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 INTRODUCTION TO BIOLOGY
that increase or decrease friction • Momentum and inertia d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when cir...
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that increase or decrease friction • Momentum and inertia d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy e. Describe how light behaves
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=10
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
use tools <span class="highlight">of</span> science, gather data, <span class="highlight">and</span> communicate findings. Inquiry is not an isolated unit <span class="highlight">of</span> instruction <span class="highlight">and</span> must be embedded throughout the content strands. Scientific inquiry refers to the diverse ways in which scientists <span class="highlight">study</span> the natural world <span class="highlight">and</span> propose explanations based on the evidence derived <span class="highlight">from</span> their work. Inquiry also refers to the activities <span class="highlight">of</span> students in which they develop an understanding <span class="highlight">of</span> scientific ideas, as well as an understanding <span class="highlight">of</span> how scientists <span class="highlight">study</span> the natural world
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=34
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
that increase or decrease friction • Momentum <span class="highlight">and</span> inertia d. Explain how energy flowing through an electrical circuit can be converted <span class="highlight">from</span> electrical energy to light, sound, or heat energy. (DOK1) • Parts <span class="highlight">of</span> an electric circuit <span class="highlight">and</span> resulting actions when circuits are opened or closed • Construction <span class="highlight">and</span> uses <span class="highlight">of</span> electromagnets • Energy transferred through an electrical circuit to <span class="highlight">a</span> bulb or bell to its surroundings as light, sound, <span class="highlight">and</span> heat (<span class="highlight">thermal</span>) energy e. Describe how light behaves
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=99
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
<span class="highlight">face</span> type, are the part <span class="highlight">of</span> the framework that is required to be taught to all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form <span class="highlight">for</span> consistency <span class="highlight">and</span> easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts <span class="highlight">and</span> teachers the flexibility to create <span class="highlight">a</span> curriculum that meets the needs <span class="highlight">of</span> their students. They may relate to one, many, or all <span class="highlight">of</span> the science framework strands
 MISSISSIPPI STUDIES
MISSISSIPPI STUDIES -one semester- Mississippi Studies is a one semester course designed to foster appreciation for the state and its culture. The content will include the geographic, historic, economic, political, and social events that have contributed to the state&rsq...
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills and objectives necessary for success in calculus. Topics of study include sequences and series, functions, and higher order polynomials. Polynomial functions pro...
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2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills and objectives necessary for success in calculus. Topics of study include sequences and series, functions, and higher order polynomials. Polynomial functions provide the context for higher-order investigations. Topics are addressed from a numeric, graphical, and analytical perspective. Technology is to be used to enhance presentation and understanding of concepts. The instructional approach
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=66
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills <span class="highlight">and</span> objectives necessary <span class="highlight">for</span> success in calculus. Topics <span class="highlight">of</span> <span class="highlight">study</span> include sequences <span class="highlight">and</span> series, functions, <span class="highlight">and</span> higher order polynomials. Polynomial functions provide the context <span class="highlight">for</span> higher-order investigations. Topics are addressed <span class="highlight">from</span> <span class="highlight">a</span> numeric, graphical, <span class="highlight">and</span> analytical perspective. Technology is to be used to enhance presentation <span class="highlight">and</span> understanding <span class="highlight">of</span> concepts. The instructional approach
Mississippi Language Arts Framework
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for...
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2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, <span class="highlight">visual</span> <span class="highlight">images</span>, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
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