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 Microsoft Word - 06.029.0010.doc
properties (e.g., by size or by substance: rocks and sand, iron filings and sand, salt and sand); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with pr...
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properties (e.g., by size or by substance: rocks and sand, iron filings and sand, salt and sand); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=3
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=3
properties (e.g., by size or by substance: rocks and <span class="highlight">sand</span>, iron filings and <span class="highlight">sand</span>, salt and <span class="highlight">sand</span>); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=7
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=7
arctic, rain forest); (c) grade 2 performance standards: (i) know that rocks have different shapes and sizes (e.g., boulders, pebbles, <span class="highlight">sand</span>) and that smaller rocks result from the breaking and weathering of larger rocks; (ii) understand that rocks are made of materials with distinct properties; (iii) know that soil is made up of weathered rock
Microsoft Word - mathstd3.docmathstdbystd3.pdf
grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius o...
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grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
Microsoft Word - sci_standards_Aug07_34.docsci_standards_Aug07_34.pdf
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The...
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a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The student… 1. a. brings in samples of earth materials (rocks, sand, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
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http://www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%3d&tabid=144&mid=8019&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%3d&tabid=144&mid=8019&...
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, <span class="highlight">sand</span>, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The student… 1. a. brings in samples of earth materials (rocks, <span class="highlight">sand</span>, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
Microsoft Word - earth and space science gses 4.0.doc
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, ...
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characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
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http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20science%20gses%204.0.pdf#page=11
www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20sc...
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, <span class="highlight">sand</span> for the <span class="highlight">sand</span> box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
Microsoft Word - South Dakota Science 2005.rtf
snails, insects, worms, rocks/sand, sea shells, etc.). Example: Use magazines or pictures to group things into living and non-living. #0;9 Students are able to discuss the basic needs of plants and animals. Example: Demonstrate what happens to plants after a week or two of not watering. #0;...
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snails, insects, worms, rocks/sand, sea shells, etc.). Example: Use magazines or pictures to group things into living and non-living. #0;9 Students are able to discuss the basic needs of plants and animals. Example: Demonstrate what happens to plants after a week or two of not watering. #0;9 Students are able to compare size and shape of living things. Example: Gather and sort a variety of leaves from local trees and plants. Example: Order a variety of mammals from smallest to largest (mouse
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=19
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
snails, insects, worms, rocks/<span class="highlight">sand</span>, sea shells, etc.). Example: Use magazines or pictures to group things into living and non-living. #0;9 Students are able to discuss the basic needs of plants and animals. Example: Demonstrate what happens to plants after a week or two of not watering. #0;9 Students are able to compare size and shape of living things. Example: Gather and sort a variety of leaves from local trees and plants. Example: Order a variety of mammals from smallest to largest (mouse
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, a...
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within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
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http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=23
www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...
within the customary and the metric systems, e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, a...
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within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=288
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
within the customary and the metric systems, e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
Microsoft Word - iaf_writing_PSAEFINAL.doc
(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the sand. The movie ha...
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(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the sand. The movie has a charm all its—not “it’s”—own.) 3.11.09 Recognize the proper case of a pronoun in a given context (e.g., She—not “Her”—and I went to the math contest.) 3.11.10 Recognize the correct form of words used to create a comparison (e.g., They are the fastest—not “most
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http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=7
www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=7
(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the <span class="highlight">sand</span>. The movie has a charm all its—not “it’s”—own.) 3.11.09 Recognize the proper case of a pronoun in a given context (e.g., She—not “Her”—and I went to the math contest.) 3.11.10 Recognize the correct form of words used to create a comparison (e.g., They are the fastest—not “most
Microsoft Word - GLEsciALL.doc
Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5) (ESS-E-A1) Objects in the Sky 64. Describe and sequence the phases of the Moon and eclipses (ESS-E-B2) 65. Compare a solar and a lunar eclipse (ESS-E-B2) 66...
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Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5) (ESS-E-A1) Objects in the Sky 64. Describe and sequence the phases of the Moon and eclipses (ESS-E-B2) 65. Compare a solar and a lunar eclipse (ESS-E-B2) 66. Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2) 67. Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3) 68
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http://www.doe.state.la.us/lde/uploads/3937.pdf#page=13
www.doe.state.la.us/lde/uploads/3937.pdf#page=13
Earth’s surface is changed as a result of slow and rapid processes (e.g., <span class="highlight">sand</span> dunes, canyons, volcanoes, earthquakes) (ESS-E-A5) (ESS-E-A1) Objects in the Sky 64. Describe and sequence the phases of the Moon and eclipses (ESS-E-B2) 65. Compare a solar and a lunar eclipse (ESS-E-B2) 66. Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2) 67. Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3) 68
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
toward Earth, as in mud and rock slides, avalanches, etc. c. Cite examples that demonstrate how the natural agents of wind , water, and ice produce slow changes on the Earth’s surface such as carving out deep canyons and building up sand dunes. 2. Cite evidence to demonsrate and exp...
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toward Earth, as in mud and rock slides, avalanches, etc. c. Cite examples that demonstrate how the natural agents of wind , water, and ice produce slow changes on the Earth’s surface such as carving out deep canyons and building up sand dunes. 2. Cite evidence to demonsrate and explain that physical weathering and chemical weathering cause changes to Earth materials. a. Identify examples of physical weathering, such as the effect of wind, ice, etc. and describe the changes caused in
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=5
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=5
toward Earth, as in mud and rock slides, avalanches, etc. c. Cite examples that demonstrate how the natural agents of wind , water, and ice produce slow changes on the Earth’s surface such as carving out deep canyons and building up <span class="highlight">sand</span> dunes. 2. Cite evidence to demonsrate and explain that physical weathering and chemical weathering cause changes to Earth materials. a. Identify examples of physical weathering, such as the effect of wind, ice, etc. and describe the changes caused in
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=21
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=21
such as grains of <span class="highlight">sand</span> and crystals of salt after examining them with a magnifying instrument. b. Identify and describe the minute features of objects, such as the lines (grain) in a piece of wood and the fibers in a paper napkin after examining with a magnifying instrument.
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