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Education
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 Science.qxd
Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Br...
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Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown and Company, 1978. Bybee, R. & DeBoer, George E. "Research on Goals for the Science Curriculum," Handbook of Research on
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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...
<span class="highlight">Biological</span> Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation <span class="highlight">and</span> the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education <span class="highlight">and</span> the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown <span class="highlight">and</span> Company, 1978. Bybee, R. & DeBoer, George E. "<span class="highlight">Research</span> on Goals for the Science Curriculum," Handbook <span class="highlight">of</span> <span class="highlight">Research</span> on
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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...
Advancing Excellence in Technological Literacy; Student Assessment, Professional Development, <span class="highlight">and</span> Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching <span class="highlight">and</span> the Development <span class="highlight">of</span> Reasoning," <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed
Microsoft Word - ssstd4.docssstd4.pdf
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the...
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8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Fourth Grade History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals <span class="highlight">and</span> major developments in history. Fourth Grade Knowledge <span class="highlight">and</span>/or
Standard Seven: Diversity and Continuity of living Things 5/9/05
selection, mutation, genetic drift, and genetic modification. 5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. 6. Genetically diverse populatio...
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selection, mutation, genetic drift, and genetic modification. 5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. 6. Genetically diverse populations are more likely to survive changing environments. 7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes.
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
selection, mutation, genetic drift, <span class="highlight">and</span> genetic modification. 5. Organisms are classified into a hierarchy <span class="highlight">of</span> groups <span class="highlight">and</span> subgroups based on similarities in structure, comparisons in DNA <span class="highlight">and</span> protein <span class="highlight">and</span> evolutionary relationships. 6. Genetically diverse populations are more likely to survive changing environments. 7. <span class="highlight">Biological</span> evolution is the foundation for modern biology <span class="highlight">and</span> is used to make predictions for <span class="highlight">medical</span>, environmental, agricultural <span class="highlight">and</span> other societal purposes.
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CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, ...
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CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, and other pertinent information. Scientific Research : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
CLE 3295.1.6 Respect <span class="highlight">and</span> understand copyright <span class="highlight">and</span> patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a <span class="highlight">journal</span> showing date, accurate observations, collection <span class="highlight">of</span> data, <span class="highlight">and</span> other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying <span class="highlight">and</span> solving scientific problems. Guiding Question 2 What
Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and...
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8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
8/9/2005 Page 255 <span class="highlight">of</span> 298 History High School (United States) History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> turning points in the era <span class="highlight">of</span> the emergence <span class="highlight">of</span>
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communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure,...
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communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies; <span class="highlight">and</span> (E) use standard grammar, spelling, sentence structure, <span class="highlight">and</span> punctuation. (4.24) Social studies skills. The student uses problem-solving <span class="highlight">and</span> decision-making skills
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies; <span class="highlight">and</span> (E) use standard grammar, spelling, sentence structure, <span class="highlight">and</span> punctuation.
STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. M...
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Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years <span class="highlight">and</span> social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West <span class="highlight">and</span> the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History <span class="highlight">and</span> is a speaker with the Arizona Humanities Council specializing in mining <span class="highlight">and</span> mine labor. He is the
Standard 1: Students engage in the research process
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and...
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choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify <span class="highlight">and</span> include the characteristics <span class="highlight">of</span> different genres i.e., personal narrative, expository, informational, <span class="highlight">journal</span> writing, letter writing Students write in an extensive variety <span class="highlight">of</span> genres. Students
Science
4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall...
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4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
4 Environmental Science: <span class="highlight">Biological</span> Dynamics Science Framework Revised 2005 Arkansas Department <span class="highlight">of</span> Education Key: BD.2.ES.1 = <span class="highlight">Biological</span> Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: <span class="highlight">Biological</span> Dynamics Standard 2: Students shall understand the <span class="highlight">biological</span> dynamics <span class="highlight">of</span> Earth BD.2.ES.1 Compare <span class="highlight">and</span> contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
Microsoft Word - English SOL 2002 & ELP Standards.doc
expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to resea...
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expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources of the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, journal entries, personal
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=48
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
expand vocabulary <span class="highlight">and</span> concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge <span class="highlight">of</span> prefixes, suffixes, antonyms, <span class="highlight">and</span> synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to <span class="highlight">research</span> a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources <span class="highlight">of</span> the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, <span class="highlight">journal</span> entries, personal
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