawing closer, I saw he was rapidly moving the fingers of his right hand up and down in front of his face. I was in the seventh grade, visiting Princeton University with my science class, and the man at the fountain was Albert Einstein. For several minutes, he continued silently flicking his fingers. Then he turned and asked, "Can you do it? Can you see the

100 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=100 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=10...

techniques and instruments, but they should not be the whole laboratory experience. Instead, laboratory experience should provide a foundation for exploring new questions. In biology, for example, traditional labs such as dissection and observation of plant and animal cells may be quite appropriate. They should, however, lead to open-ended explorations such as the study of a particular animal’s anatomy in relation to its environment and behavior, or the effect of changing environmental conditions on the growth of

111 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=111 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=11...

technology that contributed to knowledge in specialized areas. A relevant assignment might ask students to identify the technology used by researchers in exploring the atom and the relationships of the technology to the sophistication of the knowledge gained. Another assignment might be for students to compare the relative simplicity of Rutherford’s gold foil apparatus to the space- age technology of modern super-colliders. Interviews with scientists and technicians in all areas of chemistry could provide a rich

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=11...

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Science Booklet

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1 The Spirit of Science The Spirit of Science progresses by asking questions and looking for precise answers. This spirit has enriched our human experience and opens new possibilities for thought and action. We want to pass on the Spirit of Science to the next generation, making the bond between science and ourselves a bond between ourselves and the Future. -THE EPIC OF MAN AND SCIENCE IBM JAPAN PAVILION, TSUKUBA EXPO '85 Rationale for Science Science is for All Students Science is important for all

1 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=1 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

1 The Spirit of Science The Spirit of Science progresses by asking questions and looking for precise answers. This spirit has enriched our human experience and opens new possibilities for thought and action. We want to pass on the Spirit of Science to the next generation, making the bond between science and ourselves a bond between ourselves and the Future. -THE EPIC OF MAN AND SCIENCE IBM JAPAN PAVILION, TSUKUBA EXPO '85 Rationale for Science Science is for All Students Science is important for all

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

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KINDERGARTEN

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scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are composed of

36 0 http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36 sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36

scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are composed of

sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36

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Strand 1: Properties and Principles of Matter and Energy

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learning through discovery) b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally) Scope and Sequence - All Units a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) b. Work with a group to solve a problem, giving due credit to the ideas

30 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=30 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

learning through discovery) b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally) Scope and Sequence - All Units a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) b. Work with a group to solve a problem, giving due credit to the ideas

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

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Science Curriculum Framework

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equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Natural Resources ESS.8.K.2 Identify the uses of land and water ESS.8.K.3 Classify resources as natural or man-made ESS.8.K.4 Identify ways natural and man-made materials can be reused or recycled ESS.8.1.2 Identify common uses of Earth’s resources ESS.8.2.4 Identify products derived from natural resources

17 0 http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=17 arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=17

equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Natural Resources ESS.8.K.2 Identify the uses of land and water ESS.8.K.3 Classify resources as natural or man-made ESS.8.K.4 Identify ways natural and man-made materials can be reused or recycled ESS.8.1.2 Identify common uses of Earth’s resources ESS.8.2.4 Identify products derived from natural resources

arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=17

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Microsoft Word - sciencesol.doc

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incorporated in the design of the kindergarten through high school science program. Goals The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives: 1. Develop and use an experimental design in scientific inquiry. 2. Use the language of science to communicate understanding. 3

5 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=5 www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=5

incorporated in the design of the kindergarten through high school science program. Goals The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives: 1. Develop and use an experimental design in scientific inquiry. 2. Use the language of science to communicate understanding. 3

www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=5

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STANDARDS.05

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and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s). SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. G1–History

119 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=119 www.eed.state.ak.us/standards/pdf/standards.pdf#page=119

and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s). SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. G1–History

144 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=144 www.eed.state.ak.us/standards/pdf/standards.pdf#page=144

describing how Alaska’s strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5) The student demonstrates an understanding of the discovery, impact, and role of natural resources by: AH. CPD 3 using texts/ sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, “sustained yield” in the Alaska Constitution) in Alaska’s development and in the

www.eed.state.ak.us/standards/pdf/standards.pdf#page=119

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Standard One: 2/9/05

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motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. Investigate how to change an object’s movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. Also in

8 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=8 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. Investigate how to change an object’s movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. Also in

10 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=10 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

is essential in building scientific knowledge. All students in Kindergarten will be able to: Building upon the Kindergarten expectations, all students in Grade 1 will be able to: Building upon the K-1expectations, all students in Grade 2 will be able to: Building upon the K-2 expectations, all students in Grade 3 will be able to: Also in Standard 4: Name and identify objects that can be observed in the sky including the Sun, Moon, and stars and man-made objects such as airplanes. Also in

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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Core Content For Mathematics Assessment

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factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. 6 th grade 7 th Grade 8 th grade The Use of Geographic Tools SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3 SS-07-4.1.1 Students will use a variety of

121 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121

CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 118 Italics – Supporting Content Standard Vocational Studies Awareness of careers start in the primary grades and progresses at the middle level to more specific exploration of careers. The total experience through high school allows students to determine a career path, which matches their interests, aptitude, and abilities, while providing strategies to prepare for a career. The basic

246 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246

factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. 6 th grade 7 th Grade 8 th grade The Use of Geographic Tools SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3 SS-07-4.1.1 Students will use a variety of

283 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=283 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=283

publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates. WR-E-4.7.0 Focusing • Connecting to content knowledge • Connecting with prior learning and experience • Initiating an authentic reason to write • Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write WR-E-4.8.0 Prewriting • Selecting/narrowing a topic • Establishing a purpose and

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246

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objects that occur in nature and objects that are man-made. Students describe why people use science and technology and how scientists and engineers work. a. Describe how scientists seek to answer questions and explain the natural world. b. Describe how engineers seek solutions to problems through the design and production of products. Students understand and compare the similarities and differences between scientific inquiry and technological design. a. Compare the process of

10 0 http://www.maine.gov/education/lres/pei/scitech_0708.pdf#page=10 www.maine.gov/education/lres/pei/scitech_0708.pdf#page=10

objects that occur in nature and objects that are man-made. Students describe why people use science and technology and how scientists and engineers work. a. Describe how scientists seek to answer questions and explain the natural world. b. Describe how engineers seek solutions to problems through the design and production of products. Students understand and compare the similarities and differences between scientific inquiry and technological design. a. Compare the process of

www.maine.gov/education/lres/pei/scitech_0708.pdf#page=10

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