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Microsoft Word - ssstd1.docssstd1.pdf
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs....
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Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new <span class="highlight">video</span> game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) <span class="highlight">hot</span> lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
 Core Content For Mathematics Assessment
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. W...
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speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand
202
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by <span class="highlight">hot</span> object equals the heat gained by cold object. This is an energy conservation statement. Whenever <span class="highlight">hot</span> and cold objects are put in contact, heat energy always transfers from the <span class="highlight">hot</span> object to the cold object and this continues until all the mass is at the same temperature. Students should understand
WYOMING SCIENCE
Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, Hot Springs #1 James Mader, Johnson #1 G...
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Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, Hot Springs #1 James Mader, Johnson #1 Gary McDowell, Laramie #1 Thad Morgan, Lincoln #2 Ferris Morrison, Platte #1 John Oglietti, Sublette #1 Jeff Parrott, Teton #1 Rexann Paul, Campbell #1 David Peterson, Niobrara #1 Rick Porter, Carbon #1
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=33
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=3...
Horn #1 Rosemary Graff, Fremont #2 Dr. William Gribb, University of Wyoming, Common Core Carolyn Helling, Albany #1 Julie Holgate, Sublette #9 Christy Kessler, Johnson #1 Carol Kilmer, Niobrara #1 Ted Kinney, Goshen #1 Matt Kruse, Goshen #1 James Lash, <span class="highlight">Hot</span> Springs #1 James Mader, Johnson #1 Gary McDowell, Laramie #1 Thad Morgan, Lincoln #2 Ferris Morrison, Platte #1 John Oglietti, Sublette #1 Jeff Parrott, Teton #1 Rexann Paul, Campbell #1 David Peterson, Niobrara #1 Rick Porter, Carbon #1
Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
history_pub2000
(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment). • Comparing prices of goods and services. • Explaini...
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(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment). • Comparing prices of goods and services. • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank). Grades 3-4 Grades 5-6 Economics
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS30 Physical and Cultural Geography: Grouped with Vermont Standards 4.3, 4.6, 6.7, 6.8, 6.13 Grades 5-6 Grades 7-8 H&SS5-6:11 Students interpret geography and solve geographic prob- lems by… • Identifying characteristics of states, countries, and conti- nents using resources such as landmarks, models, maps, photographs, atlases, internet, <span class="highlight">video</span>, reference materials, GIS and mental mapping. i • Observing, comparing
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=53
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
(e.g., Why is Vermont considering investing in wind energy?). i • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy <span class="highlight">video</span> games because they want entertainment). • Comparing prices of goods and services. • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank). Grades 3-4 Grades 5-6 Economics
CONTENts.PDF
the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials....
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the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
the <span class="highlight">video</span>, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
Minnesota Academic Standards
scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. video g...
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scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. video game 2. Quarter in gum ball machine 3. Not everything on birthday wish list is received 4. Invited to two birthday parties on the same day 5. Earnings from lemonade stand can be put in piggy bank or spent on candy VI. ECONOMICS
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=56
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
scarcity means that one cannot have all the goods and services that one wants. 4. Students will give examples of tradeoffs (opportunity costs). 5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 1. Food vs. <span class="highlight">video</span> game 2. Quarter in gum ball machine 3. Not everything on birthday wish list is received 4. Invited to two birthday parties on the same day 5. Earnings from lemonade stand can be put in piggy bank or spent on candy VI. ECONOMICS
Indiana Academic Standards-Grade 1
Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images. Example: Compare...
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Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images. Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation. 1.1.3 Identify American songs and symbols and discuss their origins
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade01.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 1, Page 2 Example: Clothing, the use of technology, methods of transportation, entertainment and customs 1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and <span class="highlight">video</span> images. Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation. 1.1.3 Identify American songs and symbols and discuss their origins
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