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 Microsoft Word - sciencesol.doc
about nature, can predict potential consequences of actions, but cannot be used to answer all questions. BIO.1 The student will plan and conduct investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct...
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about nature, can predict potential consequences of actions, but cannot be used to answer all questions. BIO.1 The student will plan and conduct investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
about nature, can predict potential consequences of actions, but cannot be used to answer all questions. <span class="highlight">BIO</span>.1 The student will plan and conduct investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e
Microsoft Word - 2912516B.doc
(e.g., determine the perimeter of a bulletin board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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(e.g., determine the perimeter of a bulletin board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=57
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=57
(e.g., determine the perimeter of a <span class="highlight">bulletin</span> board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=67
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=67
and their impact on a given problem Students will use representations to model and interpret physical, social, and mathematical phenomena. 6.R.7 Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a <span class="highlight">bulletin</span> board) 6.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales) 6.R.9 Use mathematics to show and understand mathematical phenomena (e.g
Microsoft Word - 06.029.0010.doc
as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communi...
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as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism); (4) grade 8 performance standards
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=16
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=16
as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, <span class="highlight">bio</span>-terrorism); (4) grade 8 performance standards
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookm...
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English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., bulletin boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=26
www.doe.state.la.us/lde/uploads/3906.pdf#page=26
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., <span class="highlight">bulletin</span> boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
Microsoft Word - ssstd1.docssstd1.pdf
bulletin board, display, or photo collage illustrating food sources produced in Kansas. (2) • Take a field trip of the neighborhood to view different types of homes; compare these structures in terms of materials, shapes, etc. (3) • Build models of two types of American Indian house...
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bulletin board, display, or photo collage illustrating food sources produced in Kansas. (2) • Take a field trip of the neighborhood to view different types of homes; compare these structures in terms of materials, shapes, etc. (3) • Build models of two types of American Indian houses; compare these structures in terms of materials, shapes, etc. (4) • Draw a picture of one’s home; compare its shape, building materials, and number of rooms with a dugout, sod house, log cabin, or frame house. (5) • Create a
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
<span class="highlight">bulletin</span> board, display, or photo collage illustrating food sources produced in Kansas. (2) • Take a field trip of the neighborhood to view different types of homes; compare these structures in terms of materials, shapes, etc. (3) • Build models of two types of American Indian houses; compare these structures in terms of materials, shapes, etc. (4) • Draw a picture of one’s home; compare its shape, building materials, and number of rooms with a dugout, sod house, log cabin, or frame house. (5) • Create a
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
properties of addition and multiplication, e.g., at a delivery stop, Sylvia pulls out a flat of eggs. The flat has 5 columns and 6 rows of eggs. Express how to find the number of eggs in 2 ways. b. distributive property, e.g., trim is used around the outside edges of a bulletin board with dim...
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properties of addition and multiplication, e.g., at a delivery stop, Sylvia pulls out a flat of eggs. The flat has 5 columns and 6 rows of eggs. Express how to find the number of eggs in 2 ways. b. distributive property, e.g., trim is used around the outside edges of a bulletin board with dimensions 3 ft by 5 ft. Explain two different methods of solving this problem. c. substitution property, e.g., V = IR [Ohm’s Law: voltage (V) = current (I) x resistance (R)] If the current is 5 amps (I = 5) and the
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=225
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
properties of addition and multiplication, e.g., at a delivery stop, Sylvia pulls out a flat of eggs. The flat has 5 columns and 6 rows of eggs. Express how to find the number of eggs in 2 ways. b. distributive property, e.g., trim is used around the outside edges of a <span class="highlight">bulletin</span> board with dimensions 3 ft by 5 ft. Explain two different methods of solving this problem. c. substitution property, e.g., V = IR [Ohm’s Law: voltage (V) = current (I) x resistance (R)] If the current is 5 amps (I = 5) and the
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=266
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
distributive, and substitution properties; e.g., we need to place trim around the outside edges of a <span class="highlight">bulletin</span> board with dimensions of 3 ft by 5 ft. Explain two different methods of solving this problem and why the answers are equivalent. b. ▲ identity and inverse properties of addition and multiplication; e.g., I had $50. I went to the mall and spent $20 in one store, $25 at a second store and then $5 at the food court. To solve: [$50 – ($20 + $25 + $5) = $50 - $50 = 0]. Explain your reasoning. c
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