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Education
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 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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’ 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 va...
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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=32
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
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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 <span class="highlight">of</span> fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles <span class="highlight">and</span> organisms. a. Use diagrams to trace the movement <span class="highlight">of</span> matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety <span class="highlight">of</span> <span class="highlight">biological</span> communities <span class="highlight">and</span> ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference <span class="highlight">and</span> evidence in a newspaper, magazine, <span class="highlight">journal</span>, or Internet article that addresses an issue
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
23 Science Benchmark Evolution is central to modern science’s understanding <span class="highlight">of</span> the living world. The basic idea <span class="highlight">of</span> <span class="highlight">biological</span> evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, <span class="highlight">and</span> other species to change, giving rise to a greater diversity <span class="highlight">of</span> species. Science distinguishes itself from other ways <span class="highlight">of</span> knowing <span class="highlight">and</span> from other bodies <span class="highlight">of</span> knowledge through the use <span class="highlight">of</span>
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of s...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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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
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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
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide <span class="highlight">research</span>. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety <span class="highlight">of</span> scientific tools <span class="highlight">and</span> equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables <span class="highlight">and</span> controls in
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his c...
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biological evolution, germ theory, industrial revolution, molecular biology, quantum theory, and medical and health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo and his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal of science
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=22
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
83 6. understands <span class="highlight">biological</span> evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified <span class="highlight">and</span> according to the rules <span class="highlight">of</span> nomenclature, <span class="highlight">and</span> are given scientific names. b. The behavioral, physical, <span class="highlight">and</span> genetic characteristics upon which these classifications are based are used as evidence for common descent. d. Natural selection, genetic drift, genomes, <span class="highlight">and</span> the mechanisms <span class="highlight">of</span> genetic change provide a context in which to ask <span class="highlight">research</span> questions
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=47
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
<span class="highlight">biological</span> evolution, germ theory, industrial revolution, molecular biology, quantum theory, <span class="highlight">and</span> <span class="highlight">medical</span> <span class="highlight">and</span> health technology. 2. a. With the deductive method, scientists start with axioms - simple true statements about the way the world works. Galileo <span class="highlight">and</span> his contemporaries realized that, for science, the problem was that it was enormously difficult to begin with "simple true statements about the way the world works". In fact, they realized that the simple true statement should be the goal <span class="highlight">of</span> science
Science
fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between...
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fungal-like CDL.7.B.12 Evaluate the medical and economic importance of protists CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the medical and economic importance of fungi CDL.7.B.15 Differentiate between vascular and nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms CDL.7.B.17 Describe the structure and function of the major parts of a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=9
structures <span class="highlight">and</span> characteristics <span class="highlight">of</span> viruses (lytic <span class="highlight">and</span> lysogenic cycles) with non-living <span class="highlight">and</span> living things CDL.7.B.7 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> viruses CDL.7.B.8 Compare <span class="highlight">and</span> contrast life cycles <span class="highlight">of</span> familiar organisms null sexual reproduction null asexual reproduction null metamorphosis null alternation <span class="highlight">of</span> generations CDL.7.B.9 Classify bacteria according to their characteristics <span class="highlight">and</span> adaptations CDL.7.B.10 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> bacteria
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=10
fungal-like CDL.7.B.12 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> protists CDL.7.B.13 Compare <span class="highlight">and</span> contrast fungi with other eukaryotic organisms CDL.7.B.14 Evaluate the <span class="highlight">medical</span> <span class="highlight">and</span> economic importance <span class="highlight">of</span> fungi CDL.7.B.15 Differentiate between vascular <span class="highlight">and</span> nonvascular plants CDL.7.B.16 Differentiate among cycads, gymnosperms, <span class="highlight">and</span> angiosperms CDL.7.B.17 Describe the structure <span class="highlight">and</span> function <span class="highlight">of</span> the major parts <span class="highlight">of</span> a plant: null roots null stems null leaves null flowers CDL.7.B.18 Relate
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
may be modified or expanded based on additional empirical data, verification, <span class="highlight">and</span> peer review NS.12.B.3 Summarize <span class="highlight">biological</span> evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease <span class="highlight">and</span> our current knowledge <span class="highlight">of</span> immunology <span class="highlight">and</span> control <span class="highlight">of</span> infectious diseases NS.12.B.6 Relate the chromosome theory <span class="highlight">of</span> heredity to recent findings in genetic <span class="highlight">research</span> (e.g., Human Genome Project-HGP
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=1
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
governments. 2. (K) recognizes contracts may be verbal or legal agreements <span class="highlight">and</span> are binding. 3. (A) defines <span class="highlight">and</span> illustrates examples <span class="highlight">of</span> torts (e.g., wrongful death, <span class="highlight">medical</span> malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations). 4. (A) defines <span class="highlight">and</span> illustrates examples <span class="highlight">of</span> misdemeanors <span class="highlight">and</span> felonies (e.g. misdemeanors: traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft). 5. (K) explains Kansas court
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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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polution and medical research. � Explain the diferences between traditional comand and market economics. � Analyze the costs and benefits of instituting different degrees of market, comand, and traditional characteristics...
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polution and medical research. � Explain the diferences between traditional comand and market economics. � Analyze the costs and benefits of instituting different degrees of market, comand, and traditional characteristics in mixed economic systems
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=15
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
polution <span class="highlight">and</span> <span class="highlight">medical</span> <span class="highlight">research</span>. � Explain the diferences between traditional comand <span class="highlight">and</span> market economics. � Analyze the costs <span class="highlight">and</span> benefits <span class="highlight">of</span> instituting different degrees <span class="highlight">of</span> market, comand, <span class="highlight">and</span> traditional characteristics in mixed economic systems
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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
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=61
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Early civilizations in Central <span class="highlight">and</span> South America <span class="highlight">and</span> their encounters with Europeans, as well as events in the Middle Ages which spurred exploration <span class="highlight">of</span> the New World, are also studied to provide the historical foundation for the exploration <span class="highlight">and</span> settlement <span class="highlight">of</span> the Southwest. Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Concept 1: <span class="highlight">Research</span> Skills for History PO 1. Use the following to interpret historical data: a
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=127
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
(Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.) Connect with: Science Strand 3 Concept 1 Analyze risk factors <span class="highlight">of</span> <span class="highlight">and</span> possible solutions to chemical <span class="highlight">and</span> <span class="highlight">biological</span> hazards. ___ Concept 4: Human Systems PO 1. Identify the push <span class="highlight">and</span> pull factors (e.g., economic conditions, human rights conditions, famines, political c. training <span class="highlight">of</span> people
VT_04_Math GLEs_pf.indd
” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 28...
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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, <span class="highlight">and</span> Loef (1989) cited in E. Gutstein <span class="highlight">and</span> T. Romberg. “Teaching Children to Add <span class="highlight">and</span> Subtract.” <span class="highlight">Journal</span> <span class="highlight">of</span> Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights <span class="highlight">and</span> Meaning. University <span class="highlight">of</span> Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A <span class="highlight">Research</span> Companion to Principles <span class="highlight">and</span> Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
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