reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1903 - Energy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Apply scientific
				principles to design, construct, and test a device that either minimizes or
				maximizes thermal energy transfer.
B. Construct, use, and present arguments to
				support the claim that when the kinetic energy of an object changes, energy is
				transferred to or from the object.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1905 - Earth's Place in the Universe

Current through Register Vol. 50, No. 6, June 20, 2024
A. Construct a scientific explanation based
				on evidence from rock strata for how the geologic time scale is used to
				organize Earths geologic history.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1907 - Earth's Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Develop a
				model to describe the cycling of Earths materials and the flow of energy that
				drives this process.
B. Construct
				an explanation based on evidence for how geoscience processes have changed
				Earths surface at varying time and spatial scales.
C. Analyze and interpret data on the
				distribution of fossils and rocks, continental shapes, and seafloor structures
				to provide evidence of the past plate motions.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1909 - Earth and Human Activity

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Construct a scientific explanation based on evidence for how the uneven
				distributions of Earths mineral, energy, and groundwater resources are the
				result of past and current geoscience processes.
B. Analyze and interpret data on natural
				hazards to forecast future catastrophic events and inform the development of
				technologies to mitigate their effects.
C. Apply scientific principles to design a
				method for monitoring and minimizing human impact on the environment.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1911 - From Molecules to Organisms: Structures and Processes

Current through Register Vol. 50, No. 6, June 20, 2024
A. Construct and
				use argument(s) based on empirical evidence and scientific reasoning to support
				an explanation for how characteristic animal behaviors and specialized plant
				structures affect the probability of survival and successful reproduction of
				animals and plants respectively.
B.
				Construct a scientific explanation based on evidence for how environmental and
				genetic factors influence the growth of organisms.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1913 - Heredity: Inheritance and Variation of Traits

Current through Register Vol. 50, No. 6, June 20, 2024
A. Develop and use a model to describe why
				structural changes to genes (mutations) located on chromosomes may affect
				proteins and may result in harmful, beneficial, or neutral effects to the
				structure and function of the organism.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1915 - Biological Evolution: Unity and Diversity

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze and interpret data for patterns in
				the fossil record that document the existence, diversity, extinction, and
				change of life forms throughout the history of life on Earth under the
				assumption that natural laws operate today as in the past.
B. Apply scientific ideas to construct an
				explanation for the anatomical similarities and differences among modern
				organisms and between modern and fossil organisms to infer evolutionary
				relationships.
C. Analyze displays
				of pictorial data to compare patterns of similarities in the embryological
				development across multiple species to identify relationships not evident in
				the fully formed anatomy.
D. Use
				mathematical representations to support explanations of how natural selection
				may lead to increases and decreases of specific traits in populations of
				species over time.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1917 - Grade 5 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1919 - Grade 6 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1921 - Grade 7 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1923 - Grade 8 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1925 - High School: Grades 9-12 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1927 - Physical Science (Recommended for Grade 9) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1929 - Biology (Recommended for Grade 10) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1931 - Earth Science (Recommended for Grades 11/12) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1933 - Environmental Science (Recommended for Grades 11/12) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1935 - Chemistry (Recommended for Grades 11/12) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 19 - Grade 8 › Section CXXIII-1937 - Physics (Recommended for Grades 11/12) (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2101 - Resources and Resource Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze and interpret data to identify the
				factors that affect sustainable development and natural resource management in
				Louisiana.
B. Obtain, evaluate and
				communicate information on the effectiveness of management or conservation
				practices for one of Louisianas natural resources with respect to common
				considerations such as social, economic, technological, and influencing
				political factors over the past 50 years.
C. Analyze and interpret data about the
				consequences of environmental decisions to determine the risk-benefit values of
				actions and practices implemented for selected issues.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2103 - Environmental Awareness and Protection

