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 USA- Nat. Academy of Sciences: Science Education Standards |
| • Type of Standard : Science Content Standards
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| • Grade Range : Grades 5-8
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| • Content Standard A: Science as Inquiry
As a result of activities in grades 5-8, all students should develop
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| • Area : ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
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|  Fundamental Concept and Principle : IDENTIFY QUESTIONS THAT CAN BE ANSWERED THROUGH SCIENTIFIC INVESTIGATIONS.
Students should develop the ability to refine and refocus broad and ill-defined questions. An important aspect of this ability consists of students’ ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.
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| Fundamental Concept and Principle : DESIGN AND CONDUCT A SCIENTIFIC INVESTIGATION.
Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.
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| Fundamental Concept and Principle : USE APPROPRIATE TOOLS AND TECHNIQUES TO GATHER, ANALYZE, AND INTERPRET DATA.
The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.
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| Fundamental Concept and Principle : DEVELOP DESCRIPTIONS, EXPLANATIONS, PREDICTIONS, AND MODELS USING EVIDENCE.
Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description--providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.
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| Fundamental Concept and Principle : THINK CRITICALLY AND LOGICALLY TO MAKE THE RELATIONSHIPS BETWEEN EVIDENCE AND EXPLANATIONS.
Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.
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| Fundamental Concept and Principle : RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND PREDICTIONS.
Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.
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| Fundamental Concept and Principle : COMMUNICATE SCIENTIFIC PROCEDURES AND EXPLANATIONS.
With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.[
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| Fundamental Concept and Principle : USE MATHEMATICS IN ALL ASPECTS OF SCIENTIFIC INQUIRY.
Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations.[
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| • Content Standard E: Science and Technology
As a result of activities in grades 5-8, all students should develop
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| • Area : ABILITIES OF TECHNOLOGICAL DESIGN
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| Fundamental Concept and Principle : DESIGN A SOLUTION OR PRODUCT.
Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints--such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.
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| Fundamental Concept and Principle : IMPLEMENT A PROPOSED DESIGN.
Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate, choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
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| • Area : UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY
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| Fundamental Concept and Principle : Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs, and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits.
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| • Content Standard F: Science in Personal and Social Perspectives
As a result of activities in grades 5-8, all students should develop understanding of
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| • Area : SCIENCE AND TECHNOLOGY IN SOCIETY
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| Fundamental Concept and Principle : Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.
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WV- West Virginia Content Standards and Objectives |
| • Subject : Science
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| • Grade or Course : Seventh Grade
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| • Standard : Standard 5: Scientific Design and Application (SC.S.5)
Students will:
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| Objective SC.7.5.2 : test and evaluate different types of materials and/or design approaches in building objects or
completing tasks.
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| • Grade or Course : Eighth Grade
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| • Standard : Standard 2: Science as Inquiry (SC.S.2)
Students will:
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| Objective SC.8.2.1 : cooperate and collaborate to ask questions, find answers, solve problems, conduct
investigations to further an appreciation of scientific discovery.
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| Objective SC.8.2.2 : formulate conclusions through close observations, logical reasoning, objectivity,
perseverance and integrity in data collection.
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| Objective SC.8.2.3 : apply skepticism, careful methods, logical reasoning and creativity in investigating the
observable universe.
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| Objective SC.8.2.6 : utilize experimentation to demonstrate scientific processes and thinking skills (e.g.,
formulating questions, predicting, forming hypotheses, quantifying, identifying dependent and
independent variables).
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| Objective SC.8.2.8 : use appropriate technology solutions to gather, graph and interpret data and analyze
information.
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| Objective SC.8.2.9 : use inferential reasoning to make logical conclusions from collected data.
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| • Standard : Standard 3: Unifying Themes (SC.S.3)
Students will:
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| Objective SC.8.3.2 : construct a variety of useful models of an object, event, or process.
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| Objective SC.8.3.4 : identify the influence that a variation in scale will have on the way an object or system works.
(e.g., cooling rates of different-sized containers of water, strength of different-sized
constructions from the same material, flight characteristics of different-sized model airplanes).
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| • Standard : Standard 5: Scientific Design and Application (SC.S.5)
Students will:
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| Detail : demonstrate an understanding of the interdependence between science and technology;
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| Detail : demonstrate the ability to utilize technology to gather data and communicate designs, results and
conclusions.
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| Objective SC.8.5.2 : compare scientific inquiry and technological design processes.
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| Objective SC.8.5.3 : explain why no technological design is perfect (e.g., constraints lead to tradeoffs).
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| Objective SC.8.5.4 : design and construct engineering solutions to problems according to specified constraints.
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| • Grade or Course : Tenth Grade
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| • Standard : Standard 3: Unifying Themes (SC.S.3)
Students will:
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| Objective SC.10.3.2 : apply evidence from models to make predictions about interactions and changes in systems.
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| • Grade or Course : Physics-Technical Conceptual (11/12)
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| • Standard : Standard 4: Science Subject Matter/Concepts (SC.S.4)
Students will:
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| Objective PTC.4.7 : construct models and/or working systems that show applications of technology to solve
problems involving mechanical systems.
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| Objective PTC.4.12 : construct models and/or working systems that show applications of technology to solve
problems involving fluid systems.
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| • Subject : Technology
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| • Grade or Course : Seventh Grade
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| • Standard : Standard 1: Basic Operations and Concepts (TEC.S.1)
Students will:
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| Detail : demonstrate a sound understanding of the nature and operation of technology systems; and
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| Detail : demonstrate proficiency in the use of technology.
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| • Grade or Course : Ninth - Twelfth Grade
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| • Standard : Standard 5: Technology Research Tools (TEC.S.5)
Students will:
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| Objective TEC.9-12.5.1: use a variety of strategies to acquire information from electronic resources.
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| Objective TEC.9-12.5.2: conduct online research and evaluate the information found as to the validity, appropriateness, content and usefulness.
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USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) |
| • Grade : Grades 6-8
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
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| Performance Objective 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
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| Performance Objective 5: Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
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| Performance Objective 6: Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
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| Performance Objective 7: Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
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| Performance Objective 8: Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
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| Performance Objective 10: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
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USA- 21st Century Learning Skills & ICT Literacy |
| • Area : Information and communication technology literacy
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| Skill : Thinking and problem-solving skills
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| Skill : Problem identification, formulation, and solution
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| Skill : Creativity and intellectual curiosity
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| • Area : Information and communication skills
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| Skill : Communication skills
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| • Area : Interpersonal and self-direction skills
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| Skill : Interpersonal and collaborative skills
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| Skill : Self-direction
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| Skill : Accountability and adaptability
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| Skill : Social responsibility
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