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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop...
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0;93221.Inq.15 Design a model based on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for
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http://www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3221.pdf#page=3
0;93221.Inq.15 Design a model <span class="highlight">based</span> on the correct hypothesis that can be used for further investigation. Chemistry I: Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries <span class="highlight">to</span> design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications <span class="highlight">of</span> technology improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations Checks for
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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering...
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use of the material in the application of a technology. CLE 3205.T/E.4 Describe the dynamic interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93205.T/E.4
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=2
use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3205.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, #0;93205.T/E.1 Distinguish among tools and procedures best suited <span class="highlight">to</span> conduct a specified scientific inquiry. #0;93205.T/E.2 Apply the engineering design process <span class="highlight">to</span> construct a prototype that meets developmentally appropriate specifications. #0;93205.T/E.3 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. #0;93205.T/E.4
Physics
a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specifie...
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a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute to improvements in our daily lives. #0;93231.T/E.7 Design a series of multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit to cost ratio of a new
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http://www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3231.pdf#page=3
a new technology. #0;93231.T/E.6 Present research on current engineering technologies that contribute <span class="highlight">to</span> improvements <span class="highlight">in</span> our daily lives. #0;93231.T/E.7 Design a series <span class="highlight">of</span> multi-view SPI 3231.T/E.1 Distinguish among tools and procedures best suited <span class="highlight">to</span> conduct a specified scientific inquiry. SPI 3231.T/E.2 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. SPI 3231.T/E.3 Evaluate the overall benefit <span class="highlight">to</span> cost ratio <span class="highlight">of</span> a new
Tennessee State Board of Education
improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, ev...
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improve the quality of life? Course Level Expectations CLE 3220.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3220.T/E.4 Describe the dynamic interplay among
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=4
improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations CLE 3220.T/E.1 Explore the impact <span class="highlight">of</span> technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements <span class="highlight">of</span> the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3220.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=12
0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list <span class="highlight">of</span> data. #0;93256.Math.5 Utilize a graphing calculator or a computer program <span class="highlight">to</span> enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables <span class="highlight">based</span> on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) <span class="highlight">to</span> solve simple vector problems. #0;93256.Math.8 Apply the laws <span class="highlight">of</span> sine and cosine <span class="highlight">to</span> solve vector
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=24
design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3258.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools <span class="highlight">to</span> conduct a scientific
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=33
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=33
design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3258.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3258.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. Checks for Understanding (Formative/Summative Assessment) #0;93258. T/E.1 Select appropriate tools <span class="highlight">to</span> conduct a scientific inquiry
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=42
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=42
improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations CLE 3220.T/E.1 Explore the impact <span class="highlight">of</span> technology on social, political, and economic systems. CLE 3220.T/E.2 Differentiate among elements <span class="highlight">of</span> the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3220.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3220.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=50
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=50
0;93256.Math.4 Determine the frequency, range, mode, median, and mean from a list <span class="highlight">of</span> data. #0;93256.Math.5 Utilize a graphing calculator or a computer program <span class="highlight">to</span> enter data and find basic statistics: frequency, range, means, mode, median, and standard deviation. #0;93256.Math.6 Solve for all variables <span class="highlight">based</span> on a formula. #0;93256.Math.7 Utilize trigonometric functions (sine, cosine, and tangent) <span class="highlight">to</span> solve simple vector problems. #0;93256.Math.8 Apply the laws <span class="highlight">of</span> sine and cosine <span class="highlight">to</span> solve vector
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Scientific Research : Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applicatio...
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Scientific Research : Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Course Level Expectations Checks for Understanding CLE 3295.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=1
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=1
Scientific Research : Embedded Technology & Engineering Conceptual Strand Society benefits when engineers apply scientific discoveries <span class="highlight">to</span> design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications <span class="highlight">of</span> technology improve the <span class="highlight">quality</span> <span class="highlight">of</span> life? Course Level Expectations Checks for Understanding CLE 3295.T/E.1 Explore the impact <span class="highlight">of</span> technology on social, political, and economic systems. CLE
Science Standard Articulated by Grade Level -K
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL KINDERGARTEN 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 o...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL KINDERGARTEN 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 6 Concept 3: Organisms and Environments
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http://www.ade.state.az.us/standards/science/kindergarten.pdf#page=6
www.ade.state.az.us/standards/science/kindergarten.pdf#page=6
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL KINDERGARTEN Italics denote a repetition <span class="highlight">of</span> a performance objective (learned <span class="highlight">in</span> an earlier grade) that is <span class="highlight">to</span> be applied <span class="highlight">to</span> grade level content or at a higher level <span class="highlight">of</span> complexity. The bulleted items within a performance objective indicate specific content <span class="highlight">to</span> be taught. Arizona Department <span class="highlight">of</span> Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved 5.24.04 Updated 3.10.05 6 Concept 3: Organisms and Environments
STATE BOARD OF EDUCATION – TOPIC SUMMARY
selection, and time. H.2L.5 Explain how multiple lines of scientific evidence support biological evolution. H.2E.1 Identify and predict the effect of energy sources, physical forces, and transfer processes that occur in the Earth system. Describe how matter and e...
