iSEEK - Education

64 Economics: Markets 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: E.9.5.4 = Economics. Standard 9. Grade 5. 4 th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS

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Store of value A method of storing and accumulating wealth Suburban A residential district located on the outskirts of a city Suffrage Right to vote Supply and demand The economic theory that shows the relationship between supply and demand; when supply exceeds demand, prices fall, and when demand exceeds supply, prices rise Talkies Motion pictures with sound Temperance An organized movement to stop the drinking of alcoholic beverages Timeline A span of chronological time during in which something

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issues: health care for individuals with special needs (i.e., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries s examine the nature and functions of money in an economy; understand the basics of banking, including the role of the Federal Reserve Bank system; investigate how forms of money and the nature of credit have changed over time; recognize how technology increases the flow of financial information and increases the speed of

27 0 http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27 www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27

issues: health care for individuals with special needs (i.e., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries s examine the nature and functions of money in an economy; understand the basics of banking, including the role of the Federal Reserve Bank system; investigate how forms of money and the nature of credit have changed over time; recognize how technology increases the flow of financial information and increases the speed of

www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27

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VT_04_Math GLEs_pf.indd

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select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words “longhouse” and “igloo,” and then be asked to show that they know the difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of

51 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=51 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words “longhouse” and “igloo,” and then be asked to show that they know the difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of

54 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=54 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

meanings) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text: “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word ‘fall’ to mean a time of the year? OR Which sentence below uses ‘fall’ with the same meaning as it is used in the poem?” R–3–3.2 R4:6 Shows breadth of

58 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=58 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

and making text- based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support

59 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=59 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

arguments used); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support) Monitoring and Adjusting Strategies Monitoring and Adjusting Strategies R8:8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by… • Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, fl exible

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Microsoft Word - AP

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2007 Anatomy & Physiology Standards Page 4 of 8 AP 4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of somatic nervous system. Compare and contrast the actions, origins and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters. AP 4.12 Explain how the cells of the adrenal medulla supplement the actions of the autonomic

4 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-anatomyphysiology.pdf#page=4 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-...

2007 Anatomy & Physiology Standards Page 4 of 8 AP 4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of somatic nervous system. Compare and contrast the actions, origins and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters. AP 4.12 Explain how the cells of the adrenal medulla supplement the actions of the autonomic

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2007-...

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SCOPE AND SEQUENCE

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the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

2 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=2 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

Biology Assessment Document 11/24/08 Missouri Department of Elementary and Secondary Education – Curriculum and Assessment AN * INDICATES THAT IT IS A LOCAL ASSESSMENT ITEM 1 SCOPE AND SEQUENCE This is one model of a curriculum scope and sequence. Grade level expectations for grades K-8 are clustered into suggested units and arranged to support development of conceptual understanding. School district personnel are encouraged to adapt this model as necessary in order to better meet the needs of their

30 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=30 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...

the appropriate tools and techniques to collect, analyze, and interpret data DOK: 2 d. Judge whether measurements and computation of quantities are reasonable DOK: 2 e. Calculate the range, average/mean, percent, and ratios for sets of data DOK: 1 f. *Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results) DOK: 2

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2006 Science and Technology/Engineering Curriculum Framework

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Learning standards for grades 6–8 fall under the following five subtopics: Mapping the Earth; Earth’s Structure; Heat Transfer in the Earth System; Earth’s History; and The Earth in the Solar System. • At the high school level, students review geological, meteorological, oceanographic, and astronomical data to learn about Earth’s matter, energy, processes, and cycles. Through these data they also learn about the origin and evolution of the universe. Students gain knowledge about Earth’s internal

31 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=31

to school and learn to extend and focus their explorations. In the process, they learn to work with tools like magnifiers and simple measuring devices. Learning standards for grades PreK–2 fall under the following four subtopics: Earth’s Materials; The Weather; The Sun as a Source of Light and Heat; and Periodic Phenomena. • In grades 3–5, students explore properties of geological materials and how they change. They conduct tests to classify materials by observed properties, make and record

32 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=32 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=32

Learning standards for grades 6–8 fall under the following five subtopics: Mapping the Earth; Earth’s Structure; Heat Transfer in the Earth System; Earth’s History; and The Earth in the Solar System. • At the high school level, students review geological, meteorological, oceanographic, and astronomical data to learn about Earth’s matter, energy, processes, and cycles. Through these data they also learn about the origin and evolution of the universe. Students gain knowledge about Earth’s internal

70 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=70

Learning standards for grades 6–8 fall under the following five subtopics: Properties of Matter; Elements, Compounds, and Mixtures; Motion of Objects; Forms of Energy; and Heat Energy. • In high school Chemistry, students learn about the properties of matter and how these properties help to organize elements on the periodic table. Students develop a better understanding of the structure of the atom. Students develop an understanding of chemical reactions, including the involvement of energy and

90 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=90 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=90

level of engineering design skill by recognizing a need or problem, learning different ways that the problem can be represented, and working with a variety of materials and tools to create a product or system to address the problem. Learning standards for grades 3–5 fall under the following two subtopics: Materials and Tools; and Engineering Design. • In grades 6–8, students pursue engineering questions and technological solutions that emphasize research and problem solving. They identify and

91 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91

Learning standards for grades 6–8 fall under the following seven subtopics: Materials, Tools, and Machines; Engineering Design; Communication Technologies; Manufacturing Technologies; Construction Technologies; Transportation Technologies; and Bioengineering Technologies. • In high school, students develop their ability to solve problems in technology/engineering using mathematical and scientific concepts. High school students are able to relate concepts and principles they have learned in science

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HIGH SCHOOL ASSESSMENT

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newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits

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newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits

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ELA Final

WISCONSIN’S MODEL ACADEMIC STANDARDS 23 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&...

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WISCONSIN’S MODEL ACADEMIC STANDARDS 23 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Basic The writer has a sense of order with an introduction and logical progression of story. Some transitions are used and words such as “collide,” “elderly,” and “dispatch” add to the overall effect of the writing. Use of dialogue is attempted near the end. While the writer demonstrates understanding of composition, the lack of paragraphing, the errors in punctuation and usage, and the general

4 0 http://dpi.wi.gov/standards/pdf/ela.pdf#page=4 dpi.wi.gov/standards/pdf/ela.pdf#page=4

WISCONSIN’S MODEL ACADEMIC STANDARDS 23 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Basic The writer has a sense of order with an introduction and logical progression of story. Some transitions are used and words such as “collide,” “elderly,” and “dispatch” add to the overall effect of the writing. Use of dialogue is attempted near the end. While the writer demonstrates understanding of composition, the lack of paragraphing, the errors in punctuation and usage, and the general

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Microsoft Word - ssstdg.docssstdg.pdf

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James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

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James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

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Core Content For Mathematics Assessment

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global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...

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124 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124

and jobs. DOK 3 PL-07-4.3.2 Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-06-4.3.3

133 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

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