iSEEK - Education

39 Discussion Web Here’s the beginning of a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.” I want to express my individuality through my clothing. Reasons I'm tired of kids ignoring me because of my clothes. I like being comfortable. I can't afford the "right" clothes. I want to be the fashion queen. No Yes I don't have to make a decision

39 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=39 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

39 Discussion Web Here’s the beginning of a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.” I want to express my individuality through my clothing. Reasons I'm tired of kids ignoring me because of my clothes. I like being comfortable. I can't afford the "right" clothes. I want to be the fashion queen. No Yes I don't have to make a decision

76 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=76 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

straight, right) —correct, rectangle crat (L, rule) —democrat rupt (L, to break)—interrupt, rupture cycl (G, circle) —bicycle sci (L, to know)—science, omniscient demo (G, people)—democracy scop (L, to see)—telescope, microscope dent, dont (L, tooth)—dental scrib, script (L, to write)—transcribe, inscription duco (L, to lead)—deductive, aquaduct sect (L, to cut)—section, transsect ferro (L, to bring, carry)—transfer, ferry sens (L, to perceive, to feel)—sensitive, sensory fin (L, end)—final, finish sign (L

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American History

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development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile) IN.6.AH.3 Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass

8 0 http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=8 arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=8

development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile) IN.6.AH.3 Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Probability DAP.17.3.3 Use physical models, pictures, and organized lists to find combinations of two sets of objects Ex. Sarah has a red shirt, white shirt, and blue shirt .She also has a pair of kaki pants and blue pants. How many different combinations of shirts and pants can she wear? DAP.17.4.3 Find all possible combinations of two or three sets of objects

23 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=23 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=23

22 Algebra: Analysis of Change K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: A.7.K.1 = Algebra. Standard 7. Kindergarten. 1 st Student Learning Expectation Strand: Algebra Standard 7: Analysis of Change Students shall analyze change in various contexts THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES

30 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30

PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Money M.12.1.6 Compare the value of coins (pennies, nickels, dimes and quarters) M.12.2.4 Compare the value of all coins Temperature M.12.K.6 Differentiate and make connections between hot and cold temperatures Ex. What else is as cold as ice cream? If it is cold outside, what type of clothing will you wear? M.12.1.7 Distinguish between hot and cold temperatures on a thermometer

42 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=42 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=42

IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Probability DAP.17.3.3 Use physical models, pictures, and organized lists to find combinations of two sets of objects Ex. Sarah has a red shirt, white shirt, and blue shirt .She also has a pair of kaki pants and blue pants. How many different combinations of shirts and pants can she wear? DAP.17.4.3 Find all possible combinations of two or three sets of objects

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2006 Science and Technology/Engineering Curriculum Framework

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repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public safety. Each visitor to any such classroom or laboratory shall also be required to wear such protective device. Thus, all individuals in the lab are required to wear goggles if they are

73 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=73 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=73

materials that are good conductors and good insulators. Have students determine each material’s electrical conductivity by testing the material with a simple battery/bulb circuit. Make an electromagnet with a six- volt battery, insulated wire, and a large nail. (T/E 1.2, 2.1, 2.2, 2.3) 8. Explain how electromagnets can be made, and give examples of how they can be used. Magnetic Energy Design and build a magnetic device to sort steel from aluminum materials for recycling. (T/E 1.1) 9. Recognize

105 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=105 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=105

W HAT I T L OOKS L IKE IN THE C LASSROOM Assessment Strategies • Students can research building codes and zoning laws in the community, then each can write a detailed informational report. • Students can compare construction efficiency for various house designs, evaluating the advantages and disadvantages of each design (e.g., ranch vs. colonial, lumber vs. steel framework). They can then create a chart illustrating the differences. • Students can create an engineering presentation illustrating

133 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=133 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=133

repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public safety. Each visitor to any such classroom or laboratory shall also be required to wear such protective device. Thus, all individuals in the lab are required to wear goggles if they are

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1#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Social Studies Content Expectations Kindergarten HISTORy H2 Living and Working Together Use historical thinking to understand the past. K – H2.0.1 Distinguish among yesterday, today, tomorrow. K – H2.0.2 Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school). K – H2.0.3 Identify the beginning, middle, and

12 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12

1#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Social Studies Content Expectations Kindergarten HISTORy H2 Living and Working Together Use historical thinking to understand the past. K – H2.0.1 Distinguish among yesterday, today, tomorrow. K – H2.0.2 Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school). K – H2.0.3 Identify the beginning, middle, and

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12

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Microsoft Word - Completed Reading.rtf

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root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See Prefix, Suffix Rubric An assessment tool for making scoring decisions; a printed set of guidelines that distinguish performances or products of different quality. See Scoring guide Satire A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. Satire may be gently witty, mildly abrasive, or bitterly critical, and it often uses exaggeration for

82 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=82 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See Prefix, Suffix Rubric An assessment tool for making scoring decisions; a printed set of guidelines that distinguish performances or products of different quality. See Scoring guide Satire A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. Satire may be gently witty, mildly abrasive, or bitterly critical, and it often uses exaggeration for

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Strand 1: Properties and Principles of Matter and Energy

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in matter as chemical and/or physical b. Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties c. Identify physical changes in common objects (e.g., rocks, minerals, wood, water, steel wool, plants) and describe the processes which

33 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=33 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

in matter as chemical and/or physical b. Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties c. Identify physical changes in common objects (e.g., rocks, minerals, wood, water, steel wool, plants) and describe the processes which

