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 Science.qxd
Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American...
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Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American Association of Physics Teachers, "The Implications of Cognitive Studies for Teaching Physics," American Journal of Physics, 1994. Biological Sciences Curriculum Study (BSCS), Developing
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=97
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=97
Revised 2004 Biology93 BIOLOGY Goals The biology curriculum is designed to continue student investigations and deepen student understanding of the <span class="highlight">biological</span> sciences. High school instruction should include concepts introduced in grades K-8 at a more abstract level. In-depth study of the following concepts is included: the cell, the molecular basis of heredity, <span class="highlight">biological</span> evolution, the interdependence of organisms, matter, energy and organization in living systems, and the adaptive responses of
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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...
develop <span class="highlight">an</span> understanding of <span class="highlight">biological</span> evolution. Objectives 5.01 Examine the evidence that supports <span class="highlight">an</span> evolutionary view of life. 5.02 Recognize the implications of chemical evolution and its impact on the origin of life. 5.03 Analyze current models for the early evolution of life. • <span class="highlight">Biological</span> macromolecules. • Prokaryotic cells. • Eukaryotic cells. 5.04 Analyze the mechanisms of evolution, their role, results and implications. • Identification of patterns and the responsible mechanisms. • Analyze heredity and
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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...
Press, 1993. American Association for the Advancement of Science, Project 2061, Science for All Americans., Washington, D.C, 1989. American Association For The Advancement Of Science, Resources for Science Literacy: Professional Development, New York, Toronto, Oxford University Press, 1997. American Association of Physics Teachers, "The Implications of Cognitive Studies for Teaching Physics," American <span class="highlight">Journal</span> of Physics, 1994. <span class="highlight">Biological</span> Sciences Curriculum Study (BSCS), Developing
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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 of 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 of Testing, Evaluation, and Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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2004 English Language Arts 3.01 Connect information and events in text to experience. 3.02 Discuss concepts and information in a text to clarify and extend knowledge. 3.03 Associate target words with prior knowledge and explore an author’s choice of words. 3.04 Use speaking and listenin...
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2004 English Language Arts 3.01 Connect information and events in text to experience. 3.02 Discuss concepts and information in a text to clarify and extend knowledge. 3.03 Associate target words with prior knowledge and explore an author’s choice of words. 3.04 Use speaking and listening skills and media to connect experiences and text: • listening to and re-visiting stories. • discussing, illustrating, and dramatizing stories. • discovering relationships. Competency Goal 4 The learner will apply
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts 3.01 Connect information and events in text to experience. 3.02 Discuss concepts and information in a text to clarify and extend knowledge. 3.03 Associate target words with prior knowledge and explore <span class="highlight">an</span> author’s choice of words. 3.04 Use speaking and listening skills and media to connect experiences and text: • listening to and re-visiting stories. • discussing, illustrating, and dramatizing stories. • discovering relationships. Competency Goal 4 The learner will apply
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=48
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
author’s model of language and extending the model (e.g., writing different ending for a story, composing <span class="highlight">an</span> innovation of a poem). 4.06 Compose a variety of products (e.g., stories, <span class="highlight">journal</span> entries, letters, response logs, simple poems, oral retellings) using a writing process. Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively. 5.01 Use phonic knowledge and basic patterns (e.g., <span class="highlight">an</span>, ee, ake) to spell correctly three-and four-letter words. 5.02 Apply phonics to
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=88
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • determining the main idea and/or significance of events. • generating a learning log or <span class="highlight">journal</span>. • creating <span class="highlight">an</span> artistic interpretation that connects self to the work. • discussing print and non-print expressive works formally and informally. 1.03 Interact appropriately in group settings by: • listening attentively. • showing empathy. • contributing relevant comments connecting personal experiences to content. • monitoring own understanding of the discussion and seeking
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=94
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • determining the main idea and/or significance of events. • generating a learning log or <span class="highlight">journal</span>. • maintaining <span class="highlight">an</span> annotated list of works read/viewed. • creating <span class="highlight">an</span> artistic interpretation that connects self and/or society to the selection. • constructing and presenting book/media reviews. 1.03 Interact in group settings by: • responding appropriately to comments and questions. • offering personal opinions confidently without dominating. • giving appropriate reasons that
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=99
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
reader/viewer/listener. • making connections between works, self and related topics • drawing inferences. • generating a learning log or <span class="highlight">journal</span>. • maintaining <span class="highlight">an</span> annotated list of works that are read or viewed, including personal reactions. 76
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=122
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
effectively between past and present. • recreating the mood felt by the author during the reminiscence. 1.02 Respond reflectively (through small group discussion, class discussion, <span class="highlight">journal</span> entry, essay, letter, dialogue) to written and visual texts by: • relating personal knowledge to textual information or class discussion. • showing <span class="highlight">an</span> awareness of one’s own culture as well as the cultures of others. • exhibiting <span class="highlight">an</span> awareness of culture in which text is set or in which text was written. • explaining how culture
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Heinemann. Composition in the English language arts curriculum K-12. (1989). Albany, NY: The State Education Department. Crowder, R. and Crowder, R. (1992). The psychology of reading: <span class="highlight">An</span> introduction, second edition. NY: Oxford University Press. Cunningham, P. (1995). Phonics they use: Words for reading and writing. New York, NY: Harper Collins. Diamond, L. and Mandel, S. (1996). Building a powerful reading program: From research to prac- tice. Sacramento, CA: California State University Institute of Education
ACKNOWLEDGEMENTS
Information Systems) to identify, describe, and interpret major international travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows and understands how to use maps and other geographic representations, tools, and...
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Information Systems) to identify, describe, and interpret major international travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows and understands how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.) Objectives 3.01 Demonstrate an understanding of the various types of thematic maps. 3.02 Demonstrate a working knowledge of GIS and
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=93
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Information Systems) to identify, describe, and interpret major <span class="highlight">international</span> travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows and understands how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.) Objectives 3.01 Demonstrate <span class="highlight">an</span> understanding of the various types of thematic maps. 3.02 Demonstrate a working knowledge of GIS and
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