Current through Register Vol. 50, No. 6, June 20, 2024
A. Design and evaluate a solution to limit
				the introduction of non-point source pollution into state waterways.
B. Use a model to predict the effects that
				pollution as a limiting factor has on an organisms population
				density.
C. Use multiple lines of
				evidence to construct an argument addressing the negative impacts that
				introduced organisms have on Louisianas native species.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2105 - Personal Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Construct and evaluate arguments about the positive and negative consequences
				of using disposable resources versus reusable resources.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2107 - Earth's Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze
				geoscience data to make the claim that one change to Earths surface can create
				feedbacks that cause changes to other Earths systems.
B. Analyze and interpret data to explore how
				variations in the flow of energy into and out of Earths systems result in
				changes in atmosphere and climate.
C. Plan and conduct an investigation on the
				properties of water and its effects on Earth materials and surface
				processes.
D. Develop a
				quantitative model to describe the cycling of carbon among the hydrosphere,
				atmosphere, geosphere, and biosphere.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2109 - Human Sustainability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Construct an explanation based on evidence for how the availability of natural
				resources, occurrence of natural hazards, and changes in climate have
				influenced human activity.
B.
				Evaluate competing design solutions for developing, managing, and utilizing
				energy and mineral resources based on cost-benefit ratios.
C. Create a computational simulation to
				illustrate the relationships among management of natural resources, the
				sustainability of human populations, and biodiversity.
D. Evaluate or refine a technological
				solution that reduces impacts of human activities on natural systems.
E. Use a computational representation to
				illustrate the relationships among Earth systems and how those relationships
				are being modified due to human activity.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 21 - Environmental Science › Section CXXIII-2111 - Ecosystems: Interactions, Energy and Dynamics

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use mathematical and/or computational
				representations to support explanations of factors that affect carrying
				capacity, biodiversity and populations of ecosystems at different
				scales.
B. Use mathematical
				representations to support claims for the cycling of matter and flow of energy
				among organisms in an ecosystem.
C.
				Evaluate the claims, evidence and reasoning that the complex interactions in
				ecosystems maintain relatively consistent numbers and types of organisms in
				stable conditions, but changing conditions may result in a new
				ecosystem.
D. Design, evaluate, and
				refine a solution for reducing the impacts of human activities on the
				environment and biodiversity.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 23 - Life Science › Section CXXIII-2301 - From Molecules to Organisms: Structures and Processes

Current through Register Vol. 50, No. 6, June 20, 2024
A. Construct an
				explanation based on evidence for how the structure of DNA determines the
				structure of proteins which carry out the essential functions of life through
				systems of specialized cells.
B.
				Develop and use a model to illustrate the hierarchical organization of
				interacting systems that provide specific functions within multicellular
				organisms.
C. Plan and conduct an
				investigation to provide evidence that feedback mechanisms maintain homeostasis
				in living organisms.
D. Use a model
				to illustrate the role of the cell cycle and differentiation in producing and
				maintaining complex organisms.
E.
				Use a model to illustrate how photosynthesis transforms light energy into
				stored chemical energy.
F.
				Construct and revise an explanation based on evidence for how carbon, hydrogen,
				and oxygen from sugar molecules may combine with other elements to form amino
				acids and/or other large carbon-based molecules.
G. Use a model to illustrate that cellular
				respiration is a chemical process whereby the bonds of food molecules and
				oxygen molecules are broken and the bonds in new compounds are formed,
				resulting in a net transfer of energy.
H. Obtain, evaluate, and communicate
				information about:
1. viral and bacterial
				reproduction and adaptation;
2. the
				bodys primary defenses against infection; and
3. how these features impact the design of
				effective treatment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 23 - Life Science › Section CXXIII-2303 - Ecosystems: Interactions, Energy and Dynamics

