iSEEK - Education

Cancer Awareness" month in October by wearing pink gloves! The pink gloves serve as a reminder for staff and parents to have an annual mammogram. Studying "Tuck Everlasting" at Spring Garden River Trails Community Comes Together for...

www.hebisd.edu/

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Artificial Sweeteners

substance can cause cancer) of these sweeteners have not provided clear evidence of an association with cancer in humans. Similarly, studies of other FDA-approved sweeteners have not demonstrated clear evidence of an association with cancer in humans. What have s...

www.cancer.gov/cancertopics/factsheet/Risk/artificial-sweeteners

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Microsoft Word - readstdhs.docreadstdhs.pdf

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

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Content Standards-Social Studies

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9- 10/00 Nearing Proficiency A fourth-grade student at the nearing proficiency level demonstrates a partial mastery of prerequisite knowledge and skills fundamental for proficiency in Social Studies. He/she: (a) recognizes and follows some of the steps of an inquiry process to locate and use information in decision making, but has difficulty evaluating the quality of the information; (b) identifies, with assistance, the purpose and some of the levels of government in our lives; (c) practices citizenship

9 0 http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9 www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9

9- 10/00 Nearing Proficiency A fourth-grade student at the nearing proficiency level demonstrates a partial mastery of prerequisite knowledge and skills fundamental for proficiency in Social Studies. He/she: (a) recognizes and follows some of the steps of an inquiry process to locate and use information in decision making, but has difficulty evaluating the quality of the information; (b) identifies, with assistance, the purpose and some of the levels of government in our lives; (c) practices citizenship

www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9

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Minnesota

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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of

39 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39 education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of

education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

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Microsoft Word - readstd8g.docreadstd8g.pdf

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They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an example of a civil law suit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides. (d) uses say anything strategy to compare and contrast characters’ traits and motives. (e) uses

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They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an example of a civil law suit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides. (d) uses say anything strategy to compare and contrast characters’ traits and motives. (e) uses

www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

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Social Studies Curriculum Framework

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34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT

35 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35

34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT

arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35

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9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

9 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

11 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11

11GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Myself and Others Kindergarten Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. History In

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

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identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. (16) Social studies skills. The student develops long-term and short- term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between intermediate goals and terminal

20 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=20 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=20

Ch. 113, TEKS for Social Studies. Page C-20 Texas Education Agency (F) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (G) identify bias in written, oral, and visual material; (H) support a point of view on a social studies issue or event; and (I) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (26) Social studies skills. The student communicates in written, oral, and

38 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=38 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=38

Ch. 113, TEKS for Social Studies. Page C-38 Texas Education Agency (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently

42 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42

identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. (16) Social studies skills. The student develops long-term and short- term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between intermediate goals and terminal

46 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=46 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=46

written to visual and written or visual to statistical, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. (16) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and

ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42

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Science Standard Articulated by Grade Level -HS

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Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1

5 0 http://www.ade.state.az.us/standards/science/highschool.pdf#page=5 www.ade.state.az.us/standards/science/highschool.pdf#page=5

Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1

www.ade.state.az.us/standards/science/highschool.pdf#page=5

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