iSEEK - Education

in an attempt to sway the opinions of others. b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information. A3 Taking Action Using Social Studies Knowledge and Skills Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma Students select

5 0 http://www.maine.gov/education/lres/pei/ss102207.pdf#page=5 www.maine.gov/education/lres/pei/ss102207.pdf#page=5

Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma information found in varied sources and/or from fieldwork, experiments, and interviews. i. Select a clear supportable position. j. Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a variety of audiences. k. Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields. l. Use information ethically and legally. f. Create and present a

6 0 http://www.maine.gov/education/lres/pei/ss102207.pdf#page=6 www.maine.gov/education/lres/pei/ss102207.pdf#page=6

in an attempt to sway the opinions of others. b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information. A3 Taking Action Using Social Studies Knowledge and Skills Performance Indicators & Descriptors Pre-K-2 3-5 6-8 9-Diploma Students select

www.maine.gov/education/lres/pei/ss102207.pdf#page=6

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INTRODUCTION TO BIOLOGY

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2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular system will behave, followed by observations to determine if the system did

13 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=13 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

for a month and then construct a graph, this would be classified as a Level 2. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4. At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections - relate ideas within the content area or among content areas - and have to select one approach among many alternatives on how the

104 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=104 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

development). (DOK 3) d. Construct and analyze graphs (e.g., plotting points, labeling x-and y-axis, creating appropriate titles and legends for circle, bar, and line graphs). (DOK 2) e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3) f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge. (DOK 3) g. Communicate and defend a scientific argument in oral

131 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=131 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 131 AEROSPACE STUDIES - one half credit - The Aerospace Studies course provides opportunities for students to develop and communicate an understanding of aerodynamics through lab-based activities, mathematical expressions, and concept exploration. Concepts covered in this course include aerodynamics, instrumentation, aircraft’s propulsion, navigation, and history of flight. Laboratory activities allow

133 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=133 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 133 d. Compare the various methods of aircraft propulsion. (DOK 2) • Operation of reciprocating and turboprop, (jet) engines • Development of aircraft propulsion systems e. Calculate the expansion ratio of gases in an engine (gas laws). (DOK 1) f. Use appropriate instruments and perform calculations involved in navigation (e.g., locating a point on the globe from its global coordinates and

154 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=154 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular system will behave, followed by observations to determine if the system did

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

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Standard Four: Earth in Space

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5 Science Standard 4 Earth in Space Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal principles of gravitation allow predictions regarding the motions of objects within the Galaxy and beyond. Earth’s motion, position, and posture account for a variety of cyclic events observable from Earth. While the composition of planets vary considerably, their components and the applicable laws of science are universal. The motions and

5 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard4.pdf#page=5 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

5 Science Standard 4 Earth in Space Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal principles of gravitation allow predictions regarding the motions of objects within the Galaxy and beyond. Earth’s motion, position, and posture account for a variety of cyclic events observable from Earth. While the composition of planets vary considerably, their components and the applicable laws of science are universal. The motions and

8 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard4.pdf#page=8 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

8 Essential Question: What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? Essential Question: What is Earth’s place in the Solar System? Essential Question: How has technology expanded our knowledge of the Earth, Moon, and Sun System? Enduring Understanding: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day and night. Enduring Understanding: Earth

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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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

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17 www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...

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

www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...

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Microsoft Word - Math GLE K-8 8-08.doc

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mean and median of the data set(s) Probability: • Compare and make predictions based on theoretical and experimental probabilities, using sample data generated through actual experiments or computer simulations • Construct an appropriate sample space and apply principles of probability for a simple or compound event • Investigate and describe the difference between the event experimental probability of a simulated event (experiment) and the theoretical probability of the same event • Explore

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mean and median of the data set(s) Probability: • Compare and make predictions based on theoretical and experimental probabilities, using sample data generated through actual experiments or computer simulations • Construct an appropriate sample space and apply principles of probability for a simple or compound event • Investigate and describe the difference between the event experimental probability of a simulated event (experiment) and the theoretical probability of the same event • Explore

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respective environments. 16.8.95 Identify how competition between groups for the same land affects the environment. 16.11.115 Understand the effect of a significant migration of people from one region to another; identify significant large

62 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62

Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respective environments. 16.8.95 Identify how competition between groups for the same land affects the environment. 16.11.115 Understand the effect of a significant migration of people from one region to another; identify significant large

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62

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methodology for use of the scientific laboratory to conduct and report results of fod science experiments. Expectations and Performance Indicators: 3.1 Use apropriate safety techniques for the laboratory. 3.2 Identify the location and demonstrate the correct use of emergency equipment in the laboratory. 3.3 Design a lab oratory experiment to demonstrate knowledge of the scientific method. 3.4 Demonstrate the ability to complete a laboratory report based on the scientific method. 3.5 Use the metric system

3 0 http://www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.pdf#page=3 www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.p...

methodology for use of the scientific laboratory to conduct and report results of fod science experiments. Expectations and Performance Indicators: 3.1 Use apropriate safety techniques for the laboratory. 3.2 Identify the location and demonstrate the correct use of emergency equipment in the laboratory. 3.3 Design a lab oratory experiment to demonstrate knowledge of the scientific method. 3.4 Demonstrate the ability to complete a laboratory report based on the scientific method. 3.5 Use the metric system

www.state.tn.us/education/cte/standardscurr/doc/fc_nutritionscience0910.p...

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cover.indd

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rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

28 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28

including making credible predictions to increase comprehension when reading or listening to text. R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading. R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text. R.MT.02.04 plan, monitor, regulate, and

52 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52

ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns. Critical Standards Students will… R.CS

60 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

68 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68

representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and

76 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76

questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills. Critical Standards Students will… R.CS.08.01 evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing

77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77

08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented ﬁnal project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

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untitled

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and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying world geography is to

13 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying world geography is to

33 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33

in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying geography is to foster the development of citizens who will actively seek and systematically use a spatial

61 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61

of these methods of participation. 6.2.4 Participate in a real or simulated election, and evaluate the results, including the impact of voter turnout and demographics. 6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy. 6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact. 6.2.7 Participate in a service

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

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Colorado Model Content Standards

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GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the

9 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9 www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9

GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the

14 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14 www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14

technological changes (for example, navigation, transportation, printing, weaponry, agriculture, communication, and medicine); and • relating differences in technology to differences in how people live in various regions of the world. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing the major technological turning points in history (for example, agricultural revolution, revolutions in transportation, industrial revolution); • explaining how the

www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9

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