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use mathematical and/or computational
				representations to support explanations of factors that affect carrying
				capacity, biodiversity and populations of ecosystems at different
				scales.
B. Use mathematical
				representations to support claims for the cycling of matter and flow of energy
				among organisms in an ecosystem.
C.
				Evaluate the claims, evidence and reasoning that the complex interactions in
				ecosystems maintain relatively consistent numbers and types of organisms in
				stable conditions, but changing conditions may result in a new
				ecosystem.
D. Design, evaluate, and
				refine a solution for reducing the impacts of human activities on the
				environment and biodiversity.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 23 - Life Science › Section CXXIII-2305 - Heredity: Inheritance and Variation of Traits

Current through Register Vol. 50, No. 6, June 20, 2024
A. Formulate, refine, and evaluate questions
				to clarify relationships about the role of DNA and chromosomes in coding the
				instructions for characteristic traits passed from parents to
				offspring.
B. Make and defend a
				claim based on evidence that inheritable genetic variations may result from:
1. new genetic combinations through
				meiosis;
2. viable errors occurring
				during replication; and/or
3.
				mutations caused by environmental factors.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 23 - Life Science › Section CXXIII-2307 - Biological Evolution: Unity and Diversity

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze and interpret scientific
				information that common ancestry and biological evolution are supported by
				multiple lines of empirical evidence.
B. Construct an explanation based on evidence
				that biological diversity is influenced by:
1. the potential for a species to increase in
				number;
2. the heritable genetic
				variation of individuals in a species due to mutation and sexual
				reproduction;
3. competition for
				limited resources; and
4. the
				proliferation of those organisms that are better able to survive and reproduce
				in the environment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 25 - Earth and Space › Section CXXIII-2501 - Earth's Place in the Universe

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Develop a model based on evidence to illustrate the life span of the sun and
				the role of nuclear fusion in the suns core to release energy that eventually
				reaches Earth in the form of radiation.
B. Construct an explanation of the Big Bang
				theory based on astronomical evidence of light spectra, motion of distant
				galaxies, and composition of matter in the universe.
C. Communicate scientific ideas about the way
				stars, over their life cycle, produce elements.
D. Use mathematical or computational
				representations to predict the motion of orbiting objects in the solar
				system.
E. Evaluate evidence of the
				past and current movements of continental and oceanic crust and the theory of
				plate tectonics to explain the ages of crustal rocks.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 25 - Earth and Space › Section CXXIII-2503 - Space Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Construct an
				explanation of the big bang theory based on astronomical evidence of light
				spectra, motion of distant galaxies, and composition of matter in the
				universe.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 25 - Earth and Space › Section CXXIII-2505 - History of Earth

