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Education
Web
 Career/Technical Education Standards (CA Dept. of Education)
Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 S...
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Energy and Environmental Technology Pathway B. Energy and Environmental Technology Pathway The Energy and Environmental Technology Pathway prepares students for employ ment or advanced training in a variety of energy and environmental industries. B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=138
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=138
Electromechanical Installation <span class="highlight">and</span> Maintenance Pathway PATHWAY STANDARDS <span class="highlight">A</span>. Electromechanical Installation <span class="highlight">and</span> Maintenance Pathway The Electromechanical Installation <span class="highlight">and</span> Maintenance Pathway prepares students <span class="highlight">for</span> employment or advanced training in <span class="highlight">a</span> variety of electromechanical installation <span class="highlight">and</span> maintenance industries. A1.0 Students understand the advantages <span class="highlight">and</span> disadvantages of energy resources currently in use or under research that influence or will influence electromechanical installation <span class="highlight">and</span>
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=140
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=140
Energy <span class="highlight">and</span> Environmental Technology Pathway B. Energy <span class="highlight">and</span> Environmental Technology Pathway The Energy <span class="highlight">and</span> Environmental Technology Pathway prepares students <span class="highlight">for</span> employ­ ment or advanced training in <span class="highlight">a</span> variety of energy <span class="highlight">and</span> environmental industries. B1.0 Students understand energy resources <span class="highlight">and</span> the effects of these resources <span class="highlight">and</span> systems <span class="highlight">on</span> the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, <span class="highlight">and</span> nonrenewable. B1.2 Know the
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=142
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=142
Public Utilities Pathway C. Public Utilities Pathway The Public Utilities Pathway prepares students <span class="highlight">for</span> employment or advanced training in <span class="highlight">a</span> variety of opportunities in the public utilities industry. C1.0 Students understand the advantages <span class="highlight">and</span> disadvantages of energy resources in use or under research that influence or will influence the public utilities industry: C1.1 Know the new <span class="highlight">and</span> emerging energy resources used in the public utilities indus­ try. C1.2 Understand the advantages <span class="highlight">and</span>
Even/Odd Math Dribble
See what number they reached. Time them again and see if they reached a higher number Teaching Suggestions: Post a number line somewhere in gym for the visual students. This would help with students that need it. You could designate odd one color and even...
Career/Technical Education Framework (CA Dept. of Education)
relatively easy to have the students learn keyboarding and software applications by using word processing in preparing papers or other writing assigned in English 9. Similarly, students may create graphs for papers, mathematics assignments, or laboratories while they are learnin...
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relatively easy to have the students learn keyboarding and software applications by using word processing in preparing papers or other writing assigned in English 9. Similarly, students may create graphs for papers, mathematics assignments, or laboratories while they are learning a spreadsheet or database program. In each case the teachers collaborate on the timeline and requirements. 2. Student choice in academic assignments. In this project academic teachers al- low students to determine certain elements of
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=86
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=86
relatively easy to have the students learn keyboarding <span class="highlight">and</span> software applications by using word <span class="highlight">processing</span> in preparing papers or other writing assigned in English 9. Similarly, students may create graphs <span class="highlight">for</span> papers, mathematics assignments, or laboratories while they are learning <span class="highlight">a</span> spreadsheet or database program. In each case the teachers collaborate <span class="highlight">on</span> the timeline <span class="highlight">and</span> requirements. 2. Student choice in academic assignments. In this project academic teachers al- low students to determine certain elements of
Simplicity, Elaboration, and the Sequence of stages
will be motivated as they compare and discuss them to learn the vocabulary associated with their properties and attributes. Sequence of Stages Drawing lines in color helps to differentiate the sequence of stages, revealing its sequence of steps leading to the final version of...
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
CST and CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions for CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This...
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CST and CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions for CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This level includes the engagement of some mental processing beyond a habitual response. The item requires students to make some decisions as to how to approach a problem or activity. Keywords: classify, organize estimate
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=194
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=194
CST <span class="highlight">and</span> CAPA Alignment Report (DRAFT 2-5-2007) Depth-of-Knowledge (DOK) Descriptions <span class="highlight">for</span> CAPA DOK Level 1 Requires students to recall or observe facts, definitions, terms. Involves simple one- step procedures. Involves computing simple algorithms (e.g., sum, quotient). DOK Level 2 This level includes the engagement of some mental <span class="highlight">processing</span> beyond <span class="highlight">a</span> habitual response. The item requires students to make some decisions as to how to approach <span class="highlight">a</span> problem or activity. Keywords: classify, organize estimate
It's All In the Genes
ability to ride a bicycle) Student Product:trait chart Material & Resources:If students are completing the entire activity, each student will need two or more copies of the trait chart provided in this activity, depending on how many members of their family they wish to profile; i...
Beacon Learning Center: Graph It
of the classroom. On the left side of the paper, list the categories of people who might attend. Possible categories are students, mothers, fathers, stepfathers, stepmothers, grandparents, brothers, sisters, cousins, friends, etc. 5. Explain to students that at Open House you will have sti...
Multicultural Education and Technology: Perfect Pair or Odd Couple? ERIC Digest.
justice and equality have always been the focus of schools in America, but there is a substantial body of historical and contemporary evidence which demonstrates that the schooling experiences of most students of color, as well as many white students from economically poo...
Beacon Learning Center: Portfolio Autobiographies
Beacon Lesson Plan Library Beacon Lesson Plan Library Portfolio Autobiographies Louise Kent Description The students create autobiographies. The final projects are published using word-processing and computer graphics. (NETS for Students 1.1, 3.1 and 3.2) Standard...
Science Framework (CA Dept. of Education)
and weather conditions. Students can also be taught to compare and sort objects on the basis of the objects’ properties and be encouraged to use mathematics to communi cate some of their observations. STANDARD SET 4. Investigation and Experimentation 4....
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and weather conditions. Students can also be taught to compare and sort objects on the basis of the objects’ properties and be encouraged to use mathematics to communi cate some of their observations. STANDARD SET 4. Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and con ducting careful investigations. As a basis for understanding this con cept and addressing the content in the other three strands, students should develop their own questions and
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http://www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=40
www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=40
<span class="highlight">and</span> weather conditions. Students can also be taught to compare <span class="highlight">and</span> sort objects <span class="highlight">on</span> the basis of the objects’ properties <span class="highlight">and</span> be encouraged to use mathematics to communi­ cate some of their observations. STANDARD SET 4. Investigation <span class="highlight">and</span> Experimentation 4. Scientific progress is made by asking meaningful questions <span class="highlight">and</span> con­ ducting careful investigations. As <span class="highlight">a</span> basis <span class="highlight">for</span> understanding this con­ cept <span class="highlight">and</span> addressing the content in the other three strands, students should develop their own questions <span class="highlight">and</span>
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