|
Education
Web
 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
175
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=175
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 171 Science Scientific investigation-probes students’ ability to use the tools <span class="highlight">of</span> science, including both cognitive <span class="highlight">and</span> laboratory tools; students acquire new information, plan appropriate tests, use a variety <span class="highlight">of</span> scientific tools, <span class="highlight">and</span> communicate the results <span class="highlight">of</span> the investigations Standards-criteria used to judge quality <span class="highlight">Systems</span>-complete, predictable cycles, structures, or
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 <span class="highlight">and</span> Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, <span class="highlight">and</span> Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
null
knowledge. 8.1 Unifying Concepts and Proceses Unifying concepts and proceses help students think about and integrate a range of basic ideas which builds an understanding of the natural world. 8.1.1 By the end of eighth grade, students wil develop an...
1
0
knowledge. 8.1 Unifying Concepts and Proceses Unifying concepts and proceses help students think about and integrate a range of basic ideas which builds an understanding of the natural world. 8.1.1 By the end of eighth grade, students wil develop an understanding of systems, order, and organization. Example Indicators • Recognize and describe key parts and functions of any system. • Analyze and predict the interactions within a system and betwen systems. • Create and use clasification schemes
14
0
http://www.nde.state.ne.us/ndestandards/documents/ScienceStandards.pdf#page=14
www.nde.state.ne.us/ndestandards/documents/ScienceStandards.pdf#page=14
knowledge. 8.1 Unifying Concepts <span class="highlight">and</span> Proceses Unifying concepts <span class="highlight">and</span> proceses help students think about <span class="highlight">and</span> integrate a range <span class="highlight">of</span> basic ideas which builds an understanding <span class="highlight">of</span> the natural world. 8.1.1 By the end <span class="highlight">of</span> eighth grade, students wil develop an understanding <span class="highlight">of</span> <span class="highlight">systems</span>, order, <span class="highlight">and</span> organization. Example Indicators • Recognize <span class="highlight">and</span> describe key parts <span class="highlight">and</span> functions <span class="highlight">of</span> any system. • Analyze <span class="highlight">and</span> predict the interactions within a system <span class="highlight">and</span> betwen <span class="highlight">systems</span>. • Create <span class="highlight">and</span> use clasification schemes
Microsoft Word - South Dakota Science 2005.rtf
tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits ar...
1
0
tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits are transmitted from parents to offspring; • predict the impact of genetic changes in populations (mutation, natural selection and artificial selection, adaptation/extinction); • predict how life systems respond to changes in the environment; • classify
142
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=142
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
tissues, organs, organ <span class="highlight">systems</span>, <span class="highlight">and</span> organisms); • compare <span class="highlight">and</span> contrast the cell cycles in somatic <span class="highlight">and</span> germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living <span class="highlight">systems</span>; • explain how traits are transmitted from parents to offspring; • predict the impact <span class="highlight">of</span> genetic changes in populations (mutation, natural selection <span class="highlight">and</span> <span class="highlight">artificial</span> selection, adaptation/extinction); • predict how life <span class="highlight">systems</span> respond to changes in the environment; • classify
null
5.5.12 C. Reproduction and Heredity 1. Describe how information is encoded and transmitted in genetic material. 2. Explain how genetic material can be altered by natural and/or artificial means and how mutations and new gene combinations may have positive, n...
1
0
5.5.12 C. Reproduction and Heredity 1. Describe how information is encoded and transmitted in genetic material. 2. Explain how genetic material can be altered by natural and/or artificial means and how mutations and new gene combinations may have positive, negative, or no effect on organisms or species. 3. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. E-15 ST AND ARD 5.5 SCIENCE 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A
5
0
http://www.nj.gov/education/cccs/2004/s5_science.pdf#page=5
www.nj.gov/education/cccs/2004/s5_science.pdf#page=5
5.9 Astronomy <span class="highlight">and</span> Space Science A. Earth, Moon, Sun System B. Solar System C. Stars D. Galaxies <span class="highlight">and</span> Universe 5.10 Environmental Studies A. Natural <span class="highlight">Systems</span> <span class="highlight">and</span> Interactions B. Human Interactions <span class="highlight">and</span> Impact REFERENCES American Association for the Advancement <span class="highlight">of</span> Science. (2001). Atlas <span class="highlight">of</span> science literacy. American Association for the Advancement <span class="highlight">of</span> Science <span class="highlight">and</span> National Science Teachers Association, Washington, D.C. American Association for the Advancement <span class="highlight">of</span> Science. (1993). Benchmarks for science literacy
16
0
http://www.nj.gov/education/cccs/2004/s5_science.pdf#page=16
www.nj.gov/education/cccs/2004/s5_science.pdf#page=16
5.5.12 C. Reproduction <span class="highlight">and</span> Heredity 1. Describe how information is encoded <span class="highlight">and</span> transmitted in genetic material. 2. Explain how genetic material can be altered by natural <span class="highlight">and</span>/or <span class="highlight">artificial</span> means <span class="highlight">and</span> how mutations <span class="highlight">and</span> new gene combinations may have positive, negative, or no effect on organisms or species. 3. Assess the impact <span class="highlight">of</span> current <span class="highlight">and</span> emerging technologies on our understanding <span class="highlight">of</span> inherited human characteristics. E-15 ST <span class="highlight">AND</span> ARD 5.5 SCIENCE 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T <span class="highlight">AND</span> A
Minnesota
human activity. For example: Changing the temperature or composition of water, air or soil; altering populations and communities; developing artificial ecosystems; or changing the use of land or water. 1. Human activity has consequences on living organisms and ecos...
