DOCSLIB.ORG

Qt8rh630g0.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Qt8rh630g0.Pdf UC Irvine UC Irvine Previously Published Works Title Mathematics achievement of Chinese, Japanese, and American children: ten years later. Permalink https://escholarship.org/uc/item/8rh630g0 Journal Science (New York, N.Y.), 259(5091) ISSN 0036-8075 Authors Stevenson, HW Chen, C Lee, SY Publication Date 1993 DOI 10.1126/science.8418494 License https://creativecommons.org/licenses/by/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California ARTICLES Zool. inst. Akad. nauk SSSR 131, 104 (1985). 1985), pp. 225-241; C. T. Keally, Curr. Res. exhibit evidence of entrance tunnels (57). 57. N. N. D1kov. Arkheotcgicheskie pamyatniki Kam­ Pleistocene 7, 143 (1990) 82. J . H. Greenberg, C. G. Turner II , S. L. Zegura, chatki. Chukotki I Verkhne1 Kotymy (Nauka, Mos­ 81. Some of the contrasts in the Beringian archaeo­ Curr. Anlhropol. 27, 477 (1986). row. 1977). logical record between the occupations associat· 83 Support for our research in the northern foothills of 58. A. V. Lozhkin and V. P. Parii, Opyt radiouglerod­ ed with the 12.000 to 11 ,000 yr B.P. interstad1al the Alaska Range was provided by the National nogo datirovamya verkhnechetvertichnykh otloz­ and those associated with the 11 .000 to 9.500 yr Geographic Society. the National Science Foun­ henii (Akademiya nauk SSSR. Magadan, 1985) B.P. stadiaJ may reflect chmahc differences. dahon, Alaska Division of Parks, the Unive<sity of 59. M. A. Kir'yak, 1n Drevnie pamyatniki Severa Dal­ Nenana Complex assemblages contain p11k;es Alaska, and the National Park Service. Additional ·nego Vostoka (Akademrya nauk SSSR. Magadan, esquillees and planes. wt11ch may be related to support for manuscript preparatK>n was provided 1990), pp. 35-52. woodworking, whereas Denah assemblages yield by the U.S. Department of Energy under contract 60. J. A. Graham and R. F Heizer. Ouaternaria 9. 225 numerous burins, which appear to have been W-31-109-Eng-38. An earlier draft of this paper (1968). R. G. Klein, Ouat Res. 5, 391 (1975), A. J. used on bone, antler, and ivory. Traces of former was reviewed by T. A. Ager, J. P. Cook, M E. Jelinek, Am. Antiq 57, 345 (1992). dwelling structures are reported from both layers Edwards. D. M. Hopkins, K. E. LaGory, D J 61 . T. F. Lynch, Am. Antiq 55, 12 (1990). 7 and 6 at Ushki t. but only those from layer 6 Meltzer, C. F. Waythomas, and F. H. West. 62. T. D. Dillehay. Sci. Am. 251 , 106 (April. 1984). 63. C. V. Haynes. Rev Archaeol. 12, 8 (1991). 64. Thousands of field surveys have been conducted 1n mid-latitude North America during the past few decades, and many of them have sampled geo­ Mathematics Achievement of morph1c contexts that would be suitable for re­ mains dating between 20.000 and 12,000 yr B.P. (such as cave deposits. loess, or alluvium in major Chinese, Japanese, and American river valleys). The results present a stark contrast to findings in northern Eurasia, which has yielded abundant evidence of human settlement in this Children: Ten Years Later time range from comparable settings (60). 65. E. J. Dixon, R. M. Thorson. D. C. Plaskett. Nall. Geogr. Soc. Res. Rep. 20, 129 (1985). 66. R. E. Ackerman, "The Archeology of the Central Harold W. Stevenson, Chuansheng Chen, Shin-Ying Lee Kuskokwim Region" (National Geographic Socie­ ty, Washington, DC. 1982), J. F. Hoffecker and A decade of heightened emphasis in the United States on mathematics and science C. F. Waythomas, Curr Res. Pleistocene 8, 105 {1991). education has had little influence on academic achievement or parental attitudes. American 67. J. F. Hoffecker. J Archaeol. Sci. 15, 683 (1988). elementary school children in 1990 lagged behind their Chinese and Japanese peers to 68. C. V. Haynes. Can. J. Anthropot 1, 115 (1980). as great a degree as they did in 1980. Comparison of the performance of elementary and 69. R. Bonnichsen and K. L Turnmire. Eds.. Clovis: secondary school students between 1980 and 1990 reveals a decline from first to eleventh Ongms and Adap(atl()()S (Center for the Study of the F1rs1 Americans, Corvallis, OR, 1992). grade in the relative position of American students in mathematics. Parental satisfaction 70. C. V Haynes. 