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 STATE BOARD OF EDUCATION
year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Arizona Department of Education – 127 Adopted 9/26/05 Standards Based Teaching and Learning Updated 5/22/06 Strand 1: American History S...
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year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Arizona Department of Education – 127 Adopted 9/26/05 Standards Based Teaching and Learning Updated 5/22/06 Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics testing situation
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=128
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Summarize each <span class="highlight">of</span> governments operate: a. three branches b. Constitution c. election process (e.g., congressional <span class="highlight">and</span> legislative districts, propositions, voter <span class="highlight">registration</span>) PO 2. Compare the process <span class="highlight">of</span> how a bill becomes a law at the federal <span class="highlight">and</span> state level. PO 3. Describe the following forms <span class="highlight">of</span> direct democracy in Arizona: a. initiative b. referendum c. recall process PO 4. Compare the roles <span class="highlight">and</span> relationships <span class="highlight">of</span> different levels <span class="highlight">of</span> government (e.g., federal, state, county, city/town
146
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=146
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
year; it is understood that the depth, complexity, <span class="highlight">and</span> difficulty level developmentally match the grade level expectations Arizona Department <span class="highlight">of</span> Education – 127 Adopted 9/26/05 Standards <span class="highlight">Based</span> Teaching <span class="highlight">and</span> Learning Updated 5/22/06 Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics testing situation
GRADE 8
Explanations and Examples Students are expected to: PO 5. Evaluate the design of an experiment. Connections: SC08-S1C2-02 M08-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions,...
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Explanations and Examples Students are expected to: PO 5. Evaluate the design of an experiment. Connections: SC08-S1C2-02 M08-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Students evaluate an experiment to determine if the design meets the intended purpose, is free of bias, and utilizes an appropriate sample. Example: • Students design an experiment to determine if there is a
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations <span class="highlight">and</span> Examples Students are expected to: PO 5. Evaluate the design <span class="highlight">of</span> <span class="highlight">an</span> experiment. Connections: SC08-S1C2-02 M08-S5C2-07. Isolate <span class="highlight">and</span> organize mathematical information taken from symbols, diagrams, <span class="highlight">and</span> graphs to make inferences, draw conclusions, <span class="highlight">and</span> justify reasoning. Students evaluate <span class="highlight">an</span> experiment to determine if the design meets the intended purpose, is <span class="highlight">free</span> <span class="highlight">of</span> bias, <span class="highlight">and</span> utilizes <span class="highlight">an</span> appropriate sample. Example: • Students design <span class="highlight">an</span> experiment to determine if there is a
Science Standard Articulated by Grade Level -3
and analyze data; compare to predictions. PO 1. Organize data using the following methods with appropriate labels: • bar graphs • pictographs • tally charts (See M03-S2C1-02) PO 2. Construct reasonable interpretations of the collected data based on formu...
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and analyze data; compare to predictions. PO 1. Organize data using the following methods with appropriate labels: • bar graphs • pictographs • tally charts (See M03-S2C1-02) PO 2. Construct reasonable interpretations of the collected data based on formulated questions. (See M03-S2C1-03) PO 3. Compare the results of the investigation to predictions made prior to the investigation. PO 4. Generate questions for possible future investigations based on the conclusions of the investigation
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http://www.ade.state.az.us/standards/science/grade3.pdf#page=2
www.ade.state.az.us/standards/science/grade3.pdf#page=2
<span class="highlight">and</span> analyze data; compare to predictions. PO 1. Organize data using the following <span class="highlight">methods</span> with appropriate labels: • bar graphs • pictographs • tally charts (See M03-S2C1-02) PO 2. Construct reasonable interpretations <span class="highlight">of</span> the collected data <span class="highlight">based</span> on formulated questions. (See M03-S2C1-03) PO 3. Compare the results <span class="highlight">of</span> the investigation to predictions made prior to the investigation. PO 4. Generate questions <span class="highlight">for</span> possible future investigations <span class="highlight">based</span> on the conclusions <span class="highlight">of</span> the investigation
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