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Tuesday, 21 August 2007 |
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Earth and Space Science | Life Science | Physical Science | Research and Inquiry
S3.ESS.1
The learner will be able to relate the water cycle to its effect on weather.
| Strand |
Bloom's |
Scope |
| Weather |
Analysis |
Master |
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S3.ESS.2
The learner will be able to identify the factors that cause erosion of the earth such as wind, rain, waves.
| Strand |
Bloom's |
Scope |
| Earth: Properties |
Knowledge |
Master |
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S3.ESS.3
The learner will be able to describe the relationship of the sun as it relates to other planets.
| Strand |
Bloom's |
Scope |
| Solar System |
Comprehension |
Master |
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S3.ESS.4
The learner will be able to identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time.
| Strand |
Bloom's |
Scope |
| Solar System: Celestial Bodies |
Knowledge |
Master |
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S3.ESS.5
The learner will be able to describe the weather commonly found locally and globally in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes.
| Strand |
Bloom's |
Scope |
| Weather: Change |
Comprehension |
Master |
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S3.PHS.1
The learner will be able to describe and compare the different forms of energy.
| Strand |
Bloom's |
Scope |
| Energy: Types |
Comprehension |
Master |
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S3.PHS.2
The learner will be able to construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data (example: rusting, melting).
| Strand |
Bloom's |
Scope |
| Matter: Chemical and Physical Changes |
Application |
Master |
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S3.LIS.1
The learner will be able to describe how organisms depend on and change the environment.
| Strand |
Bloom's |
Scope |
| Organisms: Environment |
Comprehension |
Master |
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S3.LIS.2
The learner will be able to compare and contrast the ways in which organisms in one habitat differ from those in another.
| Strand |
Bloom's |
Scope |
| Environment |
Analysis |
Master |
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S3.LIS.3
The learner will be able to investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment).
| Strand |
Bloom's |
Scope |
| Organisms |
Application |
Master |
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S3.LIS.4
The learner will be able to classify living and non-living things in various environments.
| Strand |
Bloom's |
Scope |
| Environment |
Knowledge |
Master |
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S3.LIS.5
The learner will be able to identify changes in the environment and the causes; know characteristics in changes and population.
| Strand |
Bloom's |
Scope |
| Environment: Population |
Knowledge |
Master |
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S3.LIS.6
The learner will be able to describe the basic needs and characteristics of organisms.
| Strand |
Bloom's |
Scope |
| Organisms: Characteristics |
Comprehension |
Master |
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S3.REI.1
The learner will be able to use scientific equipment safely and appropriately (e.g. magnifying glass, ruler, thermometer, beaker, cylinder, balance).
| Strand |
Bloom's |
Scope |
| Safety |
Application |
Master |
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S3.REI.2
The learner will be able to recognize the importance of careers in science.
| Strand |
Bloom's |
Scope |
| Careers |
Comprehension |
Master |
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S3.REI.3
The learner will be able to use technology to solve problems (microscope, calculator, etc).
| Strand |
Bloom's |
Scope |
| Problem Solving |
Application |
Master |
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S3.REI.4
The learner will be able to acquire information about people who have contributed to the development of major ideas in the sciences.
| Strand |
Bloom's |
Scope |
| Science: History |
Application |
Master |
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S3.REI.5
The learner will be able to use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.
| Strand |
Bloom's |
Scope |
| Problem Solving |
Synthesis |
Master |
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S3.REI.6
The learner will be able to select multiple sources of information to help answer questions selected for classroom investigations.
| Strand |
Bloom's |
Scope |
| Resources |
Application |
Master |
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S3.REI.7
The learner will be able to communicate the results of his or her investigations in ways his or her audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display answers.
| Strand |
Bloom's |
Scope |
| Scientific Data |
Analysis |
Master |
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S3.REI.8
The learner will be able to investigate the use of familiar technology (tape recorder, camera, computer, telephone, laser disc, CD-ROM, etc).
| Strand |
Bloom's |
Scope |
| Technology |
Application |
Master |
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S3.REI.9
The learner will be able to identify appropriate problems for technological design used in scientific investigation.
| Strand |
Bloom's |
Scope |
| Technology: Design |
Comprehension |
Master |
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S3.REI.10
The learner will be able to prepare reports utilizing various media.
| Strand |
Bloom's |
Scope |
| Communication: Reports/Presentations |
Application |
Master |
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USVI Territory NCLB Report Card (
