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 Science
36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understan...
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36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understanding of the current theories in chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review NS.34.C.2 Understand that scientific
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37
36 Chemistry: Nature <span class="highlight">of</span> Science Science Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.34.C.1 = Nature <span class="highlight">of</span> Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 34: Students shall demonstrate an understanding <span class="highlight">of</span> the <span class="highlight">current</span> theories <span class="highlight">in</span> chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer <span class="highlight">review</span> NS.34.C.2 Understand that scientific
Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
Science
Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Re...
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Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> <span class="highlight">current</span> life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer <span class="highlight">review</span> NS.18.AP.2 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.18.AP.3 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and control <span class="highlight">of</span>
Science
may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between...
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may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP
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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, and peer <span class="highlight">review</span> NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and 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 <span class="highlight">in</span> genetic research (e.g., Human Genome Project-HGP
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
1
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Science
22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an...
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22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
22 Physics: Nature <span class="highlight">of</span> Science Science Curriculum Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.18.P.1 = Nature <span class="highlight">of</span> Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> historical trends <span class="highlight">in</span> physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer <span class="highlight">review</span> NS.18.P.2 Research historical and <span class="highlight">current</span> events
Science
modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical scien...
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modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical science NS.11.PS.6 Research current events and topics in physical science
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
modified or expanded using additional empirical data, verification, and peer <span class="highlight">review</span> NS.11.PS.3 Summarize the development <span class="highlight">of</span> the <span class="highlight">current</span> atomic theory NS.11.PS.4 Analyze the development <span class="highlight">of</span> the periodic table NS.11.PS.5 Research historical events <span class="highlight">in</span> physical science NS.11.PS.6 Research <span class="highlight">current</span> events and topics <span class="highlight">in</span> physical science
Minnesota
observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theories. 9.1.1.1.3 Explain how the traditions and norms of science define the bounds of professional scientific practice and reveal instances of scien...
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observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theories. 9.1.1.1.3 Explain how the traditions and norms of science define the bounds of professional scientific practice and reveal instances of scientific error or misconduct. For example: The use of peer review, publications and presentations. 9.1.1.1.4 Explain how societal and scientific ethics impact research practices. For example: Research involving human subjects may be conducted only
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=28
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
observed phenomena, to test the conclusions <span class="highlight">of</span> prior investigations, or to test the predictions <span class="highlight">of</span> <span class="highlight">current</span> theories. 9.1.1.1.3 Explain how the traditions and norms <span class="highlight">of</span> science define the bounds <span class="highlight">of</span> professional scientific practice and reveal instances <span class="highlight">of</span> scientific error or misconduct. For example: The use <span class="highlight">of</span> peer <span class="highlight">review</span>, publications and presentations. 9.1.1.1.4 Explain how societal and scientific ethics impact research practices. For example: Research involving human subjects may be conducted only
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Maki...
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed in WHG HSCE Foundations in WHG Eras 1 – 3 (Review of content taught in Grades 6 and 7) F1 World
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19
HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed <span class="highlight">in</span> WHG HSCE Foundations <span class="highlight">in</span> WHG Eras 1 – 3 (<span class="highlight">Review</span> <span class="highlight">of</span> content taught <span class="highlight">in</span> Grades 6 and 7) F1 World
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