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 Science.qxd
Earth’s pedosphere and the measures taken to control the impact: • Vegetative cover. • Agriculture. • Land use. • Nutrient balance. • Soil as a vector. 3.07 Assess the use of technology and information systems in monitoring lithosph...
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Earth’s pedosphere and the measures taken to control the impact: • Vegetative cover. • Agriculture. • Land use. • Nutrient balance. • Soil as a vector. 3.07 Assess the use of technology and information systems in monitoring lithospheric phenomenon. 3.08 Conclude that the good health of environments and organisms requires: • Monitoring of the pedosphere. • Taking steps to maintain soil quality. • Stewardship.
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=67
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=67
Earth’s pedosphere and <span class="highlight">the</span> measures taken to control <span class="highlight">the</span> impact: • Vegetative cover. • Agriculture. • Land use. • Nutrient balance. • Soil as a vector. 3.07 Assess <span class="highlight">the</span> use of technology and information systems <span class="highlight">in</span> <span class="highlight">monitoring</span> lithospheric phenomenon. 3.08 Conclude that <span class="highlight">the</span> good health of environments and organisms requires: • <span class="highlight">Monitoring</span> of <span class="highlight">the</span> pedosphere. • Taking steps to maintain soil quality. • Stewardship.
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=90
availability. 3.03 Evaluate evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: • Estuaries. • Marine ecosystems. • Upwelling. • Behavior of gases <span class="highlight">in</span> <span class="highlight">the</span> marine environment. • Value and sustainability of marine resources. • Deep ocean technology and understandings gained. 3.04 Describe how terrestrial and aquatic food webs are interconnected. 3.05 Analyze hydrospheric data over time to predict <span class="highlight">the</span> health of a water <span class="highlight">system</span> including: • Temperature. • Dissolved oxygen
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clarification as needed. 1.04 Reflect on learning experiences by: • describing personal learning growth and changes in perspective. • identifying changes in self throughout the learning process. • interpreting how personal circumstances and background shape intera...
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clarification as needed. 1.04 Reflect on learning experiences by: • describing personal learning growth and changes in perspective. • identifying changes in self throughout the learning process. • interpreting how personal circumstances and background shape interaction with text. Competency Goal 2 The learner will explore and analyze information from a variety of sources. 2.01 Explore informational materials that are read, heard, and/or viewed by: • monitoring comprehension for understanding of what is read, heard and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=88
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
clarification as needed. 1.04 Reflect on learning experiences by: • describing personal learning growth and changes <span class="highlight">in</span> perspective. • identifying changes <span class="highlight">in</span> self throughout <span class="highlight">the</span> learning process. • interpreting how personal circumstances and background shape interaction with text. Competency Goal 2 <span class="highlight">The</span> learner will explore and analyze information from a variety of sources. 2.01 Explore informational materials that are read, heard, and/or viewed by: • <span class="highlight">monitoring</span> comprehension <span class="highlight">for</span> understanding of what is read, heard and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=93
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts SEVENTH GRADE Seventh grade students use oral language, written language, and media and technology <span class="highlight">for</span> expressive, informational, argumentative, critical, and literary purposes. Students also explore <span class="highlight">the</span> structure of language and study grammatical rules <span class="highlight">in</span> order to speak and write effectively. While emphasis <span class="highlight">in</span> seventh grade is placed on argument, students also: • Express individual perspectives <span class="highlight">in</span> response to personal, social, cultural, and historical issues. • Interpret and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=183
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
concepts and vocabulary with own experiences. • Use specific vocabulary to explain new information <span class="highlight">in</span> own words. • Read self-selected texts independently <span class="highlight">for</span> 20 minutes daily. Students can: • Write short paragraphs to narrate events or report information. • Compose and create effective communications, using specific vocabulary and appropriate form <span class="highlight">for</span> <span class="highlight">the</span> intended audience/purpose. • Use grammatical elements –declarative and interrogative sentences, noun, verb, modifier–to elaborate meanings <span class="highlight">for</span> interest and
187
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-<span class="highlight">monitoring</span> all sources of information. • Use comprehension strategies to read texts designed <span class="highlight">for</span> early independent readers: preparation strategies self-<span class="highlight">monitoring</span> summarizing interpreting information • Connect and compare new concepts and vocabulary with
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