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 Tennessee State Board of Education
#0;93258.4.8 Research careers that relate to genetics and inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, medical doctor, and role-play discussion of a genetic issue by that professional. State Performance Indicator...
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#0;93258.4.8 Research careers that relate to genetics and inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, medical doctor, and role-play discussion of a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure and function of DNA. SPI 3258.4.2 Associate the process of DNA replication with its biological significance. SPI 3258.4.3 Recognize the interactions between DNA and RNA during protein synthesis. SPI 3258.4.4
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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
#0;93258.2.3 Monitor <span class="highlight">and</span> evaluate changes in a yeast population. #0;93258.2.4 Use an outdoor habitat to identify the abiotic <span class="highlight">and</span> biotic factors, plant <span class="highlight">and</span> animal populations, producers, consumers, <span class="highlight">and</span> decomposers. #0;93258.2.5 Conduct <span class="highlight">research</span> on how human influences have changed an ecosystem; communicate findings through written or oral presentations. #0;93258.2.6 Describe a sequence <span class="highlight">of</span> events that illustrates <span class="highlight">biological</span> succession. #0;93258.2.7 Select a local environmental issue <span class="highlight">and</span> role-play officials
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=28
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=28
#0;93258.4.8 <span class="highlight">Research</span> careers that relate to genetics <span class="highlight">and</span> inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, <span class="highlight">medical</span> doctor, <span class="highlight">and</span> role-play discussion <span class="highlight">of</span> a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure <span class="highlight">and</span> function <span class="highlight">of</span> DNA. SPI 3258.4.2 Associate the process <span class="highlight">of</span> DNA replication with its <span class="highlight">biological</span> significance. SPI 3258.4.3 Recognize the interactions between DNA <span class="highlight">and</span> RNA during protein synthesis. SPI 3258.4.4
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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
#0;93258.2.3 Monitor <span class="highlight">and</span> evaluate changes in a yeast population. #0;93258.2.4 Use an outdoor habitat to identify the abiotic <span class="highlight">and</span> biotic factors, plant <span class="highlight">and</span> animal populations, producers, consumers, <span class="highlight">and</span> decomposers. #0;93258.2.5 Conduct <span class="highlight">research</span> on how human influences have changed an ecosystem; communicate findings through written or oral presentations. #0;93258.2.6 Describe a sequence <span class="highlight">of</span> events that illustrates <span class="highlight">biological</span> succession. #0;93258.2.7 Select a local environmental issue <span class="highlight">and</span> role-play officials
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=37
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=37
describe a human genetic disorder. #0;93258.4.7 Conduct <span class="highlight">research</span> to explore the scientific <span class="highlight">and</span> ethical issues surrounding emerging DNA technologies. #0;93258.4.8 <span class="highlight">Research</span> careers that relate to genetics <span class="highlight">and</span> inheritance, such as lab technician, forensic pathologist, livestock breeder, genetic counselor, <span class="highlight">medical</span> doctor, <span class="highlight">and</span> role-play discussion <span class="highlight">of</span> a genetic issue by that professional. State Performance Indicators SPI 3258.4.1 Identify the structure <span class="highlight">and</span> function <span class="highlight">of</span> DNA. SPI 3258.4.2 Associate the process
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.
INTRODUCTION TO BIOLOGY
restriction enzymes • Role of vectors in genetic research • Use of transformation techniques e. Research and present a justifiable explanation the practical uses of biotechnology (e.g., chromosome mapping, karyotyping, pedigrees). (DOK 2) f. De...
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restriction enzymes • Role of vectors in genetic research • Use of transformation techniques e. Research and present a justifiable explanation the practical uses of biotechnology (e.g., chromosome mapping, karyotyping, pedigrees). (DOK 2) f. Develop and present a scientifically-based logical argument for or against moral and ethical issues related to genetic engineering. (DOK 3) g. Research genomics (human and other organisms.) and predict benefits and medical advances that may result from
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=90
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
restriction enzymes • Role <span class="highlight">of</span> vectors in genetic <span class="highlight">research</span> • Use <span class="highlight">of</span> transformation techniques e. <span class="highlight">Research</span> <span class="highlight">and</span> present a justifiable explanation the practical uses <span class="highlight">of</span> biotechnology (e.g., chromosome mapping, karyotyping, pedigrees). (DOK 2) f. Develop <span class="highlight">and</span> present a scientifically-based logical argument for or against moral <span class="highlight">and</span> ethical issues related to genetic engineering. (DOK 3) g. <span class="highlight">Research</span> genomics (human <span class="highlight">and</span> other organisms.) <span class="highlight">and</span> predict benefits <span class="highlight">and</span> <span class="highlight">medical</span> advances that may result from
Microsoft Word - South Dakota Science 2005.rtf
Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issu...
