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 2006 Science and Technology/Engineering Curriculum Framework
League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Juni...
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League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ Journal of Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute of Technology’s Technology Review www.techreview.com Museum of Science National Center for Technological Literacy (NCTL) www.mos.org
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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
League (integrates robotics technology into the LEGO building system) mindstorms.lego.com/ FIRST Robotics Competition www.usfirst.org/ How Stuff Works howstuffworks.com Internet Science Technology Fair istf.ucf.edu/ <span class="highlight">Journal</span> <span class="highlight">of</span> Technology Education scholar.lib.vt.edu/ejournals/JTE/ Junior Engineering Technical Society (JETS) www.jets.org Massachusetts Institute <span class="highlight">of</span> Technology’s Technology Review www.techreview.com Museum <span class="highlight">of</span> Science National Center for Technological Literacy (NCTL) www.mos.org
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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 journal showing date, accurate observations, collection of data, and other pertin...
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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 journal 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=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 <span class="highlight">regulatory</span> 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, 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
Core Content For Mathematics Assessment
influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and gove...
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influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=101
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=101
1.1.8 Students will identify behavior choices (tobacco, alcohol, illegal <span class="highlight">drug</span> use) that result in negative consequences. DOK 1 PL-05-1.1.8 Students will explain risks associated with unhealthy habits and behaviors (tobacco, alcohol, illegal <span class="highlight">drug</span> use). DOK 2 PL-EP-1.1.9 Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 PL-04-1.1.9 Students will describe symptoms <span class="highlight">of</span> common social and
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=102
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=102
CCA 4.1 Elementary Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 99 Italics – Supporting Content Standard PL-04-1.1.10 Begins in 6 th Grade PL-05-1.1.10 Students will identify resources (e.g. guidance counselors, <span class="highlight">drug</span> counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. <span class="highlight">drug</span> addiction, eating disorders). PL-04-1.1.11 Students will identify self-management and
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=114
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=114
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 111 Italics – Supporting Content Standard PL-06-1.1.8 Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse <span class="highlight">of</span> tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity). DOK 2 PL-07-1.1.8 Students will explain risks associated with unhealthy habits and behaviors
126
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126
habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior). DOK 2 PL-HS-1.1.9 Students will compare causes, symptoms, consequences and treatments <span class="highlight">of</span> mental and emotional problems (e.g., depression, anxiety, <span class="highlight">drug</span> abuse, addictions, eating disorders, aggressive behaviors) for individuals and families. DOK 2 PL-HS-1.1.10 Students will recommend interventions (e.g., cease enabling activities), treatments (e.g., AA
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259
influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level <span class="highlight">of</span> competition in a market is largely determined by the number <span class="highlight">of</span> buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, <span class="highlight">regulatory</span> policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS
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&...
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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
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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...
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
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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 <span class="highlight">of</span> 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 <span class="highlight">of</span> Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
STANDARDS.05
nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international govern...
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nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues. A student who meets the content standard should: 1) know the important characteristics of
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=21
www.eed.state.ak.us/standards/pdf/standards.pdf#page=21
nations have influenced the politics and society <span class="highlight">of</span> the United States; 3) understand how national politics and <span class="highlight">international</span> <span class="highlight">affairs</span> are interrelated with the politics and interests <span class="highlight">of</span> the state; 4) understand the purpose and function <span class="highlight">of</span> <span class="highlight">international</span> government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current <span class="highlight">international</span> issues. A student who meets the content standard should: 1) know the important characteristics <span class="highlight">of</span>
K-1
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organi...
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Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, drug, and alcohol use, amount of exercise, quality of air, and kinds of food) affect parts of the human body and the organism as a whole.
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=83
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level <span class="highlight">of</span> organization <span class="highlight">of</span> the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, <span class="highlight">drug</span>, and alcohol use, amount <span class="highlight">of</span> exercise, quality <span class="highlight">of</span> air, and kinds <span class="highlight">of</span> food) affect parts <span class="highlight">of</span> the human body and the organism as a whole.
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=88
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
know that: Students are expected to: 9-12 SYSA Feedback is a process in which the output <span class="highlight">of</span> a system provides information used to regulate the operation <span class="highlight">of</span> the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. Give examples <span class="highlight">of</span> a positive feedback system and explain its <span class="highlight">regulatory</span> mechanism (e.g., global warming causes Earth’s ice caps to melt, reflecting less energy to space, increasing temperatures).*a Give examples <span class="highlight">of</span> a
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 74 b. Develop a logical argument supporting the use of organic chemicals and their application in industry, drug manufacture, and biological chemistry. (DOK 1) • Common uses of polymers and organic compounds in m...
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2010 Mississippi Science Framework Approved July 25, 2008 74 b. Develop a logical argument supporting the use of organic chemicals and their application in industry, drug manufacture, and biological chemistry. (DOK 1) • Common uses of polymers and organic compounds in medicine, drugs, and personal care products • Compounds which have the property to dye materials • Petrochemical production • Biologically active compounds in terms of functional group
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=74
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 74 b. Develop a logical argument supporting the use <span class="highlight">of</span> organic chemicals and their application in industry, <span class="highlight">drug</span> manufacture, and biological chemistry. (DOK 1) • Common uses <span class="highlight">of</span> polymers and organic compounds in medicine, drugs, and personal care products • Compounds which have the property to dye materials • Petrochemical production • Biologically active compounds in terms <span class="highlight">of</span> functional group
Science
Ionization energy The energy required to remove an electron from an atom Isomers Compounds that have the same molecular formula but different structures Isotopes Atoms of the same element that have different masses; same number of protons, different number of neutrons IUPAC I...
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Ionization energy The energy required to remove an electron from an atom Isomers Compounds that have the same molecular formula but different structures Isotopes Atoms of the same element that have different masses; same number of protons, different number of neutrons IUPAC International Union of Pure and Applied Chemistry; international regulatory committee for chemistry Kinetic theory A theory based on the idea that molecular particles of matter are always in motion Law An observed natural phenomenon; a fact
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=43
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=43
Ionization energy The energy required to remove an electron from an atom Isomers Compounds that have the same molecular formula but different structures Isotopes Atoms <span class="highlight">of</span> the same element that have different masses; same number <span class="highlight">of</span> protons, different number <span class="highlight">of</span> neutrons IUPAC <span class="highlight">International</span> Union <span class="highlight">of</span> Pure and Applied Chemistry; <span class="highlight">international</span> <span class="highlight">regulatory</span> committee for chemistry Kinetic theory A theory based on the idea that molecular particles <span class="highlight">of</span> matter are always in motion Law An observed natural phenomenon; a fact
science_pub2003
how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the...
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how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/drug use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems of the body are continually working to
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=90
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
how the human body may be af- fected by the state <span class="highlight">of</span> the internal environment and by he- redity and by life experience (e.g., effects <span class="highlight">of</span> malnutrition). AND • Predicting and explaining how the effect <span class="highlight">of</span> various physiological factors influences the continuation <span class="highlight">of</span> the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/<span class="highlight">drug</span> use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems <span class="highlight">of</span> the body are continually working to
Microsoft Word - bio1.doc
Urbanization o Cloning o Drug/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control of pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutio...
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Urbanization o Cloning o Drug/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control of pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutions to a societal issue #0;� Develop an action plan to address a societal issue #0;� Implement an action plan to address a societal issue
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=22
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=22
Urbanization o Cloning o <span class="highlight">Drug</span>/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control <span class="highlight">of</span> pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutions to a societal issue #0;� Develop an action plan to address a societal issue #0;� Implement an action plan to address a societal issue
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