iSEEK - Education

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

69 0 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 of Earth. 5.06 Analyze the spin-off benefits generated by space exploration technology including: • Medical. • Materials. • Transportation. • Processes. • Future research

152 0 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 and its applications. • Analyze recombinant technology. • Examine practical applications in medicine, forensics, agriculture, and environmental issues. • Assess legal and ethical issues that may arise. • Recommended Laboratory – Molecular Biology 4.09 Examine past and present research on heredity and molecular genetics. • Explore the work of Mendel. • Explore the work of Watson and Crick. Competency Goal 5: The learner will

176 0 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...

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

177 0 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, and Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching and the Development of Reasoning," Journal of Research in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), Journal of Research in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...

Average Rating (0 votes)

Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf

1 0

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

1 0 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 biological evolution is used as a broad, unifying theoretical framework for biology. 6. a. Organisms are classified and according to the rules of nomenclature, and are given scientific names. b. The behavioral, physical, and genetic characteristics upon which these classifications are based are used as evidence for common descent. g. Natural selection, genetic drift, genomes, and the mechanisms of genetic change provide a context in which to ask research questions

2 0 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&...

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

www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...

Average Rating (0 votes)

null

25 25

92 92

93 93

94 94

1 0

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

25 0 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 and 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 of view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written journal. S:SPS4:4:7.1 Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations. 8. ACCOUNTABILITY AND ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school

92 0 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, and emotional health, including stress. S:LS4:11:2.2 Explain that vaccines were developed to reduce or eliminate diseases; and provide examples of how these medical advances have proven to be successful. S:LS4:11:2.3 Describe and provide examples of how new medical techniques, efficient health care delivery systems, improved sanitation, and a more complete understanding of the nature of disease provides today’s humans a better chance of staying healthier than

93 0 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 of 123 Life Science LS4– Humans are similar to other species in many ways, and 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 and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, and environmental conditions and personal health behaviors. S:LS4:11:3.2 Explain how the immune system

94 0 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; 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

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

Average Rating (0 votes)

null

polution and medical research. � Explain the diferences between traditional comand and market economics. � Analyze the costs and benefits of instituting different degrees of market, comand, and traditional characteristics...

1 0

15 0 http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=15 www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...

polution and medical research. � Explain the diferences between traditional comand and market economics. � Analyze the costs and benefits of instituting different degrees of market, comand, and traditional characteristics in mixed economic systems

www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...

Average Rating (0 votes)

STATE BOARD OF EDUCATION

7 7

61 61

127 127

1 0

7 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the

61 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=61 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Early civilizations in Central and South America and their encounters with Europeans, as well as events in the Middle Ages which spurred exploration of the New World, are also studied to provide the historical foundation for the exploration and settlement of the Southwest. Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Concept 1: Research Skills for History PO 1. Use the following to interpret historical data: a

127 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=127 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

(Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.) Connect with: Science Strand 3 Concept 1 Analyze risk factors of and possible solutions to chemical and biological hazards. ___ Concept 4: Human Systems PO 1. Identify the push and pull factors (e.g., economic conditions, human rights conditions, famines, political c. training of people

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Average Rating (0 votes)

VT_04_Math GLEs_pf.indd

1 0

” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

138 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

Average Rating (0 votes)

K-12 Reading

33 33

49 49

65 65

1 0

New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal

33 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal

49 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 6-8 Page 49 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: Journal

65 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 9-12 Page 65 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: Journal

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

Average Rating (0 votes)

Language Arts Booklet

1 0

knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing

13 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

Average Rating (0 votes)

Microsoft Word - South Dakota Science 2005.rtf

1 0

Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the

146 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=146 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Average Rating (0 votes)

Standard 1: Students engage in the research process

1 0

choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

59 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59

choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59

Average Rating (0 votes)

Back to search results

1 2 3

Pages

Send results

Total time to process: 9837ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology