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Education
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 science_pub2003
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No ...
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the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No S3-4:26 at this level No S3-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=112
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface <span class="highlight">S3</span>-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
7th Grade„Grade Level Expectations
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit...
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Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot,...
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, <span class="highlight">video</span>, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
English Voluntary State Curriculum
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas...
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logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas and information best understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital <span class="highlight">video</span>, graphics) to address audience understanding by communicating ideas and information best understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
Layout 1
Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., tit...
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Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., title, head- ings, information about the author, illustrations, captions). square6 Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video). Publishes in more than one
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=20
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., title, head- ings, information about the author, illustrations, captions). square6 Uses a variety of available technology as part of publication (e.g., software program, overhead projector, <span class="highlight">video</span>). Publishes in more than one
7th Grade„Grade Level Expectations
characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stat...
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characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games, advertisements)
7th Grade„Grade Level Expectations
Critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g.,...
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Critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games, advertisements)
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) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new <span class="highlight">video</span> game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
Microsoft Word - ssstdk.docssstdk.pdf
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives...
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Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) 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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