81. Mathematics Education Links are added regularly to this collection of applied high school mathematics lessons. The Mathematics Texas essential knowledge and skills Toolkit, developed http://soeweb.syr.edu/mathed/links.htm

Home Back Forward Related Links Student Activities: K-12 Educator Resources: K-12 Prominent Internet Sites Student Activities: K-12 Ask Dr. Math The Math Forum: Problems of the Week Mathematics in Biology Cabri Geometry ... Return to top. Educator Resources: K-12 Curriculum, Units, and Lessons Institutions Programs and Projects Publications Curriculum, Units, and Lessons Apply Lesson Plans The Center for Applied Academics Network provides great lesson ideas to use in your classroom. New lessons are added regularly to this collection of applied high school mathematics lessons. They connect classroom learning with real-life, workplace applications that meet the learning outcomes for mathematics taught in grades 9 and 10. Mega Math Intended to bring unusual and important mathematical ideas to elementary school classrooms so that young people and their teachers can think about them together. Native American Geometry The site is divided into four areas (Foundations, Anthropology, Designs and Education) that explore Native American Geometry which is evidenced to be a relatively common tradition that has been practiced for at least two thousand years.

82. Ch. 112, TEKS For Science. High School Chemistry. 112.41. Implementation of Texas essential knowledge and skills for Science, High School. (c) knowledge and skills. (1) Scientific processes. http://dwb.unl.edu/Chemistry/LearningObjectives/TX_chem.html

Copied from original site to include at DWB site for chemistry teachers. Original site Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter C. High School This page contains Science TEKS for high school courses with correlating web resources. The web resources were selected, annotated and correlated by subject area curriculum experts. Send your suggestions for additional URLs appropriate for specific knowledge and skills for high school courses to web-master@tenet.edu. Integrated Physics and Chemistry Biology Environmental Systems Aquatic Science Physics Astronomy Geology, Meteorology, and Oceanography Other Science Courses AP and IB Courses (1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. Laboratory Safety Manual - University of Texas at Arlington: covers general safety information, emergency procedures and equipment, the Hazard Communication Act, chemical and biological hazards and control, chemical and special wastes, and disposal of wastes. The Adobe Acrobat Reader is required to view the document.

83. Maintaining The Integrity Of A Web-Based Music Course lessons built around the Texas essential knowledge and skills through a basic acquisition of knowledge and a the demonstration of basic musical skills and the http://www.thejournal.com/magazine/vault/A4454.cfm

May 2004 Click Here Maintaining the Integrity of a Web-Based Music Course By Edward P. Kahler II, PH.D., MT-BC August 2003 - Feature The initial question for us was: Is it possible to adapt an existing, traditionally delivered music course to an Internet delivery modality? The course we needed to put on the Internet, "General Music for Children," posed several unique challenges. The skills desired and included in the traditional course go way beyond the acquisition of knowledge to the demonstration of basic musical skills. For example, in the traditional course-delivery mode, each student claps and verbalizes rhythms, as well as prepares and teaches a music lesson all under the watchful eye of the professor. In addition, the actual delivery of musical concepts via the new mode posed a challenge. How could we include the traditional on-campus professor demonstrations over the Internet? Would we be able to include the same or similar activities? Could we maintain the high intellectual integrity of the course and deliver it via the Internet? The Traditional Course In order to develop an understanding of the challenges that we confronted, first let us briefly look at the traditional on-campus music course. The course is designed to provide students with a basic understanding of the elements of music. This is accomplished through a basic acquisition of knowledge and a demonstration of certain musical skills. The course covers each of the four basic elements of music: rhythm, melody, harmony and form.

84. Essential Questions skills, fine or gross motor skills, coordination, dexterity. These may be more factual knowledge or comprehension particularly in terms of the essential question http://www1.chapman.edu/soe/faculty/piper/2042/essential.htm

Lesson Planning to Develop Higher Order Thinking Skills Research and Teaching "It may be dangerous to teach as you were taught." This may be a typical quotation - but Harry and Rosemary Wong included it in their book - First Days of Schoo l as a warning to those who think they can jump right into the classroom and teach exactly as they were taught in years past. The following includes some additional ideas from that book - which I highly recommend for great ideas on classroom management and organization for the new teacher! Reflect on your own experience. How were you taught? Think back at your experiences through primary and secondary school? How about college? Did you spend much of your time memorizing facts and preparing for tests? What experiences supported the most "enduring" knowledge you have acquired today? Were you taught to think critically? What was your most effective mode of learning? Who was your most effective teacher? Why? What influence did that teacher have on you as a student? "Education must bring the practice as nearly as possible to the theory."

