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 Science.qxd
Strands, Goals, and Objectives with specific recommendations for classroom, laboratory, and/or field experiences are available through the Department of Public Instruction. It is important that the nature of the adolescent be at the core of all curricula. Middle school st...
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Strands, Goals, and Objectives with specific recommendations for classroom, laboratory, and/or field experiences are available through the Department of Public Instruction. It is important that the nature of the adolescent be at the core of all curricula. Middle school students are undergoing extensive psychological, physiological, and social changes, which make them curious, energetic, and egocentric. Middle school science provides opportunities to channel the interests and concerns of adolescents, provided it
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=58
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=58
Strands, Goals, and Objectives with specific recommendations <span class="highlight">for</span> classroom, laboratory, and/or field experiences are available through the Department <span class="highlight">of</span> Public Instruction. It is important that the nature <span class="highlight">of</span> the adolescent be at the core <span class="highlight">of</span> all curricula. Middle school students are undergoing extensive psychological, physiological, and social changes, which make them curious, energetic, and egocentric. Middle school science provides opportunities to <span class="highlight">channel</span> the interests and concerns <span class="highlight">of</span> adolescents, provided it
60
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=60
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=60
Strands, Goals, and Objectives with specific recommendations <span class="highlight">for</span> classroom, laboratory, and/or field experiences are available through the Department <span class="highlight">of</span> Public Instruction. It is important that the nature <span class="highlight">of</span> the adolescent be at the core <span class="highlight">of</span> all curricula. Middle school students are undergoing extensive psychological, physiological, and social changes, which make them curious, energetic, and egocentric. Middle school science provides opportunities to <span class="highlight">channel</span> the interests and concerns <span class="highlight">of</span> adolescents, provided it
72
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=72
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=72
Strands, Goals and Objectives with specific recommendations <span class="highlight">for</span> classroom, laboratory, and/or field experiences are available through the Department <span class="highlight">of</span> Public Instruction. It is important that the nature <span class="highlight">of</span> the adolescent be at the core <span class="highlight">of</span> all curricula. Middle school students are undergoing extensive psychological, physiological, and social changes, which make them curious, energetic, and egocentric. Middle school science provides opportunities to <span class="highlight">channel</span> the interests and concerns <span class="highlight">of</span> adolescents, provided it
83
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=83
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=83
Strands, Goals and Objectives with specific recommendations <span class="highlight">for</span> classroom, laboratory, and/or field experiences are available through the Department <span class="highlight">of</span> Public Instruction. It is important that the nature <span class="highlight">of</span> the adolescent be at the core <span class="highlight">of</span> all curricula. Middle school students are undergoing extensive psychological, physiological, and social changes, which make them curious, energetic, and egocentric. Middle school science provides opportunities to <span class="highlight">channel</span> the interests and concerns <span class="highlight">of</span> adolescents, provided it
ACKNOWLEDGEMENTS
2.06 Describe the primary factors of production and their impact on the standard of living. 2.07 Explain how financial markets channel funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization and role of business firms and assess the v...
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2.06 Describe the primary factors of production and their impact on the standard of living. 2.07 Explain how financial markets channel funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization and role of business firms and assess the various types of market structures in the United States economy. Objectives 3.01 Compare and contrast the different types of business organizations. 3.02 Identify various ways firms finance operations and explain the advantages
89
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=89
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
2.06 Describe the primary factors <span class="highlight">of</span> production and their impact on the standard <span class="highlight">of</span> living. 2.07 Explain how financial markets <span class="highlight">channel</span> funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization and role <span class="highlight">of</span> business firms and assess the various types <span class="highlight">of</span> market structures in the United States economy. Objectives 3.01 Compare and contrast the different types <span class="highlight">of</span> business organizations. 3.02 Identify various ways firms finance operations and explain the advantages
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