|
Education
Web
Scholastic: Ocean Life for Grades 4-5
sources, and then communicate their discoveries to different audiences for a variety of purposes. Students use a variety of technological and informational resources (i.e. libraries, databases, computer networks, video) to gather and communicate knowledge. Students apply...
Scholastic: Ocean Life for Grades 6-9
information. Students conduct research by gathering, evaluating, and synthesizing data from a variety of sources, and then communicate their discoveries to different audiences for a variety of purposes. Students use a variety of technological and informational resources (i.e. li...
 Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
1
0
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
23
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=23
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=23
organisms were rejected by the scientific establishment <span class="highlight">of</span> their times. Only because <span class="highlight">of</span> contributions from later investigators did they slowly achieve acceptance. The development <span class="highlight">of</span> technology also has been crucial to economic growth. For example, in an effort to make the 1890 U.S. Census faster and more efficient, Herman Hollerith drew upon early "counting machines" to develop a prototype <span class="highlight">of</span> the <span class="highlight">computer</span>, which in turn has created today's high-tech industries. In the words <span class="highlight">of</span> C. Purcell (1995, p. xii) "Since
176
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
177
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics and Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
null
communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a rang...
1
0
communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
18
0
http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication <span class="highlight">networks</span>, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives <span class="highlight">of</span> different countries. • utilize electronic <span class="highlight">networks</span> to share information. • model solutions to a range <span class="highlight">of</span> problems in mathematics, science, and technology using <span class="highlight">computer</span> simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
STANDARDS.05
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and...
1
0
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media
32
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a <span class="highlight">computer</span> to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide <span class="highlight">networks</span>; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources <span class="highlight">of</span> information from a variety <span class="highlight">of</span> media
2006 Science and Technology/Engineering Curriculum Framework
Transportation www.dot.gov Science and Technology/Engineering Teacher Associations and Networks Website American Association of Physics Teachers aapt.org American Society for Engineering Education www.asee.org Association for Science Teacher Education: Northeast umassk12.net/pvnet/AS...
1
0
Transportation www.dot.gov Science and Technology/Engineering Teacher Associations and Networks Website American Association of Physics Teachers aapt.org American Society for Engineering Education www.asee.org Association for Science Teacher Education: Northeast umassk12.net/pvnet/ASTENE/ Building a Presence for Science science.nsta.org/bap/ Chemistry Teacher Support Group hschem.org International Technology Education Association iteaconnect.org Massachusetts Association of Science Teachers mast.nu
96
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
Technology/Engineering, Grades 6–8 LEARNING STANDARDS SUGGESTED LEARNING ACTIVITIES 3. Communication Technologies Central Concept: Ideas can be communicated though engineering drawings, written reports, and pictures. 3.1 Identify and explain the components <span class="highlight">of</span> a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. 3.2 Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, <span class="highlight">computer</span>- aided
162
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ <span class="highlight">Journal</span> <span class="highlight">of</span> Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute <span class="highlight">of</span> Technology’s Technology Review www.techreview.com Museum <span class="highlight">of</span> Science National Center for Technological Literacy (NCTL) www.mos.org
163
0
http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=163
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=163
Transportation www.dot.gov Science and Technology/Engineering Teacher Associations and <span class="highlight">Networks</span> Website American Association <span class="highlight">of</span> Physics Teachers aapt.org American Society for Engineering Education www.asee.org Association for Science Teacher Education: Northeast umassk12.net/pvnet/ASTENE/ Building a Presence for Science science.nsta.org/bap/ Chemistry Teacher Support Group hschem.org <span class="highlight">International</span> Technology Education Association iteaconnect.org Massachusetts Association <span class="highlight">of</span> Science Teachers mast.nu
Illinois Science Assessment Framework PSAE Grade 11
instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements. WORKING...
1
0
instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and
5
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=5
instruments, <span class="highlight">computer</span> hardware and software, on-line services and equipment, primary source data and images, and communication <span class="highlight">networks</span>. They learn how technology, in turn, is the result <span class="highlight">of</span> a scientific design process that includes continual refinements and improvements. WORKING ON TEAMS Learn and contribute productively as individuals and as members <span class="highlight">of</span> groups. The practical application <span class="highlight">of</span> science requires both individual and group efforts. Individuals bring unique insight and focus to the work <span class="highlight">of</span> inquiry and
Illinois Science assessment Framework
Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. Technology is invented and improved by the use of s...
1
0
Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer
5
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=5
Illinois Science Assessment Framework | State Assessments Beginning Spring 2006 5 USING TECHNOLOGY Use appropriate instruments, electronic equipment, computers and <span class="highlight">networks</span> to access information, process ideas and communicate results. Technology is invented and improved by the use <span class="highlight">of</span> scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range <span class="highlight">of</span> technologies: instruments, <span class="highlight">computer</span>
null
and purpose. S:SPS4:12:5.2 Use electronic networks to share information. S:SPS4:12:5.3 Model solutions to a range of problems in science and technology using computer simulation software. 6. INTERPERSONAL AND COLLABORATIVE SKILLS S:SPS4:12:6.1 Create a culminating team pro...
1
0
and purpose. S:SPS4:12:5.2 Use electronic networks to share information. S:SPS4:12:5.3 Model solutions to a range of problems in science and technology using computer simulation software. 6. INTERPERSONAL AND COLLABORATIVE SKILLS S:SPS4:12:6.1 Create a culminating team project that demonstrates content knowledge and conceptual understanding and shows connections between science content and real-world settings. S:SPS4:12:6.2 Collect, synthesize, and report information from a variety of
24
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=24
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
<span class="highlight">journal</span>, drawing, projects, multimedia). S:SPS4:4:2.1 Use a variety <span class="highlight">of</span> tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results <span class="highlight">of</span> observations. 3. CRITICAL THINKING AND SYSTEMS THINKING S:SPS4:2:3.1 Make observations and tell ideas about real-life issues. S:SPS4:2:3.2 Use pictures or other means to organize ideas. S:SPS4:2:3.3 Make a graph to represent data. S:SPS4:4:3.1 Apply a variety <span class="highlight">of</span> age-appropriate strategies to address
25
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Plan and conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points <span class="highlight">of</span> view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written <span class="highlight">journal</span>. S:SPS4:4:7.1 Keep a <span class="highlight">journal</span> record <span class="highlight">of</span> observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school
45
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=45
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
and purpose. S:SPS4:12:5.2 Use electronic <span class="highlight">networks</span> to share information. S:SPS4:12:5.3 Model solutions to a range <span class="highlight">of</span> problems in science and technology using <span class="highlight">computer</span> simulation software. 6. INTERPERSONAL AND COLLABORATIVE SKILLS S:SPS4:12:6.1 Create a culminating team project that demonstrates content knowledge and conceptual understanding and shows connections between science content and real-world settings. S:SPS4:12:6.2 Collect, synthesize, and report information from a variety <span class="highlight">of</span>
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experience...
1
0
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
32
0
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts and processes <span class="highlight">of</span> discrete mathematics to analyze and model a variety <span class="highlight">of</span> real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models <span class="highlight">of</span> simple <span class="highlight">networks</span> that represent everyday situations; • identify and
|
