The 2018 Science Standards of Learning reflect the integration of the scientific and engineering practices to support conceptual understanding of science topics. The instruction of these standards are intended to allow students to see themselves as able to "do science" while engaging in place-based activities and experiments that align to the expectations outlined in the 2018 Science Curriculum Framework. The science textbook list can be found at Science Textbook Review (Word). The textbook list with ISBN and pricing can be found at Approved Science Textbook Pricing. (Word)
Glencoe Integrated iScience is a straightforward and easy-to-read, yet substantial introduction to the fundamental behavior of matter and energy in living and nonliving systems. The authors provide even, well-integrated coverage of physics, chemistry, earth science, astronomy, and biology. The way the material is presented (chapter outlines, core concept maps, and overviews) reveals how the science disciplines are interrelated and integrated throughout the text. This edition continues to introduce basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment.
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Built by teachers for teachers, Glencoe Earth Science: Geology, the Environment, and the Universe gives you flexibility and support for managing the unique needs of your students.Whether you're looking for a textbook-based program, a fully digital curriculum, or something in between, Glencoe Earth Science: Geology, the Environment, and the Universe gives you the resources to bring the wonders of our world down to earth.
Glencoe Physical Science integrates accurate and comprehensive coverage of physics and chemistry with mathematics through accessible text, engaging features, and a variety of hands-on experiences. The critical-thinking opportunities, real-world applications, and technology resources lead students to a deeper understanding of physical science while building science process skills.
Glencoe Physical Science with Earth Science provides students with accurate and comprehensive content coverage of physical science integrated with earth science. This highly engaging program brings together physics, chemistry, earth science, space science, and mathematics. Pair this with a biology course to prepare students for many of the state/district graduation exams administered in 10th grade.
Introduction to Earth Data Science is an online textbook for anyone new to open reproducible science and the Python programming language. There are no prerequisites for this material, and no prior programming knowledge is assumed.
In this textbook, you will learn how to analyze and visualize earth and environmental science data using the Python programming language. You will also get familiar with a suite of open source tools that are often used in open reproducible science workflows including bash, git and Github.com, and Jupyter Notebook.
The changes are raising concerns among scientists, education experts and other board members that the panel is establishing policies that could lead to the statewide purchase of textbooks that undermine basic tenets of climate change for years to come.
For example, the new operating rules could deter school districts from using textbooks that teach about climate change in a meaningful way, Lopez said. School districts that choose to use more rigorous science lessons could face challenges from parents who point to the operating rules and argue that teaching climate science is a form of political indoctrination.
The move in Texas comes as prominent Republicans such as Florida Gov. Ron DeSantis are using education to advance conservative culture war issues by banning curriculum on Black history, LBGTQ and climate change science.
Members of the Texas State Board of Education include a Shell Oil Co. lawyer and an oil-field service company CEO who have both been critical of the way climate science is taught. The 15-member board is composed of 10 Republicans and five Democrats.
The rules that the State Board of Education adopted last month could reverse those moves by allowing the board to disapprove of textbooks that teach climate science accurately, said Glenn Branch, deputy director of the National Center for Science Education.
Another member of the Texas State Board of Education, Will Hickman, who works as an in-house attorney for Shell, previously blocked the implementation of proposed science standards that would teach students about the benefits of cutting carbon dioxide.
The list below represents examples of textbooks that meet the curricular requirements of AP Computer Science A. The list is not exhaustive and the texts listed should not be regarded as endorsed, authorized, recommended, or approved by College Board. Not using a book from this list does not mean that a course will not receive authorization. Syllabi submitted as part of the AP Course Audit process will be evaluated holistically, with textbooks considered along with supplementary resources to confirm that the course as a whole provides students with the content delineated in the curricular requirements of the AP Course Audit.
The current editions of the following textbooks meet the AP Course Audit curricular requirements. Earlier editions of these texts or other textbooks not listed here may meet the AP Course Audit curricular requirements if supplemented with appropriate college-level instructional resources. While every effort is made to keep this list current, it can take a few months for newly published titles and revised editions to be reviewed.
Anchoring the Texas Aquatic Science curriculum for middle and high school students is the peer-reviewed textbook, Texas Aquatic Science, published by the Texas A&M University Press. The textbook is available in print copy and e-book versions, and is available free of charge on the Texas Aquatic Science website.
Developed as part of Texas Aquatic Science for middle and high school students, the textbook Texas Aquatic Science also now serves as a basis for aquatic science instruction at the college level for non-science majors, in the home-school environment, and is open to anyone who wants to learn about nature and water. Aquatic science is covered comprehensively, meeting Texas Essential Knowledge and Skills (TEKS) for and covering relevant principles of geology, geography, chemistry, physics, ecology, and biology throughout the text and associated teaching materials. Spanning the hydrologic cycle from rain to runoff from watersheds, underground aquifers to springs, and rivers to estuaries, the textbook provides clear, concise scientific information in an understandable and enjoyable way that promotes understanding of important concepts and clarifies major ideas.
As Texas Aquatic Science was written, science teachers from throughout Texas were invited to review and comment on each chapter as it was drafted. Nearly 100 individuals participated in review of the textbook. As part of publication by the Texas A&M University Press, the text was submitted to anonymous peer-review. Comments and revisions from Texas educators and peer reviewers were included in the final text.
Four publishers had books moved to the approved list, some with the conditions that changes be made to the content regarding topics that included energy, fossil fuels and evolution. One biology textbook was approved on the condition that images portraying humans as sharing an ancestry with monkeys be deleted.
Biology and Chemistry books are available to enrolled science students at any Olympic College campus on a need basis. These books are freely borrowed each quarter and the success of this program relies on the return of these books. Students must fill out a request and be able to pick it up the first week of classes on the Bremerton campus. Students must be able to return books back to the campus at the end of the quarter.
Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press. ff782bc1db
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