Current through Register Vol. 50, No. 6, June 20, 2024
A. Apply scientific
				reasoning and evidence from ancient Earth materials, meteorites, and other
				planetary surfaces to construct an account of Earths formation and early
				history.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 25 - Earth and Space › Section CXXIII-2507 - Earth's Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Develop a
				model to illustrate how Earths internal and surface processes operate at
				different spatial and temporal scales to form continental and ocean-floor
				features.
B. Analyze geoscience
				data to make the claim that one change to Earths surface can create feedbacks
				that cause changes to other Earths systems.
C. Develop a model based on evidence of
				Earths interior to describe the cycling of matter by thermal
				convection.
D. Analyze and
				interpret data to explore how variations in the flow of energy into and out of
				Earths systems result in changes in atmosphere and climate.
E. Plan and conduct an investigation on the
				properties of water and its effects on Earth materials and surface
				processes.
F. Develop a
				quantitative model to describe the cycling of carbon among the hydrosphere,
				atmosphere, geosphere, and biosphere.
G. Construct an argument based on evidence
				about the simultaneous coevolution of Earth systems and life on
				Earth.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 25 - Earth and Space › Section CXXIII-2509 - Human Sustainability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Construct an explanation based on evidence for how the availability of natural
				resources, occurrence of natural hazards, and changes in climate have
				influenced human activity.
B.
				Evaluate competing design solutions for developing, managing, and utilizing
				energy and mineral resources based on cost-benefit ratios.
C. Create a computational simulation to
				illustrate the relationships among management of natural resources, the
				sustainability of human populations, and biodiversity.
D. Evaluate or refine a technological
				solution that reduces impacts of human activities on natural systems.
E. Analyze geoscience data and the results
				from global climate models to make an evidence-based forecast of the current
				rate of global or regional climate change and associated future impacts to
				Earth systems.
F. Use a
				computational representation to illustrate the relationships among Earth
				systems and how those relationships are being modified due to human
				activity.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 27 - Physical Science › Section CXXIII-2701 - Matter and Its Interactions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use
				the periodic table as a model to predict the relative properties of elements
				based on the patterns of electrons in the outermost energy level and the
				composition of the nucleus of atoms.
B. Construct and revise an explanation for
				the outcome of a simple chemical reaction based on the outermost electron
				states of atoms, trends in the periodic table, and knowledge of the patterns of
				chemical properties.
C. Use
				mathematical representations to support the claim that atoms, and therefore
				mass, are conserved during a chemical reaction.
D. Develop models to illustrate the changes
				in the composition of the nucleus of the atom and the energy released during
				the processes of fission, fusion, and radioactive decay.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 27 - Physical Science › Section CXXIII-2703 - Motion and Stability: Forces and Interactions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze data to support the claim that
				Newtons second law of motion describes the mathematical relationship among the
				net force on a macroscopic object, its mass, and its acceleration.
B. Use mathematical representations to
				support the claim that the total momentum of a system of objects is conserved
				when there is no net force on the system.
C. Apply scientific and engineering ideas to
				design, evaluate, and refine a device that minimizes the force on a macroscopic
				object during a collision.
D. Plan
				and conduct an investigation to provide evidence that an electric current can
				produce a magnetic field and that a changing magnetic field can produce an
				electric current.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 27 - Physical Science › Section CXXIII-2705 - Energy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Develop and use
				models to illustrate that energy at the macroscopic scale can be accounted for
				as a combination of energy associated with the motions of particles/objects and
				energy associated with the relative positions of particles (objects).
B. Design, build, and refine a device that
				works within given constraints to convert one form of energy into another form
				of energy.
C. Plan and conduct an
				investigation to provide evidence that the transfer of thermal energy when two
				components of different temperature are combined within a closed system results
				in a more uniform energy distribution among the components in the system
				(second law of thermodynamics).
D.
				Develop and use a model of two objects interacting through electric or magnetic
				fields to illustrate the forces between objects and the changes in energy of
				the objects due to the interaction.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 27 - Physical Science › Section CXXIII-2707 - Waves and Their Applications