85. Teacher Education In The Sciences And The Humanities (TESH) in relation to the essential knowledge, skills, or dispositions Activates Prior knowledge and Experiences. thinking, problem solving, and performance skills. http://www.tandl.vt.edu/english/EngProgram/Eng_Ed_Port_Eval.html

Teacher Education in the Sciences and the Humanities (TESH) English Education Portfolio Evaluation Student Name Evaluator This evaluation is modeled after recommendations from the Interstate New Teacher Assessment and Support Consortium (INTASC) and the standards from the International Society for Technology in Education (ISTE). Please complete the evaluation using the following scale and descriptors: -Distinguished: The candidate exhibits superior mastery of the knowledge, skills or dispositions required by the standard. The candidate substantially exceeds expectations by providing multiple layers of connected and convincing evidence to show exceptional performance in meeting the professional principle. - Proficient : The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate exceeds minimum expectations by providing multiple sources of clear evidence to make a strong case for meeting the professional standard. - Basic: The candidate exhibits minimum to intermediate performance in relation to essential knowledge, skills or dispositions required by the standard. The candidate meets minimum expectations by providing at least one piece of evidence to meet the professional standard.

86. Continuous Improvement Model assessed with the Texas Assessment of knowledge and skills The TAKS will measure essential academic skills in improvement and to concentrate on skills that may http://www.risd.org/TeachLearn/cim.htm

Home - CIM CONTINUOUS IMPROVEMENT MODEL RISD Instructional Standards and Support Services 400 S. Greenville Ave. Richardson, Texas 75081 Fax: 469 593-0390 Email The Process The Steps Step One: Analyzing the Data Schools and central staff analyze information obtained from classroom and district assessments to evaluate the academic strengths and weaknesses of individual students. Step Two: Planning for Instruction Teachers plan for instruction using RISD electronic curriculum documents, lesson plans, district-approved resources and appropriate instructional strategies. The TEKS are taught to the application level to insure student success on the TAKS. Step Three: Referencing the TEKS/Scope and Sequence/ Best Practices The RISD Department of Curriculum and Instructional Support Services provides schools with an array of tools to facilitate the implementation of the TEKS. These tools include: 1. Course Outlines that stipulate a comprehensive plan for the instructional program.

87. Big6 Skills And State Standards published standards that identify and define the knowledge and skills essential for all practical ideas for teaching information literacy skills, with Big6 http://www.big6.com/showenewsarticle.php?id=339

88. OSV - Old Sturbridge Village - Unit Plan: Exploring Family Past And Present: Rea essential Questions What makes a good plot for historical fiction? skills Covered Apply knowledge. Evaluate data. Develop composition skills. http://www.osv.org/education/LessonPlans/ShowUnits.php?UnitID=1&PageID=LP

89. Reviewing WebQuests Toolkit is an excellent site that explains what essential questions are Hawaii Content Standards (include benchmarks); knowledge and skills What knowledge http://www.k12.hi.us/~tethree/00-01/content/lesson32application.html

Home Content Calendar Assignments ... Site Instructors Lesson 32- Reviewing a WebQuest and Completing a Standard-Based Lesson Plan View Sites' Templates Here are some WebQuest examples that have been developed by experienced teachers, library/media specialists and others. At your t3 site divide into grade levels and carefully review the following WebQuests of your level: K-3 - Betz's Pet Shop - by Mrs. Evans Colonial American Art by Jennifer Small Wagons West by Mendy Ann Miller DNA for Dinner by William E. Peace Now imagine if your team had developed the WebQuest that you had reviewed, and had completed the standard-based lesson plan before creating the WebQuest (See below for description of the lesson plan componenets) . Share this lesson plan by completing this standard based template . After your group has completed the template, post it to the web and give your site instructor the URL of your template by January 18. Standard Based Lesson Plan Components: Title of Lesson/Unit- Give your lesson a catchy title that will attract students to your project.

90. WAYLAND BAPTIST UNIVERSITY and integrating the Technology Applications Texas essential knowledge and skills (TEKS) into the a unit portfolio consisting of seven lessons that will http://www.wbu.edu/b/b08/syllabi/EDIT4332VC01D4.htm