1n (20). pp. 383-398. with American students' achievement and education remains high and standards remain 71 . __, Ouat. Res 35, 438 (1991) low. Innate ability continues to be emphasized by Americans as a basis for achievement. 72. --· paper presenled at 1he Firs1 Soviet-Amer­ ican Archaeological Symposium on Upper American eleventh graders report more indications of stress than do their Chinese and Pateohthic-Pateo1nd1an AdaptatK>ns. Leningrad. Japanese counterparts. U.S.S R.. 10 to 13 July, 1989: G. C. Frison, in (26), pp. 118-122. 73. T. H. Dillehay, G. A Calderon, G. Politis, M. Bellrao, J. World Prehistory6, 145 (1992). 74. C. V. Haynes. Sci. Am. 214, 104 (June, 1966): R. T he American educational system re­ cause Minnesota students rank high among L. Humphrey. Curr. Anthropol. 7, 586 {1966). ceived greater attention and scrutiny in the the states in mathematics achievement, 75. Many researchers beheve that the northern fluted points are of Holocene age and reflect either 1980s than in any decade since the 1950s. and Minnesota has the highest percentage independent local developmen1 or influence from President Bush and governors proposed an in the nation of students graduating from 1he North American Plains (9. 52). educational agenda for the nation, commis­ high school (2, 3). When problems are 76. T. Goebel, W. R. Powers, N. H. Bigelow, in (69). pp. 49-79. sions were appointed, and boards of educa­ fou nd in Minnesota, more severe ones 77. Examples of small bifacial points in Clovis assem­ tion and school systems throughout the might be expected to occur in many other blages 1ha1 exhibit thinned, concave bases but country attempted to initiate reforms aimed states. lack classic flutes can be found in: J . J . Hester, E. at improving the academic achievement of L. Lundelius. R. Fryxell. Blackwater Locality No. 1 Four years after our original study, we (Publ. 8, Fort Burgwln Research Center, Southern American students. We are now at a point, returned to the same schools and followed Methodist University. Ranchos de Taos, TX, 10 years after the reform movement began, up the first graders who were now fifth 1972). Fig. 896: R. M. Gramly. Bull. Buffalo Soc. Nat. Sci. 30 (1982). Plate 9H where it is useful to ask whether these graders. No significant improvement oc­ 78. Beside fluting, the most significant difference be­ activities have resulted in any improvement curred in the mathematics achievement of tween the Clovis and Nenana projectile points is in the performance of the students. Minneapolis fifth graders during the 4 years, the greater size (especially length) of the former. In 1980, we initiated a comparative and cross-cultural differences were as great This size difference could reflect the increased abundance of high-quality chert available to the study of American, Japanese, and Chinese in 1984 as they had been in 1980 (4). 1nhabl1ants of 1he North Amencan Ptains. elementary school students in Minneapolis, We began a new study in 1990. Once 79. Dunng the Last Glacial Maximum, humans occu­ Sendai Qapan), and Taipei {Taiwan). The again we visited the schools included in the p.ed the largely treeless Dnepr-Desna Basin of the Russian Plain, using mammal bone for fuel. results showed that Chinese and Japanese original study and tested a third sample of They may have been at least partly dependent on first and fifth graders greatly surpassed their fifth graders. We also attempted to locate large natural