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 Microsoft Word - science.doc
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equip...
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appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, <span class="highlight">automotive</span> parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
the significant details relating factors that affect populations. SCIENCE AND SOCIAL ISSUES No benchmark expectations at this level Grade 11-12 SCIENCE AND PERSONAL HEALTH No benchmark expectations at this level SCIENCE AND ENVIRONMENTAL ISSUES 11-12.7.1. Explain the impact of environmental laws and policies on the environment and society (e.g., waste/pollutants from <span class="highlight">industry</span>, carbon dioxide emissions, location and number of animals in a feedlot versus water supply
Microsoft Word - SocialStudiesGLEs.doc
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available...
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societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural industry. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=25
made clothing and tools. Understands the basic elements of Washington State’s economic system, including agriculture, businesses, <span class="highlight">industry</span>, natural resources, and labor. Examples: − Explains components of Washington State’s timber <span class="highlight">industry</span>, including the trees, workers, production mills, and consumers of wood products. − Explains components of Washington State’s agricultural <span class="highlight">industry</span>, including the natural resources of land and water, the farmers and laborers, the distributors, and the
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber <span class="highlight">Industry</span>. − Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon. Understands and analyzes how the forces of supply and demand have affected international trade in the United States
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=31
societies face. GLE K 1 2 3 4 5 2.4.1 Recommended Scope & Sequence E C ONOMI C ISS U E S Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: − Explains that available labor resources determine economic opportunities for the agricultural <span class="highlight">industry</span>. − Draws conclusions about how the economy in each region of Washington State could change as a result of the
Microsoft Word - ssstd5.docssstd5.pdf
customs, government, agriculture, industry, and architecture). • Research to learn cultural traditions, religious agriculture, industry and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 &bul...
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customs, government, agriculture, industry, and architecture). • Research to learn cultural traditions, religious agriculture, industry and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 • Construct a diorama for each area showing physical characteristics. (1) See also: HB2I2, HB2I4 Teacher Notes: Government - institutions and procedures through which a territory and its people are ruled. Location - the position of a
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
customs, government, agriculture, <span class="highlight">industry</span>, and architecture). • Research to learn cultural traditions, religious agriculture, <span class="highlight">industry</span> and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6 • Construct a diorama for each area showing physical characteristics. (1) See also: HB2I2, HB2I4 Teacher Notes: Government - institutions and procedures through which a territory and its people are ruled. Location - the position of a
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-e...
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urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
urbanization in the late 19th century (e.g., the movement from farm to city; the role of <span class="highlight">industry</span> and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
inventions and discoveries of James Watt, Henry Bessemer, Louis Pasteur, Thomas Edison, and Eli Whitney; technological changes that promoted industrialization in the textile <span class="highlight">industry</span> of England). 16.11.95 Understand the ideas that influenced the nationalist movements of the late 19th century (e.g., the role of Garibaldi in the unification of Italy; the role of Bismarck in the unification of Germany; how nationalism spread across Europe with Napoleon and was repressed under the Congress of Vienna and the
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
Fort Dearborn; Erie Canal immigration; the Blackhawk War of 1832; the introduction of railroads; Abraham Lincoln, Ulysses S. Grant, and the Civil War; the founding of University of Illinois in 1867; the Great Chicago Fire of 1871; Cyrus McCormick; John Deere; Jane Addams' Hull House; the 1893 World's Fair; Illinois citizens see the world in World War I; Prohibition and crime in the Roaring 20s; Depression; Illinois <span class="highlight">industry</span> and the atomic bomb in World War II; ; the Illinois experience with the civil
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry...
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(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=9
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
document-based questions, quantitative data, material artifacts of RI) How does the information gathered support an historical thesis? • <span class="highlight">Industry</span> – imports and exports, census records, state tax records, etc. • RI Veterans experiences • RI Banking Crisis HP 2 (9-12)– 3 Students show understanding of change over time by… HP 2 (Ext)– 3 Students show understanding of change over time by… Related GLEs/GSEs: R-15 Reading for Research W-6,7,8 Informational Writing a. tracing patterns
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=10
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing <span class="highlight">industry</span> • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
Microsoft Word - economicsstandards.doc
physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of t...
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physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of traditional, command, and market decision making. monetary system - a system that organizes the production and distribution of money and near moneys. money - any medium of exchange that has a standard of value, and a store of value
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=16
www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=1...
physical characteristics of the <span class="highlight">industry</span> market within which firms interact. For example: the number of firms in the <span class="highlight">industry</span>. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of traditional, command, and market decision making. monetary system - a system that organizes the production and distribution of money and near moneys. money - any medium of exchange that has a standard of value, and a store of value
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the p...
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and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or industry. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=113
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or <span class="highlight">industry</span>. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the p...
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and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or industry. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=38
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
and a broad scientific knowledge base are required to produce useful results. 3. understands science advances new technologies. New technologies open new areas for scientific inquiry. 1. a. Technology is driven by the need to meet human needs and solve human problems. b. Engineering is the practical application of science to commerce or <span class="highlight">industry</span>. c. Medicine is a practical application of science to human health. d. All technological advances contain a potential for
Microsoft Word - South Dakota Science 2005.rtf
genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, g...
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genetics, medical and bio-technology (EKG), food industry and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=110
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
genetics, medical and bio-technology (EKG), food <span class="highlight">industry</span> and chemistry Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. Example: Missouri River dams and water needs Seventh Grade Science, Technology, Environment, and
Microsoft Word - Full_Social Studies.rtf
accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration im...
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accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions. • The differing characteristics in developing and developed countries • How cooperation and conflict among people influence the division and control
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=44
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=44
Examples (Comprehension) 4.E.1.1. Students are able to describe how the economic needs of South Dakotans and people in other regions of the United States have been met. Examples: bartering, money, fur trading, credit, agriculture, manufacturing, <span class="highlight">industry</span>, imports and exports, tourism (Comprehension) 4.E.1.2. Students are able to define profit and loss and explain how businesses take risks in order to make a profit. Examples: tradeoffs, risks involved in starting a business (Knowledge) 4.E.1.3
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=91
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=91
accommodations (Great Wall of China, Netherlands polders, canals) • Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber <span class="highlight">industry</span>, PETA (Analysis) 9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions. • The differing characteristics in developing and developed countries • How cooperation and conflict among people influence the division and control
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