iSEEK - Education

technology that contributed to knowledge in specialized areas. A relevant assignment might ask students to identify the technology used by researchers in exploring the atom and the relationships of the technology to the sophistication of the knowledge gained. Another assignment might be for students to compare the relative simplicity of Rutherford’s gold foil apparatus to the space- age technology of modern super-colliders. Interviews with scientists and technicians in all areas of chemistry could provide a rich

20 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=20

Revised 2004 Science17 It was a strange sight: a man, standing before a fountain, watching the falling water and tilting his head from side to side. Drawing closer, I saw he was rapidly moving the fingers of his right hand up and down in front of his face. I was in the seventh grade, visiting Princeton University with my science class, and the man at the fountain was Albert Einstein. For several minutes, he continued silently flicking his fingers. Then he turned and asked, "Can you do it? Can you see the

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techniques and instruments, but they should not be the whole laboratory experience. Instead, laboratory experience should provide a foundation for exploring new questions. In biology, for example, traditional labs such as dissection and observation of plant and animal cells may be quite appropriate. They should, however, lead to open-ended explorations such as the study of a particular animal’s anatomy in relation to its environment and behavior, or the effect of changing environmental conditions on the growth of

111 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=111 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=11...

technology that contributed to knowledge in specialized areas. A relevant assignment might ask students to identify the technology used by researchers in exploring the atom and the relationships of the technology to the sophistication of the knowledge gained. Another assignment might be for students to compare the relative simplicity of Rutherford’s gold foil apparatus to the space- age technology of modern super-colliders. Interviews with scientists and technicians in all areas of chemistry could provide a rich

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=11...

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Microsoft Word - ssstd7.docssstd7.pdf

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procedures through which a territory and its people are ruled. Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location). Migration - the movement of people or other organisms from one region to another. Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform. Places - locations having distinctive characteristics, which give

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understands various systems of governments and how nations and international organizations interact. Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1. (K) recognizes that cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes. 2. (K) identifies the types of local government (e.g., cities, townships, counties) 3.▲ (K) identifies the goods and services provided by local government in the

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pay for these expenditures and each level. (1) • Bring in a guest speaker from the local treasurer's office to discuss revenues and expenditures for your city, county, and state. (2) Teacher Notes: Expenditures - spending on goods and services. Goods - something that you can touch or hold. Government - institutions and procedures through which a territory and its people are ruled. Revenue - receipts from sales of goods and services. Services - something that one person does for someone else

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Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (A) - ($) compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services. 2. (K) explains how an individual’s income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level). • Compare store advertisements of similar items to determine the best over all buy using criteria such as price

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procedures through which a territory and its people are ruled. Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location). Migration - the movement of people or other organisms from one region to another. Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform. Places - locations having distinctive characteristics, which give

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populations, interdependence, cooperation, and conflict. Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1. (A) describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns). 2. K) explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods

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Microsoft Word - readstd8g.docreadstd8g.pdf

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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures

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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures

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(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore and explain how a story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or

6 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6 www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6

(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore and explain how a story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or

www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research

24 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24

Virginia Board of Education, 2003 Grade One, page 3 STANDARD 1.2 STRAND: ORAL LANGUAGE GRADE LEVEL 1 1.2 The student will continue to expand and use listening and speaking vocabularies. a) Increase oral descriptive vocabulary. b) Begin to ask for clarification and explanation of words and ideas. c) Follow simple two-step oral directions. d) Give simple two-step oral directions. e) Use singular and plural nouns. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS

27 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27

first grade, they should have a reading vocabulary of 300 to 500 sight words and be able to decode single-syllable words. These concepts and skills will be learned through systematic explicit direct instruction, individual and small-group activities, and time spent exploring and reading books and other print material. Through reading decodable books, students will build fluency and automaticity in using their knowledge of phonetic principles and print to read. Reading and listening to both fiction and

48 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48

such as un-, re-, dis-, pre-, and mis- • demonstrate an understanding of common suffixes, such as -er, -y, -ful, -less, -est, and -ly • demonstrate an understanding of the meaning of contractions • demonstrate an understanding of what the apostrophe signifies in singular possessive words (e.g., Mary�s) • identify simple abbreviations, including those for titles (e.g., Mr., Mrs., Ms., and Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.) • supply synonyms and antonyms for a

174 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174

KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research

227 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227

or the American Psychological Association (APA). f) Edit copies for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy and prepare document for publication or submission. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • Students will research topics and develop documented papers that support a thesis. A documented paper is the result of following a process leading to discovery of information that is then

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174

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Science Booklet

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1 The Spirit of Science The Spirit of Science progresses by asking questions and looking for precise answers. This spirit has enriched our human experience and opens new possibilities for thought and action. We want to pass on the Spirit of Science to the next generation, making the bond between science and ourselves a bond between ourselves and the Future. -THE EPIC OF MAN AND SCIENCE IBM JAPAN PAVILION, TSUKUBA EXPO '85 Rationale for Science Science is for All Students Science is important for all

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1 The Spirit of Science The Spirit of Science progresses by asking questions and looking for precise answers. This spirit has enriched our human experience and opens new possibilities for thought and action. We want to pass on the Spirit of Science to the next generation, making the bond between science and ourselves a bond between ourselves and the Future. -THE EPIC OF MAN AND SCIENCE IBM JAPAN PAVILION, TSUKUBA EXPO '85 Rationale for Science Science is for All Students Science is important for all

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with

85 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85

Kindergarten Language Arts Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1: Develop language through listening and speaking. a. Listen attentively. b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop

89 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89

audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89

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Microsoft Word - ssstd5.docssstd5.pdf

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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring

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regions. Draw lines to connect the products that are traded between regions. (1, 3, 4) See also: GB1I2&3, GB2I1&2 Teacher Notes: Economic interdependence - mutually dependent on each other financially. Goods - something that you can touch or hold. Opportunity cost - in making a decision, the most valuable alternative not chosen. Productivity - a measure of goods and services produced over a period of time with a given set of resources. Region - an area with one or more common characteristics or features

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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring

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8/9/2005 Page 147 of 298 Kansas, United States, and World History Fifth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the age of

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KINDERGARTEN

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scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are composed of

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scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. BIOLOGY I High School Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are composed of

sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=36

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2004 English Language Arts 2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). • distinguishing between primary and secondary sources. • analyzing the effects of the presentation and/or the accuracy of information. Competency Goal 3 The learner will examine the

89 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=89 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts 2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). • distinguishing between primary and secondary sources. • analyzing the effects of the presentation and/or the accuracy of information. Competency Goal 3 The learner will examine the

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2004 English Language Arts evaluative techniques. Competency Goal 4 The learner will use critical thinking skills and create criteria to evaluate print and non-print materials. 4.01 Determine the purpose of the author or creator by: • monitoring comprehension for understanding of what is read, heard and/or viewed. • exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. • identifying and exploring the underlying assumptions of the author/creator. • analyzing the

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2004 English Language Arts case. • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses). • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. • extending vocabulary knowledge by learning and using new words. • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different

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