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Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=146
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Following laws Animal <span class="highlight">research</span> Human <span class="highlight">research</span> Managing hazardous materials <span class="highlight">and</span> wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate <span class="highlight">and</span> describe the impact <span class="highlight">of</span> scientific discoveries on historical events <span class="highlight">and</span> social, economic, <span class="highlight">and</span> ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms <span class="highlight">of</span> bacteria, <span class="highlight">biological</span> <span class="highlight">and</span> chemical weapons, global warming, <span class="highlight">and</span> alternative fuels Indicator 2: Analyze the
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
83 6. understands biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic charac...
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83 6. understands biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic characteristics upon which these classifications are based are used as evidence for common descent. g. Natural selection, genetic drift, genomes, and the mechanisms of genetic change provide a context in which to ask research questions
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=97
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
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. g. 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
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
83 6. understands biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic charac...
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83 6. understands biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic characteristics upon which these classifications are based are used as evidence for common descent. d. Natural selection, genetic drift, genomes, and the mechanisms of genetic change provide a context in which to ask research questions
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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
Microsoft Word - Revision LS Draft Rhode Island K-12.doc
environmental or biological factors affect human body systems (biotic & abiotic). LS4 (9-11) NOS+INQ -9 Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medic...
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environmental or biological factors affect human body systems (biotic & abiotic). LS4 (9-11) NOS+INQ -9 Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations). Grade Span Expectations (K-4) Grade Span Expectations (5-8) Grade Span Expectations (HS) LS4 (K-2)-8 Students demonstrate an understanding of human body systems by … 8a identifying the five
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http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20Revision%20LS%20Draft%20Rhode%20Island%20K-12.pdf#page=17
www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20R...
environmental or <span class="highlight">biological</span> factors affect human body systems (biotic & abiotic). LS4 (9-11) NOS+INQ -9 Use evidence to make <span class="highlight">and</span> support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, <span class="highlight">medical</span> advances, pollution, mutations). Grade Span Expectations (K-4) Grade Span Expectations (5-8) Grade Span Expectations (HS) LS4 (K-2)-8 Students demonstrate an understanding <span class="highlight">of</span> human body systems by … 8a identifying the five
ACKNOWLEDGEMENTS
information from a variety of sources, use information as they make decisions and evaluations, and solve problems. The study of psychology enables students to recognize and cope with uncertainty and ambiguity in human behavior. Strands: Research Me...
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information from a variety of sources, use information as they make decisions and evaluations, and solve problems. The study of psychology enables students to recognize and cope with uncertainty and ambiguity in human behavior. Strands: Research Methods, Cognitive Domain, Lifespan Development, Biopsychological Dimensions, Sociocultural Dimensions COMPETENCY GOAL 1: The learner will become familiar with the history and research methods of psychology. Objectives 1.01 Discuss the contemporary
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=101
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
information from a variety <span class="highlight">of</span> sources, use information as they make decisions <span class="highlight">and</span> evaluations, <span class="highlight">and</span> solve problems. The study <span class="highlight">of</span> psychology enables students to recognize <span class="highlight">and</span> cope with uncertainty <span class="highlight">and</span> ambiguity in human behavior. Strands: <span class="highlight">Research</span> Methods, Cognitive Domain, Lifespan Development, Biopsychological Dimensions, Sociocultural Dimensions COMPETENCY GOAL 1: The learner will become familiar with the history <span class="highlight">and</span> <span class="highlight">research</span> methods <span class="highlight">of</span> psychology. Objectives 1.01 Discuss the contemporary
STATE BOARD OF EDUCATION
(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 of and possible solutions to chemical an...
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(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 of and possible solutions to chemical and biological hazards. ___ Concept 4: Human Systems PO 1. Identify the push and pull factors (e.g., economic conditions, human rights conditions, famines, political c. training of people
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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
Biology I : Embedded Inquiry
consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view...
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consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
consequences <span class="highlight">of</span> new technologies can impact human <span class="highlight">and</span> non-human communities. #0;93210.T/E.4 Present <span class="highlight">research</span> on current bioengineering technologies that advance health <span class="highlight">and</span> contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series <span class="highlight">of</span> multi-view drawings that can be used by other students to construct an adaptive design <span class="highlight">and</span> test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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