1
0
human activity. For example: Changing the temperature or composition of water, air or soil; altering populations and communities; developing artificial ecosystems; or changing the use of land or water. 1. Human activity has consequences on living organisms and ecosystems. 9.4.4.1.3 Describe contributions from diverse cultures, including Minnesota American Indian tribes and communities, to the understanding of interactions among humans and living systems. For example: American Indian
38
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=38
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
Darwin to develop the theory <span class="highlight">of</span> natural selection <span class="highlight">and</span> common descent to explain evolution. 9.4.3.3.2 Use scientific evidence, including the fossil record, homologous structures, <span class="highlight">and</span> genetic <span class="highlight">and</span>/or biochemical similarities, to show evolutionary relationships among species. 9.4.3.3.3 Recognize that <span class="highlight">artificial</span> selection has led to offspring through successive generations that can be very different in appearance <span class="highlight">and</span> behavior from their distant ancestors. 9.4.3.3.4 Explain why genetic variation within
39
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
human activity. For example: Changing the temperature or composition <span class="highlight">of</span> water, air or soil; altering populations <span class="highlight">and</span> communities; developing <span class="highlight">artificial</span> ecosystems; or changing the use <span class="highlight">of</span> land or water. 1. Human activity has consequences on living organisms <span class="highlight">and</span> ecosystems. 9.4.4.1.3 Describe contributions from diverse cultures, including Minnesota American Indian tribes <span class="highlight">and</span> communities, to the understanding <span class="highlight">of</span> interactions among humans <span class="highlight">and</span> living <span class="highlight">systems</span>. For example: American Indian
Science Curriculum Framework
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Light PS.7.1.1 Compare natural sources of light (e.g., sun, fireflies, deep sea creatures, fire, lightning) to artificial sources of...
1
0
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Light PS.7.1.1 Compare natural sources of light (e.g., sun, fireflies, deep sea creatures, fire, lightning) to artificial sources of light (e.g., light bulbs, matches, candles) PS.7.1.2 Investigate the properties of transparent and opaque objects (e.g., plastic wrap and aluminum foil) PS.7.2.1 Classify materials as transparent, translucent, or opaque
13
0
http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=13
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=13
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT <span class="highlight">AND</span> PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Light PS.7.1.1 Compare natural sources <span class="highlight">of</span> light (e.g., sun, fireflies, deep sea creatures, fire, lightning) to <span class="highlight">artificial</span> sources <span class="highlight">of</span> light (e.g., light bulbs, matches, candles) PS.7.1.2 Investigate the properties <span class="highlight">of</span> transparent <span class="highlight">and</span> opaque objects (e.g., plastic wrap <span class="highlight">and</span> aluminum foil) PS.7.2.1 Classify materials as transparent, translucent, or opaque
Microsoft Word - sciencesol.doc
grow, and they need food, water, and air to survive; b) plants and animals live and die (go through a life cycle); and c) offspring of plants and animals are similar but not identical to their parents and to one another. Interrelationships in...
1
0
grow, and they need food, water, and air to survive; b) plants and animals live and die (go through a life cycle); and c) offspring of plants and animals are similar but not identical to their parents and to one another. Interrelationships in Earth/Space Systems K.7 The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include a) shadows occur in nature when sunlight is blocked by an object; and b) shadows can be produced by blocking
10
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=10
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=10
grow, <span class="highlight">and</span> they need food, water, <span class="highlight">and</span> air to survive; b) plants <span class="highlight">and</span> animals live <span class="highlight">and</span> die (go through a life cycle); <span class="highlight">and</span> c) offspring <span class="highlight">of</span> plants <span class="highlight">and</span> animals are similar but not identical to their parents <span class="highlight">and</span> to one another. Interrelationships in Earth/Space <span class="highlight">Systems</span> K.7 The student will investigate <span class="highlight">and</span> understand that shadows occur when light is blocked by an object. Key concepts include a) shadows occur in nature when sunlight is blocked by an object; <span class="highlight">and</span> b) shadows can be produced by blocking
13
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=13
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=13
Science Standards <span class="highlight">of</span> Learning 9 Grade Two The second-grade standards continue to focus on using a broad range <span class="highlight">of</span> science skills in understanding the natural world. Making detailed observations, drawing conclusions, <span class="highlight">and</span> recognizing unusual or unexpected data are stressed as skills needed for using <span class="highlight">and</span> validating information. Measurement in both English <span class="highlight">and</span> metric units is stressed. The idea <span class="highlight">of</span> living <span class="highlight">systems</span> is introduced through habitats <span class="highlight">and</span> the interdependence <span class="highlight">of</span> living <span class="highlight">and</span> nonliving things. The
INTRODUCTION TO BIOLOGY
• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the in...