34 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=34 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

conserved during a chemical change in a closed system (e.g., vinegar + baking soda, mold growing in a closed container, steel wool rusting) Scope and Sequence – Rock Cycle and Plate Tectonics b. Explain that the amount of matter remains constant while being recycled through the rock cycle Scope and Sequence – Cells and Body Systems c. Explain that the amount of matter remains constant while being recycled through food chains and food webs ST DOK a. 2 a. 1 a. 2, b. 2, c.2

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Microsoft Word - science.doc

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level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g

15 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=15 www.dpi.state.nd.us/standard/content/science/science.pdf#page=15

level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g

45 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=45 www.dpi.state.nd.us/standard/content/science/science.pdf#page=45

North Dakota Science March 2006 Content and Achievement Standards 45 Standard 4: Students understand the basic concepts and principles of life science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE Grade 6 STRUCTURE AND FUNCTION 6.4.1

55 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=55 www.dpi.state.nd.us/standard/content/science/science.pdf#page=55

North Dakota Science March 2006 Content and Achievement Standards 55 Standard 5: Students understand the basic concepts and principles of earth and space science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE CHARACTERISTICS OF THE EARTH 6.5.2

71 0 http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=71 www.dpi.state.nd.us/standard/content/science/science.pdf#page=71

to wear, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety of ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many different ways people of all ages, genders, and backgrounds use science in their careers and in daily life. Students identify some different ways people of all ages, genders, and backgrounds use science in their

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Layout 1

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40 GRADE LEVEL EXPECTATIONS W R I T I N G E A L R 3 GLEK1234 3.3.5 Applies usage rules. square6 Uses pronouns as substitutes for nouns orally. square6 Uses correct singular and plural nouns orally. Applies usage rules. square6 Explains and uses pronouns as substi- tutes for nouns. square6 Uses singular and plural nouns cor- rectly (e.g., tooth and teeth, boy and boys). Applies usage rules. square6 Applies usage rules from first grade. square6 Maintains subject/verb agreement. square6 Maintains consistent

24 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=24 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

explain (e.g., effects of tooth brushing on health, how I found an answer to a mathematics problem). Demonstrates understanding of different purposes for writing. square6 Identifies purpose of writing (e.g., to reflect, to request information). square6 Writes for own purposes (e.g., commu- nicates with friends, reminders to self). square6 Writes to respond to literature in some detail (e.g., connections to self, text, and the world). square6 Writes stories (e.g., fictional narrative). square6 Writes to learn

42 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=42 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...

40 GRADE LEVEL EXPECTATIONS W R I T I N G E A L R 3 GLEK1234 3.3.5 Applies usage rules. square6 Uses pronouns as substitutes for nouns orally. square6 Uses correct singular and plural nouns orally. Applies usage rules. square6 Explains and uses pronouns as substi- tutes for nouns. square6 Uses singular and plural nouns cor- rectly (e.g., tooth and teeth, boy and boys). Applies usage rules. square6 Applies usage rules from first grade. square6 Maintains subject/verb agreement. square6 Maintains consistent

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Microsoft Word - South Dakota Science 2005.rtf

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An air mass of lower than normal pressure; can bring precipitation. Lunar eclipse Passing of the moon into the Earth’s shadow. Luster The appearance of the reflection of light from a surface (e.g., mineral). Lysosomes A cell organelle that contains digestive enzymes. Magnet An object that is surrounded by a magnetic field and that has the property, either natural or induced, of attracting iron or steel. Magnetic field The region around a magnet where the magnetic force acts. Magnetism Properties or

64 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=64 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

53 Indicator 3: Analyze interactions of energy and matter. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Knowledge) 4.P.3.1. Students are able to identify materials as being conductors or insulators of electricity. Examples: aluminum, wood, paper, plastic, glass, rubber band, iron, and steel • Define a conductor and an insulator. (Application) 4.P.3.2. Students are able to construct and define a simple circuit. Examples: open and closed circuits • Give examples of simple

93 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=93 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

82 with different types of scientific activity. • Use appropriate scientific equipment safely in all investigations. • Wear appropriate attire. Sixth Grade Nature of Science Performance Descriptors Advanced Sixth grade students performing at the advanced level: • pose a question and a hypothesis that can be explored through scientific exploration. Proficient Sixth grade students performing at the proficient level: • pose questions that can be explored through scientific investigations

104 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=104 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

types of scientific activity. • Demonstrate appropriate use of apparatus and technologies for investigations. • Use proper safety procedures in all investigations. • Wear appropriate attire. #0;9 Analyze the benefits and potential of scientific investigations.

112 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=112 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

investigations. • Wear appropriate attire. #0;9 Evaluate the benefits and potential of scientific investigations.

132 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=132 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

121 Indicator 2: Apply the skills necessary to conduct scientific investigations. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Synthesis) 9-12.N.2.1. Students are able to apply science process skills to design and conduct student investigations. • Identify the questions and concepts to guide the development of hypotheses. • Analyze primary sources of information to guide the development of the procedure. • Select and use appropriate instruments to extend observations

175 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=175 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

An air mass of lower than normal pressure; can bring precipitation. Lunar eclipse Passing of the moon into the Earth’s shadow. Luster The appearance of the reflection of light from a surface (e.g., mineral). Lysosomes A cell organelle that contains digestive enzymes. Magnet An object that is surrounded by a magnetic field and that has the property, either natural or induced, of attracting iron or steel. Magnetic field The region around a magnet where the magnetic force acts. Magnetism Properties or

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

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