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Health: What Causes Tooth Decay (2-6)
OFCN's Academy Curricular Exchange - Miscellaneous Academy Curricular Exchange Columbia Education Center Miscellaneous TITLE: WHAT CAUSES TOOTH DECAY AUTHOR: MELODIE HILL, Lewis Arriola Elemen., Cortez, CO GRADE LEVEL/SUBJECT: Health: Grades 2-6 OVERVIEW: Tooth decay...
 American History
development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass...
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development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile) IN.6.AH.3 Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=8
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=8
development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Investigate the impact <span class="highlight">of</span> emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production <span class="highlight">of</span> the automobile) IN.6.AH.3 Investigate the impact <span class="highlight">of</span> emerging technology on urban development using primary and secondary source documents (e.g., <span class="highlight">steel</span>, elevator, skyscraper, suspension bridges, mass
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1#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Social Studies Content Expectations Kindergarten HISTORy H2 Living and Working Together Use historical thinking to understand the past. K – H2.0.1 Distinguish among yesterday, today, to...
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1#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Social Studies Content Expectations Kindergarten HISTORy H2 Living and Working Together Use historical thinking to understand the past. K – H2.0.1 Distinguish among yesterday, today, tomorrow. K – H2.0.2 Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school). K – H2.0.3 Identify the beginning, middle, and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12
1#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Social Studies Content Expectations Kindergarten HISTORy H2 Living and Working Together Use historical thinking to understand the past. K – H2.0.1 Distinguish among yesterday, today, tomorrow. K – H2.0.2 Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss <span class="highlight">of</span> first <span class="highlight">tooth</span>, first day <span class="highlight">of</span> school). K – H2.0.3 Identify the beginning, middle, and
KINDERGARTEN
Recognize that people in different parts of the world eat different foods, dress differently, speak different languages, and live in different kinds of “houses” (e.g., read and discuss children’s literature that has characters and settings in other countries). null 3...
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Recognize that people in different parts of the world eat different foods, dress differently, speak different languages, and live in different kinds of “houses” (e.g., read and discuss children’s literature that has characters and settings in other countries). null 3. Describe the impact of physical changes, such as seasons, on people in the neighborhood /community (e.g., how seasons affect what people eat and wear). Standard 5: The student will understand basic economic elements found in communities
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=4
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=4
Recognize that people in different parts <span class="highlight">of</span> the world eat different foods, dress differently, speak different languages, and live in different kinds <span class="highlight">of</span> “houses” (e.g., read and discuss children’s literature that has characters and settings in other countries). null 3. Describe the impact <span class="highlight">of</span> physical changes, such as seasons, on people in the neighborhood /community (e.g., how seasons affect what people eat and <span class="highlight">wear</span>). Standard 5: The student will understand basic economic elements found in communities
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=16
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=16
null Standard 5. The student will examine the interactions <span class="highlight">of</span> humans and their environment. 1. Identify and describe the relationship between the distribution <span class="highlight">of</span> major natural resources (e.g., arable land, water, fossil fuels, and iron ore) and developed and developing countries. 2. Evaluate the effects <span class="highlight">of</span> human modification <span class="highlight">of</span> and adaptation to the natural environment (e.g., use <span class="highlight">of</span> the <span class="highlight">steel</span> plow, crop rotation, types <span class="highlight">of</span> housing, flood prevention, discovery <span class="highlight">of</span> valuable mineral deposits, the
Indiana Academic Standards-US History
Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrializa...
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Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics) Example: Growth of the railroads, major inventions and the development of big business, such as the oil and steel industry by John D. Rockefeller and Andrew Carnegie USH.2.2 Identify key ideas
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-ushistory.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Students will examine the political, economic, social and cultural development <span class="highlight">of</span> the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics) Example: Growth <span class="highlight">of</span> the railroads, major inventions and the development <span class="highlight">of</span> big business, such as the oil and <span class="highlight">steel</span> industry by John D. Rockefeller and Andrew Carnegie USH.2.2 Identify key ideas
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natu...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use <span class="highlight">of</span> natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, <span class="highlight">steel</span> plow). • Complete a T chart to compare motivations for settling and exploring
Indiana Academic Standards-Social Studies-Kindergarten
Describe and give examples of seasonal weather changes and illustrate how weather affects people and the environment. Example: In different seasons, people wear different kinds of clothing. Human Systems
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Describe and give examples of seasonal weather changes and illustrate how weather affects people and the environment. Example: In different seasons, people wear different kinds of clothing. Human Systems
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade0k.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Describe and give examples <span class="highlight">of</span> seasonal weather changes and illustrate how weather affects people and the environment. Example: In different seasons, people <span class="highlight">wear</span> different kinds <span class="highlight">of</span> clothing. Human Systems
Indiana Academic Standards-Grade 1
Approved October 2007 Grade 1, Page 4 Standard 3 Geography Students will identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected geographic characteristics of their h...
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Approved October 2007 Grade 1, Page 4 Standard 3 Geography Students will identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected geographic characteristics of their home, school and neighborhood. The World in Spatial Terms 1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes. 1.3.2 Identify and describe continents, oceans, cities and roads on maps and
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade01.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 1, Page 4 Standard 3 Geography Students will identify the basic elements <span class="highlight">of</span> maps and globes and explain basic facts concerning the relationship <span class="highlight">of</span> the sun to daily and seasonal weather. They will identify selected geographic characteristics <span class="highlight">of</span> their home, school and neighborhood. The World in Spatial Terms 1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes. 1.3.2 Identify and describe continents, oceans, cities and roads on maps and
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and continuity and change in the American way of life; and (C) identify examples of American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact of science and technol...
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and continuity and change in the American way of life; and (C) identify examples of American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer steel
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=26
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=26
and continuity and change in the American way <span class="highlight">of</span> life; and (C) identify examples <span class="highlight">of</span> American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact <span class="highlight">of</span> science and technology on the economic development <span class="highlight">of</span> the United States. The student is expected to: (A) explain the effects <span class="highlight">of</span> technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer <span class="highlight">steel</span>
Microsoft Word - SocialStudies Core Final.doc
natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions...
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natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer). Objective 2: Explain how selected indigenous cultures of the Americas have changed over time. Indicators: a. Describe and compare early
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http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. <span class="highlight">steel</span> plow, internal combustion engine, television, computer). Objective 2: Explain how selected indigenous cultures <span class="highlight">of</span> the Americas have changed over time. Indicators: a. Describe and compare early
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