|
Education
Web
Regional and State Specific Studies
Science for Teaching more… Teacher Professional Development ProgramFEATURED PROJECTS Quality Teaching for English Learners READi (Reading, Evidence, and Argumentation in Disciplinary Instruction) Reading Apprenticeship® Improving Secondary Education (RAISE) Strategic Literacy Initiative...
Beacon Learning Center: Benjamin Franklin and Electricity
Beacon Lesson Plan Library Beacon Lesson Plan Library Benjamin Franklin and Electricity Paul Baldauf, Ph.D. Description This is an interdisciplinary lesson combining exercises in Language Arts and Science, and includes discussions and written assignments on one of the seminal figures in scie...
Beacon Learning Center: Interrelationships Within the Marine Community
Beacon Lesson Plan Library Beacon Lesson Plan Library Interrelationships Within the Marine Community summer zephyr Bay District Schools Description Students create an electronic story showing the interrelationship of species within the marine environment. Standards Florida Sunshine State St...
Georgius Agricola
Fossilium. He died in 1555, one year before the posthumous publication of De Re Metallica, his greatest work. De Re Metallica, literally translated, means "On the Nature of Metals," but the word metal had a wider meaning at the time, and meant any mineral. In this book, which remained the...
Reflections About Diversity
McREL: Mid-continent Research for Education and Learning, Content Knowledge Standards and Benchmark Database Mid-continent Research for Education and Learning Home |Browse |Search Purpose |History |Process |Acknowledgment |Reference McREL Standards Activity Reflections About Diversity...
 null
test" means a test where the scores are based on comparisons with a nationally representative group of students in the same grade. The meaning of the scores is tied specifically to student performance relative to the performance of the students in the norm group under very specific testi...
Standard Seven: Diversity and Continuity of living Things 5/9/05
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organi...
1
0
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in
1
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=1
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Science Standard 7 <span class="highlight">Diversity</span> and Continuity of Living Things Grade Level Expectations
4
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
4 Science Standard 7 <span class="highlight">Diversity</span> and Continuity of Living Things The natural world consists of a <span class="highlight">diversity</span> of organisms that transmit their characteristics to future generations. Living things reproduce, develop, and transmit traits, and theories of evolution explain the unity and <span class="highlight">diversity</span> of species found on Earth. Knowledge of genetics, reproduction, and development is applied to improve agriculture and human health. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12 Reproduction
6
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide <span class="highlight">diversity</span> of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) <span class="highlight">based</span> on similarities in
18
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=18
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
18 Standard 7: <span class="highlight">Diversity</span> and Continuity of Living Things, Grade Level Expectations Grades 9-12 Essential Questions: Why do offspring resemble their parents? What are the advantages and disadvantages of different reproductive strategies? How do organisms change as they go through their life cycles? Essential Questions: How are organisms of the same kind different from each other? How does this help them reproduce and survive? How does natural selection encourage inter and intra-specific <span class="highlight">diversity</span>
Standard 1: Number and Operation
arithmetic. Congruent (or the concept of congruence) - Two figures are said to be congruent if they are the same size and shape. Conjecture - A statement that is to be shown true or false. A conjecture is usually developed by examining several specific situations. Coordinate geometry - Geometry...
1
0
arithmetic. Congruent (or the concept of congruence) - Two figures are said to be congruent if they are the same size and shape. Conjecture - A statement that is to be shown true or false. A conjecture is usually developed by examining several specific situations. Coordinate geometry - Geometry based on the coordinate system. Coordinate system (also called Rectangular coordinate system) - A method of locating points in the plane or in space by means of numbers. A point in a plane can be
90
0
http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=90
www.dpi.state.nd.us/standard/content/math/math.pdf#page=90
arithmetic. Congruent (or the concept of congruence) - Two figures are said to be congruent if they are the same size and shape. Conjecture - A statement that is to be shown true or false. A conjecture is usually developed by examining several specific situations. Coordinate geometry - Geometry <span class="highlight">based</span> on the coordinate system. Coordinate system (also called Rectangular coordinate system) - A method of locating points in the plane or in space by means of numbers. A point in a plane can be
Numbers, Number Sense, and Computation
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are use...
1
0
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 After Reading Strategies 2.K.3 I/L With assistance, use after
4
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=4
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=4
students read and write daily. In addition, they monitor student learning and adjust instruction <span class="highlight">based</span> on assessments and standards. Nevada teachers use a variety of instructional strategies and grade-appropriate materials aligned to the standards and help students make connections between their academic and social lives through reading, writing, listening, and speaking. Nevada teachers view <span class="highlight">diversity</span> as a strength and recognize its impact on student learning. The Nevada English Language Arts
20
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=20
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=20
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Before Reading Strategies 2.K.1 I/L Demonstrate concept of print
22
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=22
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=22
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 After Reading Strategies 2.K.3 I/L With assistance, use after
23
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=23
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=23
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 2.5.3 I/L Select after reading strategies appropriate to <span class="highlight">text</span>
32
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=32
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=32
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Cultures and Time Periods 3.K.7 I/L With
33
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=33
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=33
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 3.5.7 I/L Explain the influence of historical
34
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=34
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=34
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Responding to <span class="highlight">Text</span> 3.K.9 I/L With assistance, make
35
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=35
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=35
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 3.5.9 I/L Make connections to self, other <span class="highlight">text</span>
42
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=42
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=42
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Cultures and Times 4.K.4 I/L With
43
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=43
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=43
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 6 7 8 9-12 4.5.4 I/L Explain the influence of
44
0
http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=44
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=44
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 4.0 Expository <span class="highlight">Text</span> 35 Predictions, Inferenc es, and Conclusions
Language Arts Booklet
10 CONTENT STANDARDS K - 1 2 - 3 RESPONSE 4. Respond to texts from a range of stances: initial understanding, personal, interpretive, critical. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others. D...
1
0
10 CONTENT STANDARDS K - 1 2 - 3 RESPONSE 4. Respond to texts from a range of stances: initial understanding, personal, interpretive, critical. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others. DIVERSITY 6. Interact thoughtfully with texts that represent diversity in language, perspective, and/or culture. • Identify favorite part of story and give reasons for choice. • Share information from
10
0
http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=10
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
10 CONTENT STANDARDS K - 1 2 - 3 RESPONSE 4. Respond to texts from a range of stances: initial understanding, personal, interpretive, critical. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others. <span class="highlight">DIVERSITY</span> 6. Interact thoughtfully with texts that represent <span class="highlight">diversity</span> in language, perspective, and/or culture. • Identify favorite part of story and give reasons for choice. • Share information from
14
0
http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=14
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
14 CONTENT STANDARDS K - 1 2 - 3 RHETORIC 4. Use rhetorical devices to craft writing appropriate to audience and purpose. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as writers, and find value and satisfaction in writing and sharing writing with others. <span class="highlight">DIVERSITY</span> 6. Understand <span class="highlight">diversity</span> in language, perspective, and culture in order to craft texts that represent diverse thinking and expression. PRODUCE WRITING THAT • Communicates meaning to a reader(s). • Uses description and details to
|
