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Science.qxd
Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American...
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Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American Association of Physics Teachers, "The Implications of Cognitive Studies for Teaching Physics," American Journal of Physics, 1994. Biological Sciences Curriculum Study (BSCS), Developing
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=97
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=97
Revised 2004 Biology93 BIOLOGY Goals The biology curriculum is designed to continue student investigations and deepen student understanding of the <span class="highlight">biological</span> sciences. High school instruction should include concepts introduced in grades K-8 at a more abstract level. In-depth study of the following concepts is included: the cell, the molecular basis of heredity, <span class="highlight">biological</span> evolution, the interdependence of organisms, matter, energy and organization in living systems, and the adaptive responses of
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=152
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=15...
develop <span class="highlight">an</span> understanding of <span class="highlight">biological</span> evolution. Objectives 5.01 Examine the evidence that supports <span class="highlight">an</span> evolutionary view of life. 5.02 Recognize the implications of chemical evolution and its impact on the origin of life. 5.03 Analyze current models for the early evolution of life. • <span class="highlight">Biological</span> macromolecules. • Prokaryotic cells. • Eukaryotic cells. 5.04 Analyze the mechanisms of evolution, their role, results and implications. • Identification of patterns and the responsible mechanisms. • Analyze heredity and
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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...
Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American Association of Physics Teachers, "The Implications of Cognitive Studies for Teaching Physics," American <span class="highlight">Journal</span> of Physics, 1994. <span class="highlight">Biological</span> Sciences Curriculum Study (BSCS), Developing
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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...
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 of 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 of Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
KINDERGARTEN
Priority Academic Student Skills School Improvement 208 Science BIOLOGY I HIGH SCHOOL Standards for Inquiry and the Biological Sciences The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in the Biological...
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Priority Academic Student Skills School Improvement 208 Science BIOLOGY I HIGH SCHOOL Standards for Inquiry and the Biological Sciences The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in the Biological Sciences. SCIENCE PROCESSES AND INQUIRY High School Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an organism or event
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=34
Priority Academic Student Skills School Improvement 208 Science BIOLOGY I HIGH SCHOOL Standards for Inquiry and the <span class="highlight">Biological</span> Sciences The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in the <span class="highlight">Biological</span> Sciences. SCIENCE PROCESSES AND INQUIRY High School Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about <span class="highlight">an</span> organism or event
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=35
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=35
in <span class="highlight">an</span> appropriate manner. null 3. Interpret data tables, line, bar, trend, and/or circle graphs. null 4. Accept or reject hypotheses when given results of a <span class="highlight">biological</span> investigation. null 5. Evaluate experimental data to draw the most logical conclusion. null *6. Prepare a written report describing the sequence, results, and interpretation of a <span class="highlight">biological</span> investigation or event. null *7. Communicate or defend scientific thinking that results in conclusions. null 8. Identify and
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36
alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous. Standard 3: <span class="highlight">Biological</span> Diversity - Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Different species might look dissimilar, but the unity among organisms becomes apparent from <span class="highlight">an</span> analysis of internal structures, the similarity of their
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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
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biologica...
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of <span class="highlight">biological</span> communities and ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference and evidence in a newspaper, magazine, <span class="highlight">journal</span>, or Internet article that addresses <span class="highlight">an</span> issue
Microsoft Word - science.doc
environment . DIVERSITY AND UNITY AMONG ORGANISMS 7.4.5. Classify organisms (e.g., taxonomic groups) Students classify organisms with accuracy. Students classify organisms with no significant errors. Students classify organisms with few significant errors. Students classify organisms with many s...
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environment . DIVERSITY AND UNITY AMONG ORGANISMS 7.4.5. Classify organisms (e.g., taxonomic groups) Students classify organisms with accuracy. Students classify organisms with no significant errors. Students classify organisms with few significant errors. Students classify organisms with many significant errors. 7.4.6. Explain how different adaptations help organisms survive Students explain an extensive variety of adaptations that help an organism survive. Students explain many
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
environment . DIVERSITY AND UNITY AMONG ORGANISMS 7.4.5. Classify organisms (e.g., taxonomic groups) Students classify organisms with accuracy. Students classify organisms with no significant errors. Students classify organisms with few significant errors. Students classify organisms with many significant errors. 7.4.6. Explain how different adaptations help organisms survive Students explain <span class="highlight">an</span> extensive variety of adaptations that help <span class="highlight">an</span> organism survive. Students explain many
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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 of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal...
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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 of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal record of 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
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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 of view on <span class="highlight">an</span> 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 of 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
Microsoft Word - sciencesol.doc
working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of huma...
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working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (International Science and
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
working with high pressures; • working with <span class="highlight">biological</span> cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (<span class="highlight">International</span> Science and
2006 Science and Technology/Engineering Curriculum Framework
General Science and Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth and Space Science Website Center for International Earth Science Information Network...
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General Science and Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth and Space Science Website Center for International Earth Science Information Network (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education and Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
General Science and Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth and Space Science Website Center for <span class="highlight">International</span> Earth Science Information Network (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education and Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
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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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