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Use mathematical representations to support a claim regarding relationships
				among the frequency, wavelength, and speed of waves traveling in various
				media.
B. Evaluate the validity and
				reliability of claims in published materials regarding the effects that
				different frequencies of electromagnetic radiation have when absorbed by
				matter.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 29 - Chemistry › Section CXXIII-2901 - Matter and Its Interactions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use
				the periodic table as a model to predict the relative properties of elements
				based on the patterns of electrons in the outermost energy level and the
				composition of the nucleus of atoms.
B. Construct and revise an explanation for
				the outcome of a simple chemical reaction based on the outermost electron
				states of atoms, trends in the periodic table, and knowledge of the patterns of
				chemical properties.
C. Plan and
				conduct an investigation to gather evidence to compare the structure of
				substances at the macroscale to infer the strength of electrical forces between
				particles.
D. Develop a model to
				illustrate that the release or absorption of energy from a chemical reaction
				system depends upon changes in total bond energy.
E. Apply scientific principles and evidence
				to provide an explanation about the effects of changing the temperature or
				concentration of the reacting particles on the rate at which a reaction
				occurs.
F. Refine the design of a
				chemical system by specifying a change in conditions that would produce
				increased amounts of products at equilibrium.
G. Use mathematical representations to
				support the claim that atoms, and therefore mass, are conserved during a
				chemical reaction.
H. Develop
				models to illustrate the changes in the composition of the nucleus of the atom
				and the energy released during the processes of fission, fusion, and
				radioactive decay.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 29 - Chemistry › Section CXXIII-2903 - Motion and Stability: Forces and Interactions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Communicate scientific and technical
				information about why the atomic-level, subatomic-level, and/or molecular level
				structure is important in the functioning of designed materials.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 29 - Chemistry › Section CXXIII-2905 - Energy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Create a
				computational model to calculate the change in the energy of one component in a
				system when the change in energy of the other component(s) and energy flows in
				and out of the system are known.
B.
				Design, build, and refine a device that works within given constraints to
				convert one form of energy into another form of energy.
C. Plan and conduct an investigation to
				provide evidence that the transfer of thermal energy when two components of
				different temperature are combined within a closed system results in a more
				uniform energy distribution among the components in the system (second law of
				thermodynamics).
D. Evaluate the
				validity and reliability of claims in published materials about the viability
				of nuclear power as a source of alternative energy relative to other forms of
				energy (e.g., fossil fuels, wind, solar, geothermal).
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 31 - Physics › Section CXXIII-3101 - Motion and Stability: Forces and Interactions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Analyze data to support the claim that
				Newtons second law of motion describes the mathematical relationship among the
				net force on a macroscopic object, its mass, and its acceleration.
B. Use mathematical representations to
				support the claim that the total momentum of a system of objects is conserved
				when there is no net force on the system.
C. Apply scientific and engineering ideas to
				design, evaluate, and refine a device that minimizes the force on a macroscopic
				object during a collision.
D. Use
				mathematical representations of Newtons law of gravitation and Coulombs Law to
				describe and predict the gravitational and electrostatic forces between
				objects.
E. Plan and conduct an
				investigation to provide evidence that an electric current can produce a
				magnetic field and that a changing magnetic field can produce an electric
				current.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 31 - Physics › Section CXXIII-3103 - Energy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Create a
				computational model to calculate the change in the energy of one component in a
				system when the change in energy of the other component(s) and energy flows in
				and out of the system are known.
B.
				Develop and use models to illustrate that energy at the macroscopic scale can
				be accounted for as a combination of energy associated with the motions of
				particles (objects) and energy associated with the relative positions of
				particles (objects).
C. Design,
				build, and refine a device that works within given constraints to convert one
				form of energy into another form of energy.
D. Plan and conduct an investigation to
				provide evidence that the transfer of thermal energy when two components of
				different temperature are combined within a closed system results in a more
				uniform energy distribution among the components in the system (second law of
				thermodynamics).
E. Develop and use
				a model of two objects interacting through electric or magnetic fields to
				illustrate the forces between objects and the changes in energy of the objects
				due to the interaction.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXIII - Bulletin 1962-Louisiana Science Content Standards › Chapter 31 - Physics › Section CXXIII-3105 - Waves and Their Applications in Technologies for Information Transfer

