Sentence examples for integrated science from inspiring English sources

Both seventh and eighth grade classes were integrated science (earth, life, and physical sciences) and students were not grouped according to ability in any section.

Now existing in some districts, according to several administrators, were "integrated" science classes to support new science standards (i.e., NGSS) and (Common Core) mathematics standards, which encourage attention to application.

Indeed, Griffith and Brem (2004) stated that providing teachers with the latest information in evolution and genomics, a safe place to discuss the probable social and personal implications with other teachers, as well as with lesson plans integrated science with social and personal stories, lead them to feel more confident in teaching evolution.

Integrated science courses typically use overarching themes, problems, or socioscientific issues to present science in authentic contexts.

Beyond a focus on integrated science content (i.e., humanity's impact on biological evolution and the biosphere), inquiry-learning pedagogy integrated with technology, and the use of local anthropogenic field trips, question-driven activities should place special emphasis on how humanity can begin to decelerate the anthropogenic trajectory we are currently on.

"This year we're doing integrated science," she said of her home science curriculum.

The location of rice Armadillo genes was determined using chromosomal map tool available as Oryzabase-Integrated Science Database (http://viewer.shigen.info/oryzavw/maptool/MapTool.do).info/oryzavw/maptool/MapTool.do

Consistent with research on positive academic outcomes of school gardens (Williams and Dixon 2013) this study suggests that garden-integrated science activities have the potential to rekindle student engagement and motivation for learning.

Findings also suggest that the motivational model based on self-determination theory can be useful in identifying some of the "active ingredients"—in pedagogy, curriculum, and social relationships that engage students in these garden-integrated science learning activities.

The model is community-led development with simultaneous, integrated, science-based interventions in five main areas: agriculture, education, health, infrastructure (roads, power, water, sanitation, connectivity), and business development.

This article presents an integrated science-based methodology to assess the potential risks of engineered nanomaterials.