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Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction a...
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Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post secondary pursuits. The content area includes ecology, biological proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as industry moves into the 21st century. Note : It was
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http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=3
Document1 Page 3 of 6 Agriscience (HQ) Course Description : Agriscience is a laboratory science course that prepares students for biology, subsequent science courses and post­ secondary pursuits. The content area includes ecology, <span class="highlight">biological</span> proceses, sexual and asexual reproduction and a study of the chemical and physical laws that govern life proceses. This course helps students understand the important role agricultural science serves as industry moves into the 21st century. Note : It was
DRAFT
48 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about...
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48 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal activities require thinking but do not demand a finished product. Students learn
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
Microsoft Word - Content Area Reading Middle School.doc
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections ma...
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47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal activities require thinking but do not demand a finished product. Students learn to write without fear
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=47
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear
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#0;93295.3.9 Maintain a well-documented project journal. #0;93295.3.10 Modify or design an alternative experimental procedure to test a hypothesis. #0;93295.3.11 Apply established procedures to novel situations
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#0;93295.3.9 Maintain a well-documented project journal. #0;93295.3.10 Modify or design an alternative experimental procedure to test a hypothesis. #0;93295.3.11 Apply established procedures to novel situations
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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 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 <span class="highlight">journal</span> 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=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
#0;93295.3.9 Maintain a well-documented project <span class="highlight">journal</span>. #0;93295.3.10 Modify or design <span class="highlight">an</span> alternative experimental procedure to test a hypothesis. #0;93295.3.11 Apply established procedures to novel situations
Biology I : Embedded Inquiry
CLE 3210.Math.2 Utilize appropriate mathematical equations and processes to understand biological concepts. #0;93210.Math.2 Analyze graphs to interpret biological events. #0;93210.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for investigation...
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CLE 3210.Math.2 Utilize appropriate mathematical equations and processes to understand biological concepts. #0;93210.Math.2 Analyze graphs to interpret biological events. #0;93210.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for investigations involving measurement. #0;93210.Math.4 Select and apply an appropriate method to evaluate the reasonableness of results. #0;93210.Math.5 Apply and interpret rates of change from graphical and numerical
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=4
CLE 3210.Math.2 Utilize appropriate mathematical equations and processes to understand <span class="highlight">biological</span> concepts. #0;93210.Math.2 Analyze graphs to interpret <span class="highlight">biological</span> events. #0;93210.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for investigations involving measurement. #0;93210.Math.4 Select and apply <span class="highlight">an</span> appropriate method to evaluate the reasonableness of results. #0;93210.Math.5 Apply and interpret rates of change from graphical and numerical
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=7
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=7
0;93210.2.6 Describe a sequence of events that illustrates <span class="highlight">biological</span> succession. SPI 3210.2.6 Predict how a specific environmental change may lead to the extinction of a particular species. SPI 3210.2.7 Analyze factors responsible for the changes associated with <span class="highlight">biological</span> succession. Biology I : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations for how matter
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CLE 3216.Math.2 Utilize appropriate mathematical equations and processes to understand biological concepts. #0;93216.Math.2 Analyze graphs to interpret biological events. #0;93216.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for problem situati...
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CLE 3216.Math.2 Utilize appropriate mathematical equations and processes to understand biological concepts. #0;93216.Math.2 Analyze graphs to interpret biological events. #0;93216.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for problem situations involving measurement. #0;93216.Math.4 Select and apply an appropriate method to evaluate the reasonableness of results. #0;93216.Math.5 Apply and interpret rates of change from graphical and numerical data
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=4
CLE 3216.Math.2 Utilize appropriate mathematical equations and processes to understand <span class="highlight">biological</span> concepts. #0;93216.Math.2 Analyze graphs to interpret <span class="highlight">biological</span> events. #0;93216.Math.3 Make decisions about units, scales, and measurement tools that are appropriate for problem situations involving measurement. #0;93216.Math.4 Select and apply <span class="highlight">an</span> appropriate method to evaluate the reasonableness of results. #0;93216.Math.5 Apply and interpret rates of change from graphical and numerical data
Tennessee State Board of Education
climate change, human activity, geologic events, and the introduction of non-native species impact an ecosystem. CLE 3258.2.4 Describe the events associated with biological succession. Check for Understanding (Formative/Summative Assessment) #0;93258.2.1 Analyze human population graph...