concent.rations of trozen green bone American counterparts in mathematics and the first graders we had tested in 1980 {who [J F. Hoffecker. thesis, University of Chicago (1986)). Although such concenlratlons also accu­ chat Chinese children were more capable were now eleventh graders) to trace their mulated in major basins of Beringia (such as the readers than the Americans (I). subsequent levels of academic achieve­ Kolyma (34) and Tanana (27)) during the Late The low levels of achievement found in ment. To supplement the longitudinal sam­ Pleistocene, these areas "WOUid have been effec­ tively isolated from human populations by the Minneapolis are especially worrisome be- ple, we tested over 1000 eleventh graders in broad uplands of southwestern Beringia. each city- Data from the samples of students 80. C. M. Aikens and T. Higuchi, Prehistory of Japan H. W. Stevenson is a professor of psychology and tested in 1980, 1984, and 1990 and 1991 (Academic Press. New York, 1982): Gai Pei, in S.-Y. Lee is an assistant research scientist at the form the basis of this article- These data Palaeoanthropology and Palaeolithic Archaeolo­ University of Michigan, Ann Arbor, Ml 48109. C. Chen gy in /he People's Republic of China. Wu Rukang is an assistant professor of social ecology at the allow us co assess possible changes in the and J. Olsen. Eds. (Academic Press, London. University of California, Irvine, CA 92717. performance of elementary school students SCIENCE • VOL. 259 • I JANUARY 1993 53 Flg .1. (A) Fifth graders' performance on mathematics 20 test given at three testing periods for students from .,35 A ~ ~ !J (A), (0 ), Japan Taiwan and the United States (• ). ~ 15 Standard deviations for 1980: 6.45, 4.52, and 4.70, ~30 ~ .." respectively. The comparable values for 1984 were c =.. 10 5.82, 5.68, and 5.07 and for 1990were 5.34, 5.41, and : 25 0 5.21 . Sample sizes: 239, 240, and 244 (1980); 165, ::E 164, and 118 (1984); and 273, 242, and 241 (1990) .
Load more

Recommended publications
  • RESEARCH BRIEF Research Services
    RESEARCH BRIEF Research Services Vol. 0901 Christie Blazer, Supervisor November 2009 Dr. Terry Froman, Supervisor Dale Romanik, Director Enrollment Projections for Presentation & Discussion: 2010-11 Pupil Population Estimating Conference At A Glance The 2010-11 projected enrollment offered by Research Services represents a small increase in student enrollment. The District’s student enrollment is projected to be 341,324 in 2010-11, an increase of 0.3 percent (1,077 students) from 2009-10. A slight increase in the District’s 2009-10 student enrollment reversed a seven year decline. Research Services calculates enrollment projections on an annual basis. These projections are presented each year at the district’s Pupil Population Estimating Conference. For this year’s projections, two years of trend data (2008-09 and 2009-10) were used to project student enrollment for 2010-11. Projections are provided by individual grade level and for the district’s total Pre-K through grade 12 enrollment. METHOD The projections provided include student enrollment in grades pre-K to 12 covered by the Florida Education Finance Program (FEFP). Projections include programs such as alternative education and Exceptional Student Education (ESE). Charter schools are also included in the projections. However, non-FEFP funded enrollment such as specially funded pre-K programs (e.g., State Intervention, Title I, and Head Start), adult vocational enrollment, and students receiving McKay Scholarships are not considered in these projections. The methodology used for projecting enrollments for 2010-11 is a cohort survival technique. The cohort survival method uses the proportion of increase or decrease in enrollment between any two grades (or between years for predicting kindergarten and pre-kindergarten enrollments).