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selection, and time. H.2L.5 Explain how multiple lines of scientific evidence support biological evolution. H.2E.1 Identify and predict the effect of energy sources, physical forces, and transfer processes that occur in the Earth system. Describe how matter and energy are cycled between system components over time. H.2E.2 Explain how Earth’s atmosphere, geosphere, and hydrosphere change over time and at varying rates. Explain techniques used to elucidate the history of events on Earth. H.2E.3 Describe
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http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k-h_science_standards_updated%2811.13%29.pdf#page=12
www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k...
selection, and time. H.2L.5 Explain how <span class="highlight">multiple</span> lines <span class="highlight">of</span> scientific evidence <span class="highlight">support</span> biological evolution. H.2E.1 Identify and predict the effect <span class="highlight">of</span> energy sources, physical forces, and transfer processes that occur <span class="highlight">in</span> the Earth system. Describe how matter and energy are cycled between system components over time. H.2E.2 Explain how Earth’s atmosphere, geosphere, and hydrosphere change over time and at varying rates. Explain techniques used <span class="highlight">to</span> elucidate the history <span class="highlight">of</span> events on Earth. H.2E.3 Describe
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http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k-h_science_standards_updated%2811.13%29.pdf#page=23
www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009_adopted_k...
Collect and record <span class="highlight">multiple</span> observations while conducting investigations or experiments <span class="highlight">to</span> test a scientific question or hypothesis. 5.3S.2 Identify patterns <span class="highlight">in</span> data that <span class="highlight">support</span> a reasonable explanation for the results <span class="highlight">of</span> an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports. 5.3S.3 Explain the reasons why similar investigations may have different results. 6.3S.1 <span class="highlight">Based</span> on observations and science principles, propose questions or hypotheses
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and retesting. CLE 3216.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3216.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, ear...
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and retesting. CLE 3216.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3216.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93216.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93216.T/E.4 Explore how the unintended consequences of new
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=3
and retesting. CLE 3216.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3216.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93216.T/E.3 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. #0;93216.T/E.4 Explore how the unintended consequences <span class="highlight">of</span> new
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CLE 3251.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3251.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and ph...
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CLE 3251.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3251.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93251.T/E.3 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. #0;93251.T/E.4 Explore how the unintended consequences of new technologies can impact human and
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http://www.state.tn.us/education/ci/sci/doc/SCI_3251.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3251.pdf#page=3
CLE 3251.T/E.3 Explain the relationship between the properties <span class="highlight">of</span> a material and the use <span class="highlight">of</span> the material <span class="highlight">in</span> the application <span class="highlight">of</span> a technology. CLE 3251.T/E.4 Describe the <span class="highlight">dynamic</span> interplay among science, technology, and engineering within living, earth-space, and physical systems. #0;93251.T/E.3 Evaluate a <span class="highlight">protocol</span> <span class="highlight">to</span> determine the degree <span class="highlight">to</span> which an engineering design process was successfully applied. #0;93251.T/E.4 Explore how the unintended consequences <span class="highlight">of</span> new technologies can impact human and
2006 Science and Technology/Engineering Curriculum Framework
shelter, etc. • Talk about how people use their senses every day. Design and build an ant farm. Observe how ants use their senses and how they communicate to each other the location of a food source. (T/E 1.1, 1.2, 1.3) Observe and record changes in plants (e....
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shelter, etc. • Talk about how people use their senses every day. Design and build an ant farm. Observe how ants use their senses and how they communicate to each other the location of a food source. (T/E 1.1, 1.2, 1.3) Observe and record changes in plants (e.g., trees, flowers, grass) on the playground and around the school during fall, winter, and spring. Visit a maple syrup manufacturing facility. Discuss the sap-to-maple syrup process and the seasonal life cycle of a tree. (T/E 1.1, 1.2) 7
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=53
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=53
shelter, etc. • Talk about how people use their senses every day. Design and build an <span class="highlight">ant</span> farm. Observe how ants use their senses and how they communicate <span class="highlight">to</span> each other the location <span class="highlight">of</span> a food <span class="highlight">source</span>. (T/E 1.1, 1.2, 1.3) Observe and record changes <span class="highlight">in</span> plants (e.g., trees, flowers, grass) on the playground and around the school during fall, winter, and spring. Visit a maple syrup manufacturing facility. Discuss the sap-<span class="highlight">to</span>-maple syrup process and the seasonal life cycle <span class="highlight">of</span> a tree. (T/E 1.1, 1.2) 7
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
control, distribution. 4.4 Explain basic processes <span class="highlight">in</span> manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, <span class="highlight">quality</span> control, and safety. 5. Construction Technologies Central Concept: Construction technology involves building structures <span class="highlight">in</span> order <span class="highlight">to</span> contain, shelter, manufacture, transport, communicate, and provide recreation. 5.1 Describe and explain parts <span class="highlight">of</span> a structure, e.g., foundation, flooring, decking, wall, roofing systems. 5.2 Identify and describe three major types <span class="highlight">of</span>
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