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use mathematical
				representations to support a claim regarding relationships among the frequency,
				wavelength, and speed of waves traveling in various media.
B. Evaluate the claims, evidence, and
				reasoning behind the idea that electromagnetic radiation can be described
				either by a wave model or a particle model, and that for some situations one
				model is more useful than the other
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 1 - General Provisions › Section CXXV-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. In an effort to
				  confront the national teacher shortage, Louisiana has been offering secondary
				  courses in teacher preparation for over 10 years. Through a consolidated effort
				  between the Louisiana Department of Education (LDOE), Northwestern State
				  University (NSU), and the Consortium for Education, Research, and Technology of
				  North Louisiana (CERT), a committee of various educators was formed. This
				  committee has compiled a complete curriculum titled, STAR-Students Teaching and
				  Reaching, to serve as the one teacher preparation course to be used by all
				  secondary teachers in Louisiana.
B.
				  The STAR curriculum is designed to provide a career focus by offering an
				  overview of the teaching profession. STAR students are provided with means and
				  guidance for self-assessment, learning about others, and diversity within
				  Louisiana classrooms. Students will gain a foundational knowledge of the
				  history of education, both national and statewide. In addition, students will
				  be provided meaningful field experiences, with an emphasis in critical shortage
				  areas, designed to paint a realistic picture of the teaching profession. They
				  will be given tools that help them manage what is one of the most important and
				  ever-changing careers.
C. Mandates
1. The curriculum has "stars" on each lesson
				  plan as well as related information. The "star" in the upper right hand corner
				  of each lesson plan designates the lesson plan number within the curriculum.
				  Those lesson plans that have "Required LP" above the lesson plan number are
				  lesson plans that must be taught as a part of the curriculum. Those that do not
				  have "Required LP" at the top are optional lesson plans to be taught if time
				  permits.
2. Students are required
				  to document their field experience hours on the student weekly and cumulative
				  time sheets (in the Forms Section of the curriculum).
3. STAR students are required to have 20
				  hours of field experiences. They must observe in preschool/elementary, middle
				  school, high school, and special education classrooms (for a total of no more
				  than five hours total for all observations). The additional 15 hours of field
				  work will be spent in one classroom doing tutorial, one-on-one, small group,
				  and/or large group work. STAR students must teach one lesson under the close
				  supervision of the cooperating teacher to a small group or whole class of
				  students. STAR teachers will be responsible for securing, monitoring, and
				  evaluating field placements for STAR students.
4. STAR students are required to complete a
				  portfolio of their work. Specific documents to be included can be found in the
				  STAR curriculum approved by BESE.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-301 - Strand-Self-Assessment

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Self-Assessment focuses on the STAR student learning about himself/herself as a
				  person and a learner. The STAR student will become excited about gaining
				  knowledge regarding the concept of learning through this strand.
1. Standard 1. STAR students will identify
				  and analyze elements of self and how these relate to others.
a. Benchmark 1A. The student will explain the
				  importance of self-esteem.
1A-1
Define self-esteem
1A-2
Examine factors that raise self-esteem
b.
				  Benchmark 1B. The student will demonstrate techniques to build self-esteem.
1B-1
Create affirming statements for others.
1B-2
Role-play situations that model self-esteem
								building.
c.
				  Benchmark 1C. The student will recognize how values and needs shape personal
				  choices.
1C-1
Examine personal values as a tolerant community of
								learners.
1C-2
Explain and analyze Maslow's hierarchy of needs.
1C-3
Compare Maslow's self-actualized individual to
								students' view of a self-actualized person.
d.
				  Benchmark 1D. The student will assess his/her learning style and personality
				  type as related to student/teacher instructions.
1D-1
Complete a learning style inventory (or more than
								one) and relate results to personal and/or learning experiences
1D-2
Examine various facets of personality and complete
								a self-reporting personality inventory.
1D-3
Correlate student/teacher personality combinations
								to classroom expectation and student work.
e.
				  Benchmark 1E-1. The student will develop interpersonal skills to interact
				  effectively with students, parents, and colleagues.
1E-1
Identify and evaluate effective interpersonal
								skills vital to working with a variety of groups.
1E-2
Demonstrate effective communication skills in a
								variety of situations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-303 - Strand-Human Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  This strand naturally follows that of "Self-Assessment." Once the STAR student
				  has learned about himself/herself as a person and a learner, he/she is ready to
				  become skilled at recognizing the unique characteristics of others.
1. Standard 2. STAR students will
				  characterize stages of human development.
a.
				  Benchmark 2A. The student will explain the influence of prenatal care on human
				  development.
2A-1
Describe prenatal factors that adversely effect
								children.
2A-2
Recommend ways to minimize or eliminate adverse
								prenatal factors.
b.
				  Benchmark 2B. The student will trace the stages of physical, moral, social, and
				  cognitive growth.
2B-1
Describe the stages of development in these four
								domains.
2B-2
Examine how knowledge of development can assist
								educators in planning and teaching.
c.
				  Benchmark 2C. The student will compare typical and atypical language
				  development and its effect on learning.
2C-1
Examine the stages of atypical language
								development for children.
2C-2
Recognize atypical language and how it affects
								learning.
d.
				  Benchmark 2D. The student will discriminate between appropriate and
				  inappropriate materials and activities.
2D-1
List characteristics of appropriate and
								inappropriate activities and materials used with diverse learners.
2D-2
Evaluate appropriateness of activities and
								materials according to age and/or development.
e.
				  Benchmark 2E. Students will create materials and learning activities for
				  diverse learners.
2E-1
Create age/developmentally appropriate learning
								materials.
2E-2
Create age appropriate reading book.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-305 - Strand-Diverse Learners