    [Show full text]
  • Crete Public Schools
    The Crete Public Schools Foundations for Learning Trust Fund has been in Staff in the Crete Public Schools actively pursue and are existence for the past 16 successful in receiving grants for innovative projects or instruc- years. During this time, tional improvement from outside sources. This summer the alumni, parents and friends of the Crete Public Schools was awarded the Foundations for Learn- Crete Public Schools have donated ing grant. The $248,000 grant money provides family services generously to this fund. Over the past to preschool and kindergarten children. Currently the school is several years the Trust Fund has received some very generous serving 144 preschool children and 119 kindergarten students. donations from individual estates totaling over $325,823.00. The This grant will help provide many needed services for families money that is collected is used for scholarships, special school with young children. projects and general support of the Crete Public Schools. This past year the Trust Fund distributed $38,550 in 53 scholarships to gradating seniors. These scholarships help graduates at colleges, universities, technical schools and other advanced educational venues. The Trust Board consists of 12 volunteer members of the Crete community and Crete High School alumni. This board TeamMates, a youth mentoring program created by meets three times annually to manage Trust dollars. The Trust former Representative Tom Osborne and his wife, Board could not exist without the generous donations of Crete Nancy, has successfully completed its eighth year in Schools’ friends. If citizens are interested in donating to this Crete Middle and High School. We finished the year fund, contributions can be sent to: The Crete Trust Fund, 920 with 72 mentor/mentee matches.
    [Show full text]
  • Course Selection Guide
    COURSE SELECTION GUIDE Grades Nine Through Twelve Bethel Park School District Bethel Park High School 309 Church Road Bethel Park, Pennsylvania 15102-1695 Telephone: (412) 833-5000 2011-2012 Edition Foreword This guide has been formulated to aid you in making the best possible course selections. Review the course offerings carefully to be sure that you are electing the courses you need to fulfill graduation requirements and prepare yourself for your chosen area of work or study. If you or your parents have any questions about future plans and/or course selections, please consult with your counselor or a staff member. They want to help with these decisions. NONDISCRIMINATION POLICY The Bethel Park School District will not discriminate in its educational programs, activities or employment practices, based on race, color, national origin, sex, sexual preference, disability, age, religion, ancestry, union membership, or any other legally protected classification. Announcement of this policy is in accordance with state and federal laws, including Title IX of the Education Amendments of 1972, and Sections 503 and 504 of the Rehabilitation Act of 1973. Employees and participants who have an inquiry or complaint of harassment or discrimination, or who need information about accommodations for persons with disabilities, should contact: Human Resources Department 301 Church Road Bethel Park, PA 15102 (412) 854-8404 TABLE OF CONTENTS Page General Procedures and Policies .....................................................................................................1
    [Show full text]
  • PARENTS ATTEND PRESCHOOL ORIENTATION Child’S Teacher and Were Able and Skill Development
    EYE ON EDUCATION A Publication of the Paramount Unified School District 15110 CALIFORNIA AVE., PARAMOUNT, CA 90723 • TEL: 562-602-6000 • FAX: 562-634-6029 SEPTEMBER 2008 Paramount High School Welcomes the Class of 2011 The event was assisted Ms. Talamantes mentions with the incorporation of that “the event allowed for various student leaders from students to not only connect various campus clubs and with other students, it allowed organizations. Eleventh-grade for them to feel a sense of be- student-leader Lizbet Ordaz longing to our school culture.” mentions that “the Pirate She further explained that Orientation showed the stu- it gave students an opportu- dents that we are here to sup- nity to team build within their Paramount High School students to the senior campus counselors. Students submit- port them through their high own grade level. When asked held it’s first annual Sophomore in a way that showcased our ted all necessary school forms school journey. The students how she felt about the Pirate Pirate Orientation on August Pirate Pride!” during the registration process, will know where to go when Orientation, incoming tenth 13th and 14th. Paramount High A total of 826 incoming committed to personal goals they need help or assistance.” grade student Adriana Herrera School Counselors Patty Ja- tenth-grade students actively during the Path to Graduation Lizbet further explains that mentioned that “it was fun; it cobo and Maria Talamantes participated in the event and session, and interacted in nu- the Sophomore Pirate Orien- was a good way for us to get coordinated the event as a kick- were involved in three main merous team-building exercises tation experience will help the to know one another and com- off in implementing systematic sessions.