1
0
• Variables that describe position, distance, displacement, speed, and change in speed of an object • Gravity, friction, drag, lift, electric forces, and magnetic forces LIFE SCIENCE 3. Distinguish the characteristics of living things and explain the interdependency between form and function using the systems of the human organism to illustrate this relationship. a. Assess how an organism’s chances for survival are influenced by adaptations to its environment. (DOK 2) • The importance of
48
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=48
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
• Variables that describe position, distance, displacement, speed, <span class="highlight">and</span> change in speed <span class="highlight">of</span> an object • Gravity, friction, drag, lift, electric forces, <span class="highlight">and</span> magnetic forces LIFE SCIENCE 3. Distinguish the characteristics <span class="highlight">of</span> living things <span class="highlight">and</span> explain the interdependency between form <span class="highlight">and</span> function using the <span class="highlight">systems</span> <span class="highlight">of</span> the human organism to illustrate this relationship. a. Assess how an organism’s chances for survival are influenced by adaptations to its environment. (DOK 2) • The importance <span class="highlight">of</span>
129
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=129
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Research <span class="highlight">and</span> summarize theories <span class="highlight">of</span> the universe’s origin. (DOK 3) c. Differentiate <span class="highlight">and</span> evaluate the significance <span class="highlight">of</span> technologies <span class="highlight">and</span> instruments used in ground <span class="highlight">and</span> space-based astronomy (e.g., optical telescopes, radio telescopes, x-ray telescopes, long-base interferometers, space probes, <span class="highlight">artificial</span> satellites, spectra, probes, Doppler radar, etc.) (DOK 2) d. Research <span class="highlight">and</span> develop a logical argument supporting or refuting current theories, proposals, <span class="highlight">and</span> supporting data <span class="highlight">of</span> celestial bodies in our
Science Standard Articulated by Grade Level -HS
Coriolis effect) on the movement of water and air. PO 11. Describe the origin, life cycle, and behavior of weather systems (i.e., air mass, front, high and low systems, pressure gradients). PO 12. Describe the conditions that cause severe weather...
1
0
Coriolis effect) on the movement of water and air. PO 11. Describe the origin, life cycle, and behavior of weather systems (i.e., air mass, front, high and low systems, pressure gradients). PO 12. Describe the conditions that cause severe weather (e.g., hurricanes, tornadoes, thunderstorms). PO 13. Propose appropriate safety measures that can be taken in preparation for severe weather. PO 14. Analyze how weather is influenced by both natural and artificial Earth features (e.g., mountain ranges
15
0
http://www.ade.state.az.us/standards/science/highschool.pdf#page=15
www.ade.state.az.us/standards/science/highschool.pdf#page=15
Coriolis effect) on the movement <span class="highlight">of</span> water <span class="highlight">and</span> air. PO 11. Describe the origin, life cycle, <span class="highlight">and</span> behavior <span class="highlight">of</span> weather <span class="highlight">systems</span> (i.e., air mass, front, high <span class="highlight">and</span> low <span class="highlight">systems</span>, pressure gradients). PO 12. Describe the conditions that cause severe weather (e.g., hurricanes, tornadoes, thunderstorms). PO 13. Propose appropriate safety measures that can be taken in preparation for severe weather. PO 14. Analyze how weather is influenced by both natural <span class="highlight">and</span> <span class="highlight">artificial</span> Earth features (e.g., mountain ranges
Standard Six 2/10/05
10 Standard 6: Life Processes, Grade Level Expectations Grades K-3 Essential Question: How does structure relate to function in living systems? Essential Question: How is matter transferred and energy transferred/transformed in living systems? Essential Question: How do respon...
1
0
10 Standard 6: Life Processes, Grade Level Expectations Grades K-3 Essential Question: How does structure relate to function in living systems? Essential Question: How is matter transferred and energy transferred/transformed in living systems? Essential Question: How do responses to internal and external cues aid in an organism’s survival? Essential Question: What can we do to benefit human health and the health of other organisms? Enduring Understanding: Living systems demonstrate the
10
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard6.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
10 Standard 6: Life Processes, Grade Level Expectations Grades K-3 Essential Question: How does structure relate to function in living <span class="highlight">systems</span>? Essential Question: How is matter transferred <span class="highlight">and</span> energy transferred/transformed in living <span class="highlight">systems</span>? Essential Question: How do responses to internal <span class="highlight">and</span> external cues aid in an organism’s survival? Essential Question: What can we do to benefit human health <span class="highlight">and</span> the health <span class="highlight">of</span> other organisms? Enduring Understanding: Living <span class="highlight">systems</span> demonstrate the
|
