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Education
Web
 Science
36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understan...
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36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understanding of the current theories in chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review NS.34.C.2 Understand that scientific
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
36 Chemistry: Nature <span class="highlight">of</span> Science Science Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.34.C.1 = Nature <span class="highlight">of</span> Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 34: Students shall demonstrate an understanding <span class="highlight">of</span> the <span class="highlight">current</span> theories <span class="highlight">in</span> chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer <span class="highlight">review</span> NS.34.C.2 Understand that scientific
Science
Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Re...
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Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> <span class="highlight">current</span> life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer <span class="highlight">review</span> NS.18.AP.2 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.18.AP.3 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and control <span class="highlight">of</span>
Science
may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between...
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may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP
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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, and peer <span class="highlight">review</span> NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and 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 <span class="highlight">in</span> genetic research (e.g., Human Genome Project-HGP
Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity <span class="highlight">of</span> injuries and save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
Standard One: 2/9/05
8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Ess...
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8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced current scientific understanding of the world? What do we mean in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
8 Standard 1: Nature and Application <span class="highlight">of</span> Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced <span class="highlight">current</span> scientific understanding <span class="highlight">of</span> the world? What do we mean <span class="highlight">in</span>
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Science
22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an...
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22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
22 Physics: Nature <span class="highlight">of</span> Science Science Curriculum Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.18.P.1 = Nature <span class="highlight">of</span> Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> historical trends <span class="highlight">in</span> physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer <span class="highlight">review</span> NS.18.P.2 Research historical and <span class="highlight">current</span> events
Science
modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical scien...
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modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical science NS.11.PS.6 Research current events and topics in physical science
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
modified or expanded using additional empirical data, verification, and peer <span class="highlight">review</span> NS.11.PS.3 Summarize the development <span class="highlight">of</span> the <span class="highlight">current</span> atomic theory NS.11.PS.4 Analyze the development <span class="highlight">of</span> the periodic table NS.11.PS.5 Research historical events <span class="highlight">in</span> physical science NS.11.PS.6 Research <span class="highlight">current</span> events and topics <span class="highlight">in</span> physical science
WYOMING LANGUAGE ARTS
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting...
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Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of
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http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span>
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