    [Show full text]
  • Eleventh Grade at a Glance
    ELEVENTH GRADE AT A GLANCE REQUIREMENTS Core • English —Any one of three English III courses (U2522-0, U2523-0, or U2525-0) • History and Social Studies—United States History (U6420-0) or AP United States History (U6430-0) • Mathematics—Placement is determined by the department • Science—At least one full-year laboratory science course in either eleventh or twelfth grade • Other—Students must take a minimum of five academic courses each semester Arts Note: Students interested in applying to a University of California school need to take at least one full-year Arts course during grades 9–12. • Arts—One year (one full-year course or two semester courses) of either a performing or studio-based visual art taken in tenth, eleventh, or twelfth grade Physical Education • Physical Education—Six trimesters of Physical Education credit earned while in grades 9–12; students in eleventh grade can earn credit by taking a Physical Education class and/or a Dance class and/or by participating on an interscholastic sports team (see the Athletics section for a complete description of the program options) Service • Community Service—Twelve outreach hours ELECTIVES • Performing Arts—Performing Arts electives are available in choral music, instrumental music, dance, theater arts, directed study, and music theory, composition, and history • Visual Arts—Visual Arts electives are available in two‑dimensional art, three‑dimensional art, and media arts • Other—The Communications, English, History and Social Studies, Interdisciplinary Studies and Independent Research, Mathematics, Science, and World Languages departments and the Athletics division also offer eleventh‑grade elective courses 12 ELEVENTH GRADE AT A GLANCE.
    [Show full text]
  • Eleventh Grade Eleventh Grade Students Should Carefully Check Required Courses for Graduation and Make Sure the Proper Courses Have Been Selected
    Eleventh Grade Eleventh grade students should carefully check required courses for graduation and make sure the proper courses have been selected. Any required classes not successfully completed should be included in this year’s course requests. All selections should be made with an ultimate college major or career goal in mind. Credits: 10-14.5 Testing: Required TAKS Exit Level ELA, math, science, social studies PSAT in October-National Merit Qualifications Recommended SAT and ACT in spring Required courses: English III, U. S. History, 3rd Math, Physics 11th Grade Timeline (check off the items you have completed) August __Check to see that you’re scheduled for the correct courses __Continue 10th Grade activities September __ Begin attending college sessions at your high school __Obtain the catalogs/brochures of the colleges/universities October __Attend College Night __Take the PSAT/NMSQT (Practice PSAT) & use the results to help you November __Set up a working resume for yourself __Visit your school’s college room/center December __Begin writing your personal essays for applications, scholarships, etc. __Learn how your GPA will be computed January __Begin deciding courses for the senior year __Check for course selection dates with your counselor February __Begin to ask for verification of community service(Service Learning) __Research to see if you will need to take SAT II tests March __Compile your recommendation letters __Narrow your college choices to 3 to 5 __Check to see when College Entrance Exams will take place April __Take the Exit-Level TAKS tests seriously! __Check that your graduation requirements are in order May __Register to take both the ACT and SAT during the summer __Study and take any College Entrance Exams for Dual Credit June __Take the ACT and the SAT __Visit the colleges you are interested .
    [Show full text]
  • Jersey Shore Area School District Board of Education – Regular Meeting (Held Virtually Using Video Conference Calling) Minutes of November 9, 2020
    Jersey Shore Area School District Board of Education – Regular Meeting (held virtually using video conference calling) Minutes of November 9, 2020 A. Opening 1. Call to Order: Mr. Allen, President, called the meeting to order at 7:04 p.m. 2. Roll Call: Members Present: Mr. Craig Allen, Mr. David Becker, Mr. Harry Brungard, Ms. Patrice Doebler, Mrs. Angela Grant, Mr. Wayne Kinley, Mrs. Nancy Petrosky, Mrs. Michelle Stemler, Mrs. Mary Thomas and Dr. Brian T. Ulmer. Superintendent. Others Present: Christopher Kenyon, Esq., Solicitor (during Executive Session held prior to the meeting), J. David Smith, Esq., Solicitor (during the Regular Meeting and Executive Session at the end of the meeting), Mr. Benjamin Enders, Board Secretary, Dr. Kenneth Dady, Jr., Assistant Superintendent and Robert Parker, Student Representative. 3. Pledge of Allegiance B. Presentations 1. Communications: None 2. President’s Report: a. an Executive Session was held at 6:00 pm for personnel and legal issues. b. Report from Angela Grant and Nancy Petrosky who represented JSASD at the PSBA Delegate Assembly (held virtually), they voted on updated PSBA by laws and the adoption of the PSBA platform. 3. Intermediate Unit Report: None 4. Superintendent’s Report: a. Updated Board Policies: (Attachments) Policy 109 - Resource Materials Policy 110 - Instructional Supplies Policy 112 - Guidance Counseling Policy 113.2 - Behavior Support Policy 114 - Gifted education b. University of Northwestern Ohio (UNOH) Articulation Agreement – Brian Ulmer (Attachment) c. 2020-2021 ESSER School Safety Funding - Brian Ulmer (Attachment) d. Congratulations to the Boys Soccer team on a season that carried them to playoffs and good luck to the Football team this Friday.
