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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
Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
Standard One: 2/9/05
8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Ess...
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8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced current scientific understanding of the world? What do we mean in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
8 Standard 1: Nature and Application <span class="highlight">of</span> Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced <span class="highlight">current</span> scientific understanding <span class="highlight">of</span> the world? What do we mean <span class="highlight">in</span>
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
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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
WYOMING LANGUAGE ARTS
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting...
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Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of
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http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=5
Wyoming Science Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span>
Minnesota
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and med...
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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards <span class="highlight">in</span> Science Strand Substrand Standard Understand that... Code Benchmark Page 38 <span class="highlight">of</span> 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> biotechnology <span class="highlight">in</span> agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> changing a natural ecosystem as a result <span class="highlight">of</span>
Standard Three: Forms of Energy
9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: Wha...
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9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard3.pdf#page=9
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy <span class="highlight">in</span> a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow <span class="highlight">of</span> energy affect the materials <span class="highlight">in</span> the
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