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[Dlese-adn-item] CVS: adn-item-project/vocabs standardsNSEScontent.xsd, 1.15, 1.16
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From: Katy G. <gi...@us...> - 2006-11-15 21:52:28
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Update of /cvsroot/dlese/adn-item-project/vocabs In directory sc8-pr-cvs12.sourceforge.net:/tmp/cvs-serv8288/vocabs Modified Files: standardsNSEScontent.xsd Log Message: Added a 4th level to the Unifying Concepts and Processes standards Index: standardsNSEScontent.xsd =================================================================== RCS file: /cvsroot/dlese/adn-item-project/vocabs/standardsNSEScontent.xsd,v retrieving revision 1.15 retrieving revision 1.16 diff -C2 -r1.15 -r1.16 *** standardsNSEScontent.xsd 28 Mar 2005 18:59:03 -0000 1.15 --- standardsNSEScontent.xsd 15 Nov 2006 21:52:21 -0000 1.16 *************** *** 2,45 **** <xsd:schema xmlns:xsd="http://www.w3.org/2001/XMLSchema" elementFormDefault="qualified" attributeFormDefault="unqualified" version="0.6.50"> <xsd:annotation> ! <xsd:documentation> ! ********************************************************************** Overview ************************************************************** ! Definition: Controlled vocabulary schema for DLESE metadata frameworks ! Framework use: ADN-I (item) ! Source org: National Academy of Sciences entitled National Science Education Standards ! Vocab values: http://books.nap.edu/html/nses/html/index.html ! Vocab last update: 1996? ! DPC last update: 2003-02-14 ! Notes: Represents the science content section of the National Science Education Standards (NSES). ! </xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>*** LICENSE INFORMATION ***** ! Copyright 2002, 2003 DLESE Program Center ! University Corporation for Atmospheric Research (UCAR) ! P.O. Box 3000, Boulder, CO 80307, United States of America ! email: su...@dl.... ! These schemas are free software; you can redistribute them and/or modify them under the terms of the GNU General Public License as published by the Free Software Foundation; either version 2 of the License, or (at your option) any later version. These schemas are distributed in the hope that they will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General Public License for more details. You should have received a copy of the GNU General Public License along with this project; if not, write to the Free Software Foundation, Inc., 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA ! </xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>******************** History of Change ************************** ! 2003-02-12: Discovered 4 typos between website vocab and this vocab which means DLESE-IMS also has these 4 typos. ! 2003-02-12: The differences are noted below with comments. ! 2003-02-14: Added the dash back to the grade range. DLESE-IMS does not have the grade range dash. ! 2003-03-01: Deleted the space on the K-4 Content Standard E: technological design. ! 2005-01-28: Add the missing text to K-4 Content Standard F:Personal health: Individual have... ! 2005-02-22: Added the missing text to K-4 Content Standard D:Properties of earth materials: Earth materials are solid rocks... ! 2005-03-28: Fixed missing capitalization on first word of last sentence of 5-8:Content Standard D Earth and Space Science Standards:Earth's history. ! </xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>*********************** Simple Types (alpha order) *************************************</xsd:documentation> </xsd:annotation> <xsd:simpleType name="NSESscienceContentStandardsType"> <xsd:annotation> ! <xsd:documentation> ! *************************************** NSESscienceContentStandardsType *************************************** ! Lists the values that will appear in the metadata record ! </xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> --- 2,34 ---- <xsd:schema xmlns:xsd="http://www.w3.org/2001/XMLSchema" elementFormDefault="qualified" attributeFormDefault="unqualified" version="0.6.50"> <xsd:annotation> ! <xsd:documentation> ***** OVERVIEW *****</xsd:documentation> ! <xsd:documentation>Purpose - controlled vocabulary schema for DLESE metadata frameworks</xsd:documentation> ! <xsd:documentation>Framework - ADN itme metadata framework</xsd:documentation> ! <xsd:documentation>Source - National Academy of Sciences; Represents the science content section of the National Science Education Standards (NSES); With vocab values at: http://books.nap.edu/html/nses/html/index.html; Last update 1996?</xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>*** LICENSE INFORMATION *****</xsd:documentation> ! <xsd:documentation>Copyright 2002, 2003, 2006 University Corporation for Atmospheric Research (UCAR); Digital Library for Earth System Education (DLESE)</xsd:documentation> ! <xsd:documentation>P.O. Box 3000, Boulder, CO 80307, United States of America</xsd:documentation> ! <xsd:documentation>email: su...@dl.... </xsd:documentation> ! <xsd:documentation>These schemas are free software; you can redistribute them and/or modify them under the terms of the GNU General Public License as published by the Free Software Foundation; either version 2 of the License, or (at your option) any later version. These schemas are distributed in the hope that they will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General Public License for more details. You should have received a copy of the GNU General Public License along with this project; if not, write to the Free Software Foundation, Inc., 59 Temple Place, Suite 330, Boston, MA 02111-1307 USA </xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>***** History of Change *****</xsd:documentation> ! <xsd:documentation>2006-11-15: Added a 4th level to the Unifying Concepts and Processes standards by using text from the multiple paragraphs associated with the unifying standards. The following, http://www.dpc.ucar.edu/people/ostwald/standards/NSES-v1.2.5.html, was useful in deciding which sentences to use.