    [Show full text]
  • Eleventh Grade Science Power Gles Chemistry (11 Grade) Science As
    Eleventh Grade Science Power GLEs Chemistry (11 grade) Science as Inquiry The Abilities Necessary to do Scientific Inquiry 3 & 4. Plan and conduct an investigation, record step-by-step procedures for a valid &10. investigation, with multiple trials, select equipment and materials, and identify variables and controls, and appropriate safety measures. Record, organize, and display data. 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it been tested, or is it simply a subjective, conclusive approach that cannot be reasonably assessed for reliability? (b) Has the technique or theory been subjected to peer review and publication? (c) What is the known or potential rate of error of the technique or theory when applied? (d) Were standards and controls applied and maintained? (e) Has the technique or theory been generally accepted in the scientific community? Physical Science Measurement and Symbolic Representation 1. Convert metric system units involving length, mass, volume, and time using dimensional analysis (i.e., factor-label method). 5. Write and name formulas for ionic and covalent compounds. 6. Write and name the chemical formula for the products that form from the reaction of selected reactants. Atomic Structure 5. Analyze the development of the modern atomic theory from a historical perspective. 9. Differentiate among alpha, beta , and gamma emissions. 13. Identify the number of bonds an atom can form given the number of valence electrons. The Structures and Properties of Matter 14. Identify unknowns as elements, compounds, or mixtures based on physical properties (e.g., density, melting point, boiling point, solubility).
    [Show full text]
  • Parent Guide to Kentucky's Student Testing System
    General FAQs OUR VISION JEFFERSON COUNTY PUBLIC SCHOOLS What are the Kentucky Performance Rating for All Jefferson County Public Schools Educational Progress (K-PREP) dates? Five days of testing will be scheduled during the last 14 instructional students graduate prepared, days of the school year. empowered, and inspired to reach their full potential and contribute as What is the Assessing Comprehension and Communi- thoughtful, responsible citizens of our cation in English State-to-State for English Language diverse, shared world. Learners (ACCESS for ELLs) 2.0 test, and when is it? The ACCESS for ELLs 2.0 test is an English language proficiency test. It is given in January through mid-Feb- ruary for English learner students in every grade. What are End-of-Course (EOC) exams? Similar to a final exam, these are tests given to students at the end of a course to assess their knowledge of the key concepts taught in the course. They are state assess- ments scored by an outside testing company (ACT Qual- ityCore). The tests are aligned with state and national college-readiness standards. Currently, EOC exams are required for four courses: English II, Algebra II, Biology, and U.S. History. These courses were selected because they are part of the state graduation requirements for all students. How does the EOC exam score affect the student’s course grade? The EOC exam score accounts for 20 percent of the student’s grade for the most recent term completed. When will students take the EOC exams? There are several test windows throughout the year.
