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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>
Microsoft Word - bio1.doc
agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify pos...
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agriculture, biotechnology, forensic science. #0;� Describe the levels of education required for various careers in the biological sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the biological sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the biological sciences. Indicator 6: The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=24
agriculture, biotechnology, forensic science. #0;� Describe the levels <span class="highlight">of</span> education required for various careers in the <span class="highlight">biological</span> sciences. Careers in Science #0;� Plan a course sequence to prepare for a career in the <span class="highlight">biological</span> sciences. #0;� Identify post-secondary institutions that provide pathways to careers in the <span class="highlight">biological</span> sciences. Indicator 6: The student will explain how development <span class="highlight">of</span> scientific knowledge leads to the creation <span class="highlight">of</span> new technology <span class="highlight">and</span> how technological advances allow for
 MISSISSIPPI STUDIES
on a Mississippi map. Color each soil region a different color. Research various geographic/cultural regions of Mississippi and write a report which compares/contrasts changes in economical, population, and geographical features. (Use internet, primary, and seco...
DRAFT
50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling <span class="highlight">and</span> thinking as they interact with literary or informational texts. It allows students to record their thoughts <span class="highlight">and</span> emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings <span class="highlight">and</span> thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, <span class="highlight">and</span> feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
Science
4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall...
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4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
4 Environmental Science: <span class="highlight">Biological</span> Dynamics Science Framework Revised 2005 Arkansas Department <span class="highlight">of</span> Education Key: BD.2.ES.1 = <span class="highlight">Biological</span> Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: <span class="highlight">Biological</span> Dynamics Standard 2: Students shall understand the <span class="highlight">biological</span> dynamics <span class="highlight">of</span> Earth BD.2.ES.1 Compare <span class="highlight">and</span> contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
Massachusetts History and Social Science Curriculum Framework: August 2003
WHII.36 population growth. (H, E) WHII.37 Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H) WHII.38 America, and the Middle East, including th...
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WHII.36 population growth. (H, E) WHII.37 Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H) WHII.38 America, and the Middle East, including the ideas and importance of nationalist leaders. (H) Juan Peron (Argentina) WHII.39 Explain the background for the establishment of the modern state of Israel in 1948, Jews to Palestine independent countries the attempts to secure peace
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=68
www.doe.mass.edu/frameworks/hss/final.pdf#page=68
WHII.36 population growth. (H, E) WHII.37 Describe how the work <span class="highlight">of</span> scientists in the 20th century influenced historical events, changed the lives <span class="highlight">of</span> the general populace, <span class="highlight">and</span> led to further scientific <span class="highlight">research</span>. (H) WHII.38 America, <span class="highlight">and</span> the Middle East, including the ideas <span class="highlight">and</span> importance <span class="highlight">of</span> nationalist leaders. (H) Juan Peron (Argentina) WHII.39 Explain the background for the establishment <span class="highlight">of</span> the modern state <span class="highlight">of</span> Israel in 1948, Jews to Palestine independent countries the attempts to secure peace
Microsoft Word - readstdhs.docreadstdhs.pdf
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and...
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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary <span class="highlight">and</span> secondary, explicit <span class="highlight">and</span> implicit, <span class="highlight">and</span> • evaluation-reactions <span class="highlight">and</span> opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries <span class="highlight">and</span> other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review <span class="highlight">and</span> write the response in the sections according to each <span class="highlight">of</span> the major components listed <span class="highlight">and</span> described above.
Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate....
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing <span class="highlight">and</span>/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, <span class="highlight">and</span> sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present <span class="highlight">and</span> past
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