</xsd:documentation> ! <xsd:documentation>2005-03-28: Fixed missing capitalization on first word of last sentence of 5-8:Content Standard D Earth and Space Science Standards:Earth's history.</xsd:documentation> ! <xsd:documentation>2005-02-22: Added the missing text to K-4 Content Standard D:Properties of earth materials: Earth materials are solid rocks...</xsd:documentation> ! <xsd:documentation>2005-01-28: Add the missing text to K-4 Content Standard F:Personal health: Individual have...</xsd:documentation> ! <xsd:documentation>2003-03-01: Deleted the space on the K-4 Content Standard E: technological design.</xsd:documentation> ! <xsd:documentation>2003-02-14: Added the dash back to the grade range. DLESE-IMS does not have the grade range dash.</xsd:documentation> ! <xsd:documentation>2003-02-12: Discovered 4 typos between website vocab and this vocab which means DLESE-IMS also has these 4 typos. The differences are noted below with comments.</xsd:documentation> </xsd:annotation> <xsd:annotation> ! <xsd:documentation>***** Simple Types (alpha order) *****</xsd:documentation> </xsd:annotation> <xsd:simpleType name="NSESscienceContentStandardsType"> <xsd:annotation> ! <xsd:documentation> ***** NSESscienceContentStandardsType *****</xsd:documentation> ! <xsd:documentation>Values at the 3rd leve that are acceptable for the metadata record</xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> *************** *** 139,146 **** <xsd:simpleType name="NSESscienceContentStandardsLeafType"> <xsd:annotation> ! <xsd:documentation> ! *************************************** NSESscienceContentStandardsLeafType *************************************** ! Lists leaf values ! </xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> --- 128,133 ---- <xsd:simpleType name="NSESscienceContentStandardsLeafType"> <xsd:annotation> ! <xsd:documentation>***** NSESscienceContentStandardsLeafType *****</xsd:documentation> ! <xsd:documentation>Leaf values from the 3rd level</xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> *************** *** 239,257 **** </xsd:simpleType> <xsd:annotation> ! <xsd:documentation>*********************** Simple Types (alpha order) *************************************</xsd:documentation> </xsd:annotation> <xsd:simpleType name="NSESscienceContentStandardsAllType"> <xsd:annotation> ! <xsd:documentation> ! *************************************** NSESscienceContentStandardsAllType *************************************** ! Lists the values for the entire standard ! </xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Systems, order, and organization"/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Evidence, models, and explanation"/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Change, constancy, and measurement"/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Evolution and equilibrium"/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Form and function"/> <xsd:enumeration value="NSES:K-4:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Ask a question about objects, organisms, and events in the environment."/> <xsd:enumeration value="NSES:K-4:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Plan and conduct a simple investigation."/> --- 226,242 ---- </xsd:simpleType> <xsd:annotation> ! <xsd:documentation>***** Simple Types (alpha order) *****</xsd:documentation> </xsd:annotation> <xsd:simpleType name="NSESscienceContentStandardsAllType"> <xsd:annotation> ! <xsd:documentation>***** NSESscienceContentStandardsAllType *****</xsd:documentation> ! <xsd:documentation>Values at the 4th level that are acceptable for the metadata record</xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Systems, order, and organization:A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback. The goal of this standard is to think and analyze in terms of systems. Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems. Types and levels of organization provide useful ways of thinking about the world."/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Evidence, models, and explanation:Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements."/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Change, constancy, and measurement:Some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe. Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same. Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions--measurement."/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Evolution and equilibrium:Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions."/> ! <xsd:enumeration value="NSES:K-4:Unifying Concepts and Processes Standards:Form and function:Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form."/> <xsd:enumeration value="NSES:K-4:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Ask a question about objects, organisms, and events in the environment."/> <xsd:enumeration value="NSES:K-4:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Plan and conduct a simple investigation."/> *************** *** 326,334 **** ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Systems, order, and organization"/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Evidence, models, and explanation"/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Change, constancy, and measurement"/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Evolution and equilibrium"/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Form and function"/> <xsd:enumeration value="NSES:5-8:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Identify questions that can be answered through scientific investigations."