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River of Words
River of Words® (ROW) is a program of The Center for Environmental Literacy and a part of the Kalmanovitz School of Education. Acknowledged pioneers in the field of place-based education, River of Words has been inspiring educators and their stud...
NYTimes People: Coleman, Tom
Arrested in Tainted Sting By ADAM LIPTAK Gov. Rick Perry of Texas yesterday pardoned 35 people, 31 of them black, who were arrested in 1999 in a drug sting based solely on the word of an undercover agent who has since been indicted on perjury charges. ''Questi...
FCCLA-The Community Connection - Planning a Community Service Project
Handout2_Community_Service_Project_Group_Activity_Planning_Sheet.doc Handout4_Additional_Websites.doc Assessment Strategies: Assessment of this project-based lesson plan is made on the various parts of the planning and implementation of the community service...
 Microsoft Word - science.doc
system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be dynamic yet may remain in equilibrium with no errors. Students explain how a system can be dynamic yet ma...
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system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be dynamic yet may remain in equilibrium with no errors. Students explain how a system can be dynamic yet may remain in equilibrium with no significant errors. Students explain how a system can be dynamic yet may remain in equilibrium with a few significant errors. Students explain how a system can be dynamic yet may remain in
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=18
www.dpi.state.nd.us/standard/content/science/science.pdf#page=18
components within a system. Students describe some <span class="highlight">of</span> the significant details <span class="highlight">of</span> the interaction <span class="highlight">of</span> components within a system. Students describe few <span class="highlight">of</span> the significant details <span class="highlight">of</span> the interaction <span class="highlight">of</span> components within a system. CONSTANCY AND CHANGE 9-10.1.3. Explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium (e.g., water cycle, rock cycle, population) Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no errors. Students
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=20
www.dpi.state.nd.us/standard/content/science/science.pdf#page=20
system can be <span class="highlight">dynamic</span> yet may remain in equilibrium (e.g., balance <span class="highlight">of</span> forces, Le Chatelier’s Principle, acid base systems) Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with no significant errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in equilibrium with a few significant errors. Students explain how a system can be <span class="highlight">dynamic</span> yet may remain in
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=59
www.dpi.state.nd.us/standard/content/science/science.pdf#page=59
expectations at this level ENERGY IN THE EARTH SYSTEM 11-12.5.2. Explain how Earth systems are in <span class="highlight">dynamic</span> equilibrium (e.g., cycling <span class="highlight">of</span> energy and matter through the atmosphere, hydrosphere, and lithosphere) Students explain all <span class="highlight">of</span> the significant details that show how Earth systems are in <span class="highlight">dynamic</span> equilibrium. Students explain most <span class="highlight">of</span> the significant details that show how Earth systems are in <span class="highlight">dynamic</span> equilibrium. Students explain some <span class="highlight">of</span> the significant details that show how Earth
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=76
www.dpi.state.nd.us/standard/content/science/science.pdf#page=76
According to this theory, the universe was created some time between 10 billion and 20 billion years ago from a cosmic explosion that hurled matter in all directions. (http://liftoff.msfc.nasa.gov/academy/universe/b_bang.html) Biological evolution: change in the genetic makeup <span class="highlight">of</span> a population <span class="highlight">of</span> a species in successive generations. If continued long enough, it can lead to the formation <span class="highlight">of</span> a new species. Note that populations – not individuals – evolve. (Miller, 2000) CBL: Calculator-<span class="highlight">based</span> laboratory
Microsoft Word - Content Area Reading Middle School.doc
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality ...
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78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=78
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality <span class="highlight">of</span> -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, <span class="highlight">agent</span> -ant, ac—one who -tude—state or quality <span class="highlight">of</span> -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality <span class="highlight">of</span> -ation—quality, state, or condition Adjective Suffixes -ation—action or process <span class="highlight">of</span>
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d. Compare basic economic systems according to who determines what is produced, distributed, and consumed. e. Explain economic factors that led to the urbanization of Tennessee and early America. f. Trace the development of major industries that contributed to the urbanization ...
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d. Compare basic economic systems according to who determines what is produced, distributed, and consumed. e. Explain economic factors that led to the urbanization of Tennessee and early America. f. Trace the development of major industries that contributed to the urbanization of Tennessee and early America. g. Explain the changes in types of jobs and occupations that resulted from the urbanization of Tennessee and early America. Performance Indicators State: As documented through state assessment
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=5
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=5
d. Compare basic economic systems according to who determines what is produced, <span class="highlight">distributed</span>, and consumed. e. Explain economic factors that led to the urbanization <span class="highlight">of</span> Tennessee and early America. f. Trace the development <span class="highlight">of</span> major industries that contributed to the urbanization <span class="highlight">of</span> Tennessee and early America. g. Explain the changes in types <span class="highlight">of</span> jobs and occupations that resulted from the urbanization <span class="highlight">of</span> Tennessee and early America. Performance Indicators State: As documented through state assessment
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
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criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
1
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criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Microsoft Word - VSC. Algegra II 6.07.doc
constructed response items. 1.3.2 The student will ascribe a meaning to the solution in the context of the problem and consider the reasonableness of the solution. Assessment Limits #0;� This indicator is assessed through the implementation of the Core Learning...
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constructed response items. 1.3.2 The student will ascribe a meaning to the solution in the context of the problem and consider the reasonableness of the solution. Assessment Limits #0;� This indicator is assessed through the implementation of the Core Learning Goal rubric for the constructed response items. Correlation Coefficient 1.2.0.1 The student will communicate when it is appropriate to use a line of best fit to make predictions based on its correlation coefficient
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http://mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
constructed response items. 1.3.2 The student will ascribe a meaning to the solution in the context <span class="highlight">of</span> the problem and consider the reasonableness <span class="highlight">of</span> the solution. Assessment Limits #0;� This indicator is assessed through the <span class="highlight">implementation</span> <span class="highlight">of</span> the Core Learning Goal rubric for the constructed response items. Correlation Coefficient 1.2.0.1 The student will communicate when it is appropriate to use a line <span class="highlight">of</span> best fit to make predictions <span class="highlight">based</span> on its correlation coefficient
Microsoft Word - 06.029.0011.doc
governments in the 18th and 19th centuries (e.g., Locke, Rousseau, Voltaire); (e) compare and contrast the concepts of courts and justice from Henry II of England to the court system of today; (f) compare and contrast the unitary, confederal and federal systems; (g) analyze t...
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governments in the 18th and 19th centuries (e.g., Locke, Rousseau, Voltaire); (e) compare and contrast the concepts of courts and justice from Henry II of England to the court system of today; (f) compare and contrast the unitary, confederal and federal systems; (g) analyze the ways powers are distributed and shared in a parliamentary system; (h) compare and contrast the
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=22
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=22
governments in the 18th and 19th centuries (e.g., Locke, Rousseau, Voltaire); (e) compare and contrast the concepts <span class="highlight">of</span> courts and justice from Henry II <span class="highlight">of</span> England to the court system <span class="highlight">of</span> today; (f) compare and contrast the unitary, confederal and federal systems; (g) analyze the ways powers are <span class="highlight">distributed</span> and shared in a parliamentary system; (h) compare and contrast the
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