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climate change, human activity, geologic events, and the introduction of non-native species impact an ecosystem. CLE 3258.2.4 Describe the events associated with biological succession. Check for Understanding (Formative/Summative Assessment) #0;93258.2.1 Analyze human population graphs to predict the impact on global resources, and economic and social factors. #0;93258.2.2 Construct and maintain a model of an ecosystem. Include a food web to show relatedness, interdependency, and relation to extinction
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=26
climate change, human activity, geologic events, and the introduction of non-native species impact <span class="highlight">an</span> ecosystem. CLE 3258.2.4 Describe the events associated with <span class="highlight">biological</span> succession. Check for Understanding (Formative/Summative Assessment) #0;93258.2.1 Analyze human population graphs to predict the impact on global resources, and economic and social factors. #0;93258.2.2 Construct and maintain a model of <span class="highlight">an</span> ecosystem. Include a food web to show relatedness, interdependency, and relation to extinction
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=35
climate change, human activity, geologic events, and the introduction of non-native species impact <span class="highlight">an</span> ecosystem. CLE 3258.2.4 Describe the events associated with <span class="highlight">biological</span> succession. Check for Understanding (Formative/Summative Assessment) #0;93258.2.1 Analyze human population graphs to predict the impact on global resources, and economic and social factors. #0;93258.2.2 Construct and maintain a model of <span class="highlight">an</span> ecosystem. Include a food web to show relatedness, interdependency, and relation to extinction
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Determine an audience and purpose for writing. #0;3 0501.3.2 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance commu...
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Determine an audience and purpose for writing. #0;3 0501.3.2 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). #0;3 0501.3.3 Practice writing to narrative and descriptive prompts within a specified time limit. #0;3 0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=5
Determine <span class="highlight">an</span> audience and purpose for writing. #0;3 0501.3.2 Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication). #0;3 0501.3.3 Practice writing to narrative and descriptive prompts within a specified time limit. #0;3 0501.3.4 Write poems, stories, and essays based upon personal reflections, observations, and
Grade 6 : Embedded Inquiry
transferred through an ecosystem. GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes. #0;90607.2...
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transferred through an ecosystem. GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes. #0;90607.2.1 Compare and contrast the different methods used by organisms to obtain nutrition in a biological community. #0;90607.2.2 Create a graphic organizer that illustrates how biotic and abiotic elements of an environment
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=4
transferred through <span class="highlight">an</span> ecosystem. GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes. #0;90607.2.1 Compare and contrast the different methods used by organisms to obtain nutrition in a <span class="highlight">biological</span> community. #0;90607.2.2 Create a graphic organizer that illustrates how biotic and abiotic elements of <span class="highlight">an</span> environment
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CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow within ecosystems. CLE 3260.2.2 Discuss the roles of biodiversity and coevolution in ecosystems. CLE 3260.2.3 Using temperature, latitude and altitude, infer the types of animal and plant life found in each of e...
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CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow within ecosystems. CLE 3260.2.2 Discuss the roles of biodiversity and coevolution in ecosystems. CLE 3260.2.3 Using temperature, latitude and altitude, infer the types of animal and plant life found in each of earth’s major biomes. CLE 3260.2.4 Distinguish between primary and secondary biological succession using common plants and animals. CLE 3260.2.5 Explain biogeochemical cycling in ecosystems
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http://www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=5
CLE 3260.2.1 Employ the first and second laws of thermodynamics to explain energy flow within ecosystems. CLE 3260.2.2 Discuss the roles of biodiversity and coevolution in ecosystems. CLE 3260.2.3 Using temperature, latitude and altitude, infer the types of animal and plant life found in each of earth’s major biomes. CLE 3260.2.4 Distinguish between primary and secondary <span class="highlight">biological</span> succession using common plants and animals. CLE 3260.2.5 Explain biogeochemical cycling in ecosystems
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