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. This
				  strand focuses on the distinctive characteristics of learners and how those
				  characteristics affect teaching and learning.
1. Standard 3. STAR students will recognize
				  the impact of diversity on learning.
a.
				  Benchmark 3A. The student will apply information about brain-based learning to
				  classroom instruction.
3A-1
Contrast the traits of left and right brain
								learners.
3A-2
Discuss how teachers use brain-based learning to
								meet needs of learners.
b.
				  Benchmark 3B. The student will develop an understanding of diverse cultures.
3B-1
Explain how a student population can be diverse.
3B-2
Examine methods to infuse diverse cultures into
								lessons.
c.
				  Benchmark 3C. The student will differentiate between various learning styles
				  and multiple intelligences.
3C-1
Define at least four learning styles.
3C-2
Complete a multiple intelligence inventory and
								"exercise" a variety of intelligences.
3C-3
Demonstrate how learning styles or intelligences
								can be accommodated.
3C-4
Create tasks, materials, or activities appropriate
								for specific learner types.
d.
				  Benchmark 3D. The student will examine the role of special education and the
				  inclusion of learners with exceptionalities into the mainstream environment.
3D-1
Describe areas of special education and categories
								of students with exceptionalities.
3D-2
Define basic terminology used in special education
								(i.e., inclusion, least restrictive environment, self-determination).
3D-3
Propose ways to modify lessons to meet the needs
								of students with exceptionalities (disabilities and gifted) in general
								education classrooms.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework › Subpart 1 - Students Teaching and Reaching (STAR) I › Chapter 3 - Strands, Standards, Benchmarks, and Objectives › Section CXXV-307 - Strand-Foundations of American Education

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Our history of education, including
				  laws, court cases, and important events, provides a framework for understanding
				  the system of education in America. Societal influences are integral to a full
				  understanding of education.
1. Standard 4.
				  STAR students will recognize the evolution of educational systems.
a. Benchmark 4A. The student will review the
				  history of education.
4A-1
Describe individuals who have influenced American
								education.
4A-2
Discuss events that have influenced American
								education.
b.
				  Benchmark 4B. The student will recognize effects of past and current laws and
				  court cases.
4B-1
Summarize laws that have formed the foundation of
								educational practice.
4B-2
Examine benchmark court cases and identify how
								they have modified our educational system.
c.
				  Benchmark 4C. The student will analyze and interpret current trends and issues
				  effecting future education.
4C-1
Locate and synthesize information on alternatives
								to traditional public education.
4C-2
Identify future directions for school systems
								based on current available information.
d.
				  Benchmark 4D. The student will identify functions and duties of federal, state,
				  parish, local, and school educational authorities.
4D-1
Illustrate how educational practice is governed by
								federal and state entities.
4D-2
Describe the hierarchy and duties of officials on
								the state, parish, and local level.
e.
				  Benchmark 4E. The student will compare and contrast major schools of
				  educational philosophy.
4E-1
Identify schools of educational philosophy.
4E-2
Correlate schools of philosophy to educational
								practice.