WAYLAND BAPTIST UNIVERSITY DIVISION OF EDUCATION University Mission Wayland Baptist University exists to educate students in an academically challenging and distinctively Christian environment for professional success, lifelong learning and service to God and humankind. Course Number and Title: EDIT 4332 and EDIT 5432 Integrating Technology in the Classroom-Virtual Campus Professor: Dr. Linda Hutcherson Phone: Email: lindah@wbu.edu Office Hours: M, W: :pm F: noon Other: By appointment Course Description: This course examines and analyzes the use of the computer in the classroom and its potential for impacting the learning environment. Curriculum development and design integrating the Texas Essential Knowledge and Skills (TEKS) with multiple technology applications and targeting the objectives of the new Texas Assessment of Knowledge and Skills (TAKS) will be the major emphasis. Current issues in educational technology will also be explored. Resources: Intel© Teach to the Future Preservice Student Edition Provided by Intel© and Microsoft© Texas Essential Knowledge and Skills (TEKS) available at http://www.tea.state.tx.us/teks/

91. Science Lesson Plans And Resources Science lesson plans and Resources. This page provides links to lesson plans and resources for all grade levels and all science areas typically taught in K12 schools. Click on a topic from the list http://www.cloudnet.com/~edrbsass/edsci.htm

Science Lesson Plans and Resources This page provides links to lesson plans and resources for all grade levels and all science areas typically taught in K-12 schools. Click on a topic from the list below. If you need lesson plans for health or nutrition, click here. If you need science homework help, click here. All links on this page were checked and updated January 11, 2003. Multi-Subject Science Pages; Rubrics; Scientific Method/Nature of Science; Astronomy; ... Go to the National Science Education Didn't locate what you need here? Find it fast with LookQuick: With LookQuick.com You Earn money, JOIN NOW!

92. Math lesson plans. Ideas Activities. Applications. Board Games. Puzzles Problems. Organizations. lesson plans. About.com's Secondary School lesson plans. About.com provides a collection of lesson plan http://www.sitesforteachers.com/resources_sharp/math/math.html

Math Lesson Plans Applications Board Games Organizations Lesson Plans About.com's Secondary School Lesson Plans. About.com provides a collection of lesson plan sites for teaching math in grades 7-12. Academy Curriculum Exchange (K-5). The Academy Curriculum Exchange offers 32 mini-lesson plans covering various math topics at the elementary school level. Academy Curriculum Exchange (6-8). The Academy Curriculum Exchange offers 13 mini-lesson plans covering various math topics at the middle school level. Academy Curriculum Exchange (9-12). The Academy Curriculum Exchange offers 8 mini-lesson plans covering various math topics at the high school level. Activity Search from Houghton Mifflin. Activity Search from Houghton Mifflin features a curriculum database where the K-8 teachers can search for math lesson plans/activities by grade level. Algebra Online Lesson Plans. Rice University and the Houston School District provides beginning algebra lesson plans developed by teachers. ALI Featured Cuuriculum Resources. The Apple Learning Interchange (ALI) provides a library of computer and online lesson plans for the elementary middle , and secondary schools. At each level, you'll find plans for mathematics.

93. Solar System Lesson Plan: 20 Reasons To Colonize Mars WebQuest Solar system lesson plan A high school science WebQuest Reasons to colonize Mars http://www.the-solar-system.net/webquests/colonize-mars-webquests.html

Reasons to colonize Mars WebQuest Space exploration WebQuests Index Index to all WebQuests Introduction / Task / Process and Resources Standards Addressed Project 2061 Benchmarks for Science Literacy The Nature of Technology - Technology and Science - Grades 9 through 12 Technology usually affects society more directly than science because it solves pratical problems and serves human needs. In contrast, science affects society mainly by stimulating and satisfying people's curiosity and occasionally by enlarging or challenging their views of what the world is like. The Nature of Technology - Design and Systems - Grades 9 through 12 The value of any given technology may be different for different groups of people and at different points in time. The Nature of Technology - Issues in Technology - Grades 9 through 12 Social and economic forces strongly influence which technologies will be developed (colonizing and terraforming Mars) and used. Which will prevail is affected by many factors, such as personal values, consumer acceptance, patent laws, the availability of risk capital, the federal budget, local and national regulations, media attention, economic competition, and tax incentives. In deciding on proposals to introduce new technologies (colonizing Mars) or to curtail existing ones, some key questions arise concerning alternatives, risks, costs, and benefits. What alternative ways are there to achieve the same ends, and how do the alternatives compare to the plan being put forward? Who benefits and who suffers? What are the financial and social costs, do they change over time, and who bears them? What are the risks associated with using (or not using) the new technology, how serious are they, and who is in jeopardy? What human, material, and energy resources will be needed to build, install, operate, maintain, and replace the new technology, and where will they come from? How will the new technology and its waste products be disposed of and at what costs?

94. Electronic Resources For Geography Electronic Resources for Geography Abilene Christian University. Please send me your comments, suggestions or questions! To Translate http://www.acu.edu/~armstrongl/geography/geog.htm

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