/> <xsd:enumeration value="NSES:5-8:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Design and conduct a scientific investigation."/> --- 311,319 ---- ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Systems, order, and organization:A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback. The goal of this standard is to think and analyze in terms of systems. Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems. Types and levels of organization provide useful ways of thinking about the world."/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements."/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Change, constancy, and measurement:Some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe. Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same. Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions--measurement."/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Evolution and equilibrium:Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions."/> ! <xsd:enumeration value="NSES:5-8:Unifying Concepts and Processes Standards:Form and function:Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form."/> <xsd:enumeration value="NSES:5-8:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Identify questions that can be answered through scientific investigations."/> <xsd:enumeration value="NSES:5-8:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Design and conduct a scientific investigation."/> *************** *** 453,461 **** ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Systems, order, and organization"/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Evidence, models, and explanation"/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Change, constancy, and measurement"/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Evolution and equilibrium"/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Form and function"/> <xsd:enumeration value="NSES:9-12:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Identify questions and concepts that guide scientific investigations."/> <xsd:enumeration value="NSES:9-12:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Design and conduct scientific investigations."/> --- 438,446 ---- ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Systems, order, and organization:A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback. The goal of this standard is to think and analyze in terms of systems. Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems. Types and levels of organization provide useful ways of thinking about the world."/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Evidence, models, and explanation:Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements."/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Change, constancy, and measurement:Some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe. Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same. Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions--measurement."/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Evolution and equilibrium:Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions."/> ! <xsd:enumeration value="NSES:9-12:Unifying Concepts and Processes Standards:Form and function:Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form."/> <xsd:enumeration value="NSES:9-12:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Identify questions and concepts that guide scientific investigations."/> <xsd:enumeration value="NSES:9-12:Content Standard A Science as Inquiry Standards:Abilities necessary to do scientific inquiry:Design and conduct scientific investigations."/> *************** *** 609,623 **** <xsd:simpleType name="NSESscienceContentStandardsAllLeafType"> <xsd:annotation> ! <xsd:documentation> ! *************************************** NSESscienceContentStandardsAllLeafType *************************************** ! Lists leaf values for the entire standard ! </xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> ! <xsd:enumeration value="Systems, order, and organization"/> ! <xsd:enumeration value="Evidence, models, and explanation"/> ! <xsd:enumeration value="Change, constancy, and measurement"/> ! <xsd:enumeration value="Evolution and equilibrium"/> ! <xsd:enumeration value="Form and function"/> <xsd:enumeration value="Ask a question about objects, organisms, and events in the environment."/> <xsd:enumeration value="Plan and conduct a simple investigation."/> --- 594,611 ---- <xsd:simpleType name="NSESscienceContentStandardsAllLeafType"> <xsd:annotation> ! <xsd:documentation> ***** NSESscienceContentStandardsAllLeafType *****</xsd:documentation> ! <xsd:documentation>Leaf values from the 4th level</xsd:documentation> </xsd:annotation> <xsd:restriction base="xsd:string"> ! ! <!--K-12--> ! <xsd:enumeration value="A system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have boundaries, components, resources flow (input and output), and feedback. The goal of this standard is to think and analyze in terms of systems. Thinking and analyzing in terms of systems will help students keep track of mass, energy, objects, organisms, and events referred to in the other content standards. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems. Types and levels of organization provide useful ways of thinking about the world."/> ! <xsd:enumeration value="Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements."/> ! <xsd:enumeration value="Some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe. Changes might occur, for example, in properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes vary in rate, scale, and pattern, including trends and cycles. Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same. Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions--measurement."/> ! <xsd:enumeration value="Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems. Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions."/> ! <xsd:enumeration value="Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form."/> ! ! ! <!--K-4--> <xsd:enumeration value="Ask a question about objects, organisms, and events in the environment."/> <xsd:enumeration value="Plan and conduct a simple investigation."/> *************** *** 652,656 **** <xsd:enumeration value="All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial."/> <xsd:enumeration value="Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms."/> ! <xsd:enumeration value="Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for exam."/> <xsd:enumeration value="Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply."/> <xsd:enumeration value="Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time."/> --- 640,644 ---- <xsd:enumeration value="All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial."/> <xsd:enumeration value="Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms."/> ! <xsd:enumeration value="Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use."/> <xsd:enumeration value="Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply."/> <xsd:enumeration value="Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time."/> *************** *** 673,677 **** <xsd:enumeration value="Objects can be categorized into two groups, natural and designed."/> <xsd:enumeration value="Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no."/> ! <xsd:enumeration value="Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health. Understandings ."/> <xsd:enumeration value="Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat."/> <xsd:enumeration value="Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Students should understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately."/> --- 661,665 ---- <xsd:enumeration value="Objects can be categorized into two groups, natural and designed."/> <xsd:enumeration value="Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no."/> ! <xsd:enumeration value="Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body's defense mechanisms that prevent or overcome illness."/> <xsd:enumeration value="Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat."/> <xsd:enumeration value="Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Students should understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately."/> *************** *** 692,700 **** ! <xsd:enumeration value="Systems, order, and organization"/> ! <xsd:enumeration value="Evidence, models, and explanation"/> ! <xsd:enumeration value="Change, constancy, and measurement"/> ! <xsd:enumeration value="Evolution and equilibrium"/> ! <xsd:enumeration value="Form and function"/> <xsd:enumeration value="Identify questions that can be answered through scientific investigations."/> <xsd:enumeration value="Design and conduct a scientific investigation."/> --- 680,685 ---- ! <!--5-8--> ! <xsd:enumeration value="Identify questions that can be answered through scientific investigations."/> <xsd:enumeration value="Design and conduct a scientific investigation."/> *************** *** 750,754 **** <xsd:enumeration value="Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion."/> ! <!--in the next standard, the djouble quotes around rock cycle were changed to single quotes because a double quote is a reserved character--> <xsd:enumeration value="Some changes in the solid earth can be described as the 'rock cycle.' Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues."/> --- 735,739 ---- <xsd:enumeration value="Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion."/> ! <!--in the next standard, the double quotes around rock cycle were changed to single quotes because a double quote is a reserved character--> <xsd:enumeration value="Some changes in the solid earth can be described as the 'rock cycle.' Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues."/> *************** *** 766,770 **** <xsd:enumeration value="Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat."/> <xsd:enumeration value="Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks."/> ! <xsd:enumeration value="The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet."/> <xsd:enumeration value="Fossils provide important evidence of how life and environmental conditions have changed."/> <xsd:enumeration value="The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system."/> --- 751,755 ---- <xsd:enumeration value="Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat."/> <xsd:enumeration value="Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks."/> ! <xsd:enumeration value="The earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past. Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet."/> <xsd:enumeration value="Fossils provide important evidence of how life and environmental conditions have changed."/> <xsd:enumeration value="The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system."/> *************** *** 820,828 **** ! <xsd:enumeration value="Systems, order, and organization"/> ! <xsd:enumeration value="Evidence, models, and explanation"/> ! <xsd:enumeration value="Change, constancy, and measurement"/> ! <xsd:enumeration value="Evolution and equilibrium"/> ! <xsd:enumeration value="Form and function"/> <xsd:enumeration value="Identify questions and concepts that guide scientific investigations."/> <xsd:enumeration value="Design and conduct scientific investigations."/> --- 805,809 ---- ! <!--9-12--> <xsd:enumeration value="Identify questions and concepts that guide scientific investigations."/> <xsd:enumeration value="Design and conduct scientific investigations."/> |