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Education
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 Science.qxd
Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Br...
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Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown and Company, 1978. Bybee, R. & DeBoer, George E. "Research on Goals for the Science Curriculum," Handbook of Research on
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=69
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=69
• The uniqueness <span class="highlight">of</span> Earth. 5.06 Analyze the spin-off benefits generated by space exploration technology including: • <span class="highlight">Medical</span>. • Materials. • Transportation. • Processes. • Future <span class="highlight">research</span>
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=152
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=15...
Revised 2004 AP Science Course148 4.08 Examine current nucleic acid technology <span class="highlight">and</span> its applications. • Analyze recombinant technology. • Examine practical applications in medicine, forensics, agriculture, <span class="highlight">and</span> environmental issues. • Assess legal <span class="highlight">and</span> ethical issues that may arise. • Recommended Laboratory – Molecular Biology 4.09 Examine past <span class="highlight">and</span> present <span class="highlight">research</span> on heredity <span class="highlight">and</span> molecular genetics. • Explore the work <span class="highlight">of</span> Mendel. • Explore the work <span class="highlight">of</span> Watson <span class="highlight">and</span> Crick. Competency Goal 5: The learner will
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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...
<span class="highlight">Biological</span> Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation <span class="highlight">and</span> the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education <span class="highlight">and</span> the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown <span class="highlight">and</span> Company, 1978. Bybee, R. & DeBoer, George E. "<span class="highlight">Research</span> on Goals for the Science Curriculum," Handbook <span class="highlight">of</span> <span class="highlight">Research</span> on
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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...
Advancing Excellence in Technological Literacy; Student Assessment, Professional Development, <span class="highlight">and</span> Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching <span class="highlight">and</span> the Development <span class="highlight">of</span> Reasoning," <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed
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
 Anatomy and Physiology Subcluster
guidelines for medical terminology on the integumentary, skeletal and muscular systems. 2.5 Illustrate lab and diagnostic findings or analyze interdependency of ecological and biological systems. SAMPLE PERFORMANCE TASKS Construct a flow chart describing t...
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.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=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
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=122
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
<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
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have directly affected the food production over the past 100 years; and that this change has profoundly affected societies all over the globe, making larger populations and urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure ...
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have directly affected the food production over the past 100 years; and that this change has profoundly affected societies all over the globe, making larger populations and urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure of an organism; and describe how this process is used to research and develop medically useful products, such as insulin. S:LS5:12:3.2 Summarize arguments on both sides of a medical research controversy, such as stem
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Plan <span class="highlight">and</span> conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points <span class="highlight">of</span> view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written <span class="highlight">journal</span>. S:SPS4:4:7.1 Keep a <span class="highlight">journal</span> record <span class="highlight">of</span> observations, recognizing patterns, summarizing findings, <span class="highlight">and</span> reflecting on the observations. 8. ACCOUNTABILITY <span class="highlight">AND</span> ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=92
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
genetic disorders, malnutrition, <span class="highlight">and</span> emotional health, including stress. S:LS4:11:2.2 Explain that vaccines were developed to reduce or eliminate diseases; <span class="highlight">and</span> provide examples <span class="highlight">of</span> how these <span class="highlight">medical</span> advances have proven to be successful. S:LS4:11:2.3 Describe <span class="highlight">and</span> provide examples <span class="highlight">of</span> how new <span class="highlight">medical</span> techniques, efficient health care delivery systems, improved sanitation, <span class="highlight">and</span> a more complete understanding <span class="highlight">of</span> the nature <span class="highlight">of</span> disease provides today’s humans a better chance <span class="highlight">of</span> staying healthier than
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=93
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Science June 2006 Life Science, 9-12 Page 93 <span class="highlight">of</span> 123 Life Science LS4– Humans are similar to other species in many ways, <span class="highlight">and</span> yet are unique among Earth’s life forms. 9-11 11-12 (Advanced) 3. HUMAN IDENTITY S:LS4:11:3.1 Describe how the length <span class="highlight">and</span> quality <span class="highlight">of</span> human life are influenced by many factors, including sanitation, diet, <span class="highlight">medical</span> care, gender, genes, <span class="highlight">and</span> environmental conditions <span class="highlight">and</span> personal health behaviors. S:LS4:11:3.2 Explain how the immune system
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=94
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
have directly affected the food production over the past 100 years; <span class="highlight">and</span> that this change has profoundly affected societies all over the globe, making larger populations <span class="highlight">and</span> urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure <span class="highlight">of</span> an organism; <span class="highlight">and</span> describe how this process is used to <span class="highlight">research</span> <span class="highlight">and</span> develop medically useful products, such as insulin. S:LS5:12:3.2 Summarize arguments on both sides <span class="highlight">of</span> a <span class="highlight">medical</span> <span class="highlight">research</span> controversy, such as stem
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...
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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
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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 <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
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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
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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
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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
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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
SCOPE AND SEQUENCE
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technol...
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assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology a. * Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=34
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical <span class="highlight">and</span> environmental factors strongly influence, <span class="highlight">and</span> are influenced by, the direction <span class="highlight">of</span> progress <span class="highlight">of</span> science <span class="highlight">and</span> technology a. * Analyze the roles <span class="highlight">of</span> science <span class="highlight">and</span> society as they interact to determine the direction <span class="highlight">of</span> scientific <span class="highlight">and</span> technological progress (e.g., prioritization <span class="highlight">of</span> <span class="highlight">and</span> funding for new scientific <span class="highlight">research</span> <span class="highlight">and</span> technological
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.
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a va...
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’ greater use of fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles and organisms. a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=32
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=37
’ greater use <span class="highlight">of</span> fossil fuel in food production, human health related to food product). Objective 2: Explain relationships between matter cycles <span class="highlight">and</span> organisms. a. Use diagrams to trace the movement <span class="highlight">of</span> matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety <span class="highlight">of</span> <span class="highlight">biological</span> communities <span class="highlight">and</span> ecosystems. b. Explain how water is a limiting factor in various ecosystems. c. Distinguish between inference <span class="highlight">and</span> evidence in a newspaper, magazine, <span class="highlight">journal</span>, or Internet article that addresses an issue
41
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http://www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
www.schools.utah.gov/curr/core/corepdf/Scie9-12.pdf#page=41
23 Science Benchmark Evolution is central to modern science’s understanding <span class="highlight">of</span> the living world. The basic idea <span class="highlight">of</span> <span class="highlight">biological</span> evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, <span class="highlight">and</span> other species to change, giving rise to a greater diversity <span class="highlight">of</span> species. Science distinguishes itself from other ways <span class="highlight">of</span> knowing <span class="highlight">and</span> from other bodies <span class="highlight">of</span> knowledge through the use <span class="highlight">of</span>
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of s...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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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 <span class="highlight">and</span> understand copyright <span class="highlight">and</span> patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory 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, <span class="highlight">and</span> other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying <span class="highlight">and</span> solving scientific problems. Guiding Question 2 What
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide <span class="highlight">research</span>. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety <span class="highlight">of</span> scientific tools <span class="highlight">and</span> equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables <span class="highlight">and</span> controls in
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