|
Education
Web
Viewing 1-4 of 4 total results
 INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 114 Control, the National Institute of Health, the Howard Hughes Medical Institute, and the Society for Neuroscience • Additional resources (e.g., textbooks, periodicals, personal interviews with a scientist or tea...
1
0
2010 Mississippi Science Framework Approved July 25, 2008 114 Control, the National Institute of Health, the Howard Hughes Medical Institute, and the Society for Neuroscience • Additional resources (e.g., textbooks, periodicals, personal interviews with a scientist or teacher familiar with that area of research) needed to assess research findings b. Identify the research area of a particular biomedical researcher and summarize a research article upon which
74
0
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 <span class="highlight">and</span> their application in industry, drug manufacture, <span class="highlight">and</span> <span class="highlight">biological</span> chemistry. (DOK 1) • Common uses <span class="highlight">of</span> polymers <span class="highlight">and</span> organic compounds in medicine, drugs, <span class="highlight">and</span> 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
90
0
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
109
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=109
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
system with its relationship to movement. (DOK 1) • Major components <span class="highlight">and</span> functions <span class="highlight">of</span> skeletal muscle fiber • Major skeletal muscles <span class="highlight">and</span> the process <span class="highlight">of</span> contraction • Three types <span class="highlight">of</span> muscles in the body f. <span class="highlight">Research</span> <span class="highlight">and</span> evaluate the impact <span class="highlight">of</span> <span class="highlight">medical</span> technology on muscle physiology <span class="highlight">and</span> disease. (DOK 3) g. Relate the components <span class="highlight">of</span> the nervous system to the senses <span class="highlight">and</span> the functions <span class="highlight">of</span> the human body systems. (DOK 1) • Four types <span class="highlight">of</span> neurological cells <span class="highlight">and</span> the functions <span class="highlight">of</span> each
110
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=110
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
technological advances in <span class="highlight">medical</span> treatment on cardiovascular disorders. (DOK 3) q. Describe <span class="highlight">and</span> discuss the structures <span class="highlight">and</span> functions <span class="highlight">of</span> the lymphatic system <span class="highlight">and</span> the relationships to the circulatory system <span class="highlight">and</span> immunity. (DOK 1) • Major lymphatic organs <span class="highlight">and</span> pathways • Functions <span class="highlight">of</span> lymph nodes, lymphocytes, immunoglobulins, thymus, <span class="highlight">and</span> spleen • Types <span class="highlight">of</span> immunity <span class="highlight">and</span> immune responses r. <span class="highlight">Research</span> <span class="highlight">and</span> describe common lymphatic disorders <span class="highlight">and</span> present conclusions about the effectiveness <span class="highlight">of</span> available
114
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=114
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 114 Control, the National Institute <span class="highlight">of</span> Health, the Howard Hughes <span class="highlight">Medical</span> Institute, <span class="highlight">and</span> the Society for Neuroscience • Additional resources (e.g., textbooks, periodicals, personal interviews with a scientist or teacher familiar with that area <span class="highlight">of</span> <span class="highlight">research</span>) needed to assess <span class="highlight">research</span> findings b. Identify the <span class="highlight">research</span> area <span class="highlight">of</span> a particular biomedical researcher <span class="highlight">and</span> summarize a <span class="highlight">research</span> article upon which
 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...
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....
1
0
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
4
0
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
Language Arts Framework Goals, Competencies, and Suggested Objectives
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing fo...
1
0
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports and documented papers 3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] • Add and delete information and details (for audience, for purpose, for unity
3
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=3
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, <span class="highlight">and</span> conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports <span class="highlight">and</span> documented papers 3) Revising: • Revise for clarity <span class="highlight">and</span> coherence [consistent point <span class="highlight">of</span> view (first person, third person), tone, transition, etc.] • Add <span class="highlight">and</span> delete information <span class="highlight">and</span> details (for audience, for purpose, for unity
|
