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Microsoft Word - ssstd5.docssstd5.pdf
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 natu...
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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
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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. (<span class="highlight">A</span>) 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 <span class="highlight">in</span> technology using historical and contemporary examples (e.g., compass <span class="highlight">for</span> <span class="highlight">navigation</span>, water power, steel plow). • Complete <span class="highlight">a</span> T chart to compare motivations <span class="highlight">for</span> settling and exploring
Microsoft Word - writingstdhs.docwritingstdhs.pdf
big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other tech...
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big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information
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http://www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...
big idea". The teacher will divide the students into cooperative groups and assign each group <span class="highlight">a</span> topic about which to prepare <span class="highlight">a</span> saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances <span class="highlight">in</span> <span class="highlight">navigation</span> and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information
Microsoft Word - readstdhs.docreadstdhs.pdf
Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various pe...
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Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom in
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
Students discuss the effectiveness of each author. (b) encourages the students to work <span class="highlight">in</span> pairs and write <span class="highlight">a</span> persuasive paper <span class="highlight">based</span> on <span class="highlight">a</span> given topic (vending machines <span class="highlight">in</span> schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon <span class="highlight">approach</span>, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom <span class="highlight">in</span>
Microsoft Word - rwstdintro.docreadstdintro.pdf
One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashi...
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One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashion (where possible), reflecting the wide variation in performance expectations for these students. To understand the reason for this change, it is helpful to compare this approach with the one used in the general education standards
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http://www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&...
One difference <span class="highlight">in</span> the extended reading and writing standards, from the general education standards, is that grade levels have not been specified <span class="highlight">for</span> the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized <span class="highlight">in</span> <span class="highlight">a</span> hierarchical fashion (where possible), reflecting the wide variation <span class="highlight">in</span> performance expectations <span class="highlight">for</span> these students. To understand the reason <span class="highlight">for</span> this change, it is helpful to compare this <span class="highlight">approach</span> with the one used <span class="highlight">in</span> the general education standards
Microsoft Word - readstdkin.docreadstdkin.pdf
individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is a year long activity.) (f) provides phonological awareness activiti...
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individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is a year long activity.) (f) provides phonological awareness activities involving music, rhythm, and movement as quick brain breaks or energizers. 2. (a) uses a multi-sensory approach when helping students match letters to sound symbols. (This is a year long activity.) (b
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http://www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=8050&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=805...
individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is <span class="highlight">a</span> year long activity.) (f) provides phonological awareness activities involving music, rhythm, and movement as quick brain breaks or energizers. 2. (<span class="highlight">a</span>) uses <span class="highlight">a</span> <span class="highlight">multi</span>-sensory <span class="highlight">approach</span> when helping students match letters to sound symbols. (This is <span class="highlight">a</span> year long activity.) (b
Microsoft Word - ssstdss.docssstdss.pdf
the revision process. This revised document focuses on knowledge and skills related to the human experience and is intended as a framework for curriculum, instruction, assessment, and teacher preparation. Feedback from the 1999 document warranted a recommended scope and sequenc...
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the revision process. This revised document focuses on knowledge and skills related to the human experience and is intended as a framework for curriculum, instruction, assessment, and teacher preparation. Feedback from the 1999 document warranted a recommended scope and sequence. Many districts requested this in order to assist them in program planning. The recommended scope and sequence was created based on research in developmental learning, best practices of leading states’ scope and sequence
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http://www.ksde.org/LinkClick.aspx?fileticket=jUTif2UQfNU%3d&tabid=1715&mid=8016&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=jUTif2UQfNU%3d&tabid=1715&mid=8016...
the revision process. This revised document focuses on knowledge and skills related to the human experience and is intended as <span class="highlight">a</span> framework <span class="highlight">for</span> curriculum, instruction, assessment, and teacher preparation. Feedback from the 1999 document warranted <span class="highlight">a</span> recommended scope and sequence. Many districts requested this <span class="highlight">in</span> order to assist them <span class="highlight">in</span> program planning. The recommended scope and sequence was created <span class="highlight">based</span> on research <span class="highlight">in</span> developmental learning, best practices of leading states’ scope and sequence
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
scientific method historically proceeded from an inductive approach rather than a deductive approach. 1. a. Modern science has been a successful enterprise that contributes to dramatic improvements in the human condition. b. Science progresses by incremen...
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scientific method historically proceeded from an inductive approach rather than a deductive approach. 1. a. Modern science has been a successful enterprise that contributes to dramatic improvements in the human condition. b. Science progresses by incremental advances of scientists or teams of scientists. c. Some advances that are fundamental and long-lasting include: Copernican revolution, Newtonian physics, relativity, geological time scale, plate tectonics, atomic theory, nuclear physics
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=122
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
scientific method historically proceeded from an inductive <span class="highlight">approach</span> rather than <span class="highlight">a</span> deductive <span class="highlight">approach</span>. 1. <span class="highlight">a</span>. Modern science has been <span class="highlight">a</span> successful enterprise that contributes to dramatic improvements <span class="highlight">in</span> the human condition. b. Science progresses by incremental advances of scientists or teams of scientists. c. Some advances that are fundamental and long-lasting include: Copernican revolution, Newtonian physics, relativity, geological time scale, plate tectonics, atomic theory, nuclear physics
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 9 of 18 1/16/04 Twelfth Grade Application Examples Students could use this knowledge to: 1. Explain how factors such as peer pressure and living arrangements affect spending p...
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National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 9 of 18 1/16/04 Twelfth Grade Application Examples Students could use this knowledge to: 1. Explain how factors such as peer pressure and living arrangements affect spending patterns. 2. Write a complaint letter that states the problem, asks for specific action, includes copies of related documents, and provides contact information. 3. Compare the total costs of leasing, borrowing to buy
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards <span class="highlight">in</span> Personal Finance © 2002 by JumpStart Coalition <span class="highlight">for</span> Personal Financial Literacy Page 9 of 18 1/16/04 Twelfth Grade Application Examples Students could use this knowledge to: 1. Explain how factors such as peer pressure and living arrangements affect spending patterns. 2. Write <span class="highlight">a</span> complaint letter that states the problem, asks <span class="highlight">for</span> specific action, includes copies of related documents, and provides contact information. 3. Compare the total costs of leasing, borrowing to buy
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