|
Education
Web
Viewing 1-7 of 7 total results
 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...
1
0
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
20
0
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
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...
1
0
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
1
0
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
0
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
1
0
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 - 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...
1
0
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
22
0
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
Microsoft Word - ssstd4.docssstd4.pdf
can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product...
1
0
can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number of consumers willing and able to purchase a good or service at a given price. Distribution - the arrangement of
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
can be started <span class="highlight">based</span> on the supply <span class="highlight">of</span> wheat? What wheat- <span class="highlight">based</span> product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number <span class="highlight">of</span> consumers willing and able to purchase a good or <span class="highlight">service</span> at a given price. Distribution - the arrangement <span class="highlight">of</span>
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
with the expansion of the Western Roman Empire (e.g., the Roman Republic, Punic Wars with Hannibal, Julius Caesar, Augustus and the establishment of the Roman Empire, and the Pax Romana). 16.5.51 Understand that Christian beliefs are based on the teachings of Jesus of...
1
0
with the expansion of the Western Roman Empire (e.g., the Roman Republic, Punic Wars with Hannibal, Julius Caesar, Augustus and the establishment of the Roman Empire, and the Pax Romana). 16.5.51 Understand that Christian beliefs are based on the teachings of Jesus of Nazareth; identify the basic teachings of Christianity. 16.8.52 Identify the early events in the history of Christianity, including the contributions of Paul the Apostle, the persecution of Christians, and the later acceptance of
43
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=43
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=43
with the expansion <span class="highlight">of</span> the Western Roman Empire (e.g., the Roman Republic, Punic Wars with Hannibal, Julius Caesar, Augustus and the establishment <span class="highlight">of</span> the Roman Empire, and the Pax Romana). 16.5.51 Understand that Christian beliefs are <span class="highlight">based</span> on the teachings <span class="highlight">of</span> Jesus <span class="highlight">of</span> Nazareth; identify the basic teachings <span class="highlight">of</span> Christianity. 16.8.52 Identify the early events in the history <span class="highlight">of</span> Christianity, including the contributions <span class="highlight">of</span> Paul the Apostle, the persecution <span class="highlight">of</span> Christians, and the later acceptance <span class="highlight">of</span>
Microsoft Word - K-12 doc.doc
inhabit it Capitalism - economic system characterized by the following: private property ownership exists; individuals and companies are allowed to compete for their own economic gain; and free market forces determine the prices of goods and services Cartograms - A presentation of s...
1
0
inhabit it Capitalism - economic system characterized by the following: private property ownership exists; individuals and companies are allowed to compete for their own economic gain; and free market forces determine the prices of goods and services Cartograms - A presentation of statistical data in geographical distribution on a map Caste system - Divisions in society based on differences of wealth, inherited rank, privilege, profession, or occupation Caste system - Divisions in society based
58
0
http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=58
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=58
inhabit it Capitalism - economic system characterized by the following: private property ownership exists; individuals and companies are allowed to compete for their own economic gain; and free market forces determine the prices <span class="highlight">of</span> goods and services Cartograms - A presentation <span class="highlight">of</span> statistical data in geographical distribution on a map Caste system - Divisions in society <span class="highlight">based</span> on differences <span class="highlight">of</span> wealth, inherited rank, privilege, profession, or occupation Caste system - Divisions in society <span class="highlight">based</span>
|