    [Show full text]
  • The Lyceum Letter
    THE LYCEUM LETTER Newsletter Vol. VI No. 1 ~ Verum Bonum Pulchrum ~ Winter 2008/2009 Puer Natus in Bethlehem Commencement Speech 2008 Articles Alleluia! The Lyceum was honored to have Professor Andrew st Page One: Trew as Commencement Speaker last May 31 2008. Letter from Dear Friends, As a professor of Bioethics at St. Mary Seminary & The Headmaster Graduate School of Theology and at John Carroll Mark Langley– May we at the Lyceum wish you University. Professor Trew’s commencement speech dealt “Puer Natus” a joy filled Christmas and may head-on with the significance of a Catholic classical Page One: the Christ Child born in education for today's student, who will be confronted with Andrew Trew Bethlehem shed abundant blessings on you in increasingly complex life and death questions. His speech Commencement the new year. Speech demonstrates the critical need for all students to prepare themselves through the wisdom of the church, the writings Page Four Looking back over the last month at The of St. Thomas Aquinas and the philosophy and Ethics News and Notes Lyceum, I must tell you that the season of of Aristotle so that they might become effective guardians Advent is a favorite Page Five and champions of the culture PSAT around the school. of life. We have reprinted it Outstanding Scores Despite the threat of in whole below. looming exams Page Eleven Introducing The (appropriate to the As you graduate today Trustees joyfully penitential nature from the Lyceum, allow of the season!), Lyceum me a few minutes to students, and indeed encourage you on your every student who is the way to the next stage of beneficiary of Western your life.
    [Show full text]
  • Links in a Chain (Grades 2-12): Students Will Participate in A
    Warren County Water and Sewer Source Water Protection Educational Services The Warren County Water and Sewer Department offers a variety of presentations and support services to teachers in the Franklin and Carlisle School Districts. These school districts are located within the well head protection zone and are part of Warren County’s Source Water Protection Plan. All services are free of charge! All lessons are aligned with the Ohio Department of Education’s Academic Content Standards. Suzanne can assist teachers by: • Presenting lessons on source water protection issues to classes in Franklin and Carlisle School districts. • Assisting with environmental clubs. Where Has All the Water Gone? (grades 4-12) The Educator will use a groundwater model to demonstrate the movement of water and pollutants through the aquifer. Non-point source pollution, source-point pollution, time of travel, groundwater, aquifers, water tables, water cycle and source water protection and remediation will be discussed and demonstrated. Water must be available on site. (60 min) Earth and Space Science: Grade 6: #1, Grade 7: #2,3,4, Grade 10: #5,6,7. Life Sciences: Grade 7: #5,6, Grade10: #9, 18,19. Science and Technology: Grade 6:#2, Grade 7: #1,2, Grade 9: #1. Macroinvertebrate Mayhem (grades 4-8): Students play a game of tag to simulate the effects of environmental stressors on macroinvertebrate populations. Students will draw conclusions about how water quality effects diversity of populations of macroinvertebrates and will relate how population diversity
    [Show full text]
  • Eleventh Grade Homeschool Curriculum
    CURRICULUM BY GRADE Eleventh Grade Below are the standard courses and curriculum topics for Eleventh Grade. Reading/Literature 11 History/Social Studies 11 • Daily reading of classic literature from • Philosophy of the Declaration of our library or yours Independence • Log and track your progress • Rise of industry and rural to urban Language Arts 11 migration • Strengthen, edit, and revise grammar and • Role of religion in the founding of America writing • The 1920s • Argumentative essays • The Great Depression • Narrative essays • Economic boom post World War II • Creative writing • Foreign policy post World War II • Digital presentations • Civil rights • Improve writing using research, • Social and political issues in America today dictionary, and thesaurus Science 11 (Physiology) • Cite bibliographic references and sources • Cell biology • Increase vocabulary and spelling • Genetics Math 11 (Statistics) • Ecology • Histograms (bar and line charts) • Evolution • Scatter plots • Physiology • Categorical data • Improve investigative and research skills • Quantitative and qualitative data Visual/Performing Arts 11 • Use data to compare the median • Dance, music, art • Use data to calculate the mean • Drawing (traditional and digital) • Modeling linear data • Art projects • Fit a linear function to a scatter plot • Museum tours • Point of sale statistics Physical Education 11 • Building statistical models • Calisthenics • Assumptions in statistical modeling • Build stamina and flexibility • Analyze and evaluate surveys and data • Stretching and calisthenics techniques • Margin of error • Log and track your progress • Compare data • Calculating probability • Outcomes of probability • Conditional probability • Random variables • Making predictions © Copyright Discovery K12, Inc., Sheri Wells.
    [Show full text]