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Guiding Question 6 How do earth’s interacting systems produce a variety of landforms? Course Level Expectations Checks for Understanding CLE 3205.6.1 Investigate the hydrosphere and how changes in the hydrosphere affect various landforms. CLE 3205.6.2 Associate the surface...
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Guiding Question 6 How do earth’s interacting systems produce a variety of landforms? Course Level Expectations Checks for Understanding CLE 3205.6.1 Investigate the hydrosphere and how changes in the hydrosphere affect various landforms. CLE 3205.6.2 Associate the surface processes responsible for various landforms. CLE 3205.6.3 Describe the characteristics of groundwater and explain how human activities affect groundwater quality. #0;93205.6.1 Recognize that the earth’s
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http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=11
www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=11
Guiding Question 6 How do earth’s interacting systems produce a variety <span class="highlight">of</span> landforms? Course Level Expectations Checks <span class="highlight">for</span> Understanding CLE 3205.6.1 Investigate the hydrosphere and how changes in the hydrosphere affect various landforms. CLE 3205.6.2 Associate the surface processes responsible <span class="highlight">for</span> various landforms. CLE 3205.6.3 Describe the characteristics <span class="highlight">of</span> groundwater and explain how human activities affect groundwater quality. #0;93205.6.1 Recognize that the earth’s
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Coding Assistance Sheet This coding assistance sheet will help you interpret the coding for the performance indicators and accomplishments in the K-8 Social Studies curriculum standards. Performance Indicator Coding 3.3.spi.1 3. 3. spi. 1 grade level...
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Coding Assistance Sheet This coding assistance sheet will help you interpret the coding for the performance indicators and accomplishments in the K-8 Social Studies curriculum standards. Performance Indicator Coding 3.3.spi.1 3. 3. spi. 1 grade level standard number state performance indicator indicator number 3.3.tpi.1 3. 3. tpi. 1 grade level standard number teacher performance indicator indicator number Accomplishment Coding K.1.01.a K. 1. 01. a grade level standard number learning
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http://www.state.tn.us/education/ci/ss/doc/SS_Coding.pdf#page=1
www.state.tn.us/education/ci/ss/doc/SS_Coding.pdf#page=1
<span class="highlight">Coding</span> Assistance Sheet This <span class="highlight">coding</span> assistance sheet will help you interpret the <span class="highlight">coding</span> <span class="highlight">for</span> the <span class="highlight">performance</span> indicators and accomplishments in the K-8 Social Studies curriculum standards. <span class="highlight">Performance</span> Indicator <span class="highlight">Coding</span> 3.3.spi.1 3. 3. spi. 1 grade level standard number state <span class="highlight">performance</span> indicator indicator number 3.3.tpi.1 3. 3. tpi. 1 grade level standard number teacher <span class="highlight">performance</span> indicator indicator number Accomplishment <span class="highlight">Coding</span> K.1.01.a K. 1. 01. a grade level standard number learning
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 21 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 TRADE (STANDARD D) 3% 4% 4% 15.5.16 Understand the concept of barter and other exchanges that individuals make with and without money. 15.8.11 Define and give...
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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 21 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 TRADE (STANDARD D) 3% 4% 4% 15.5.16 Understand the concept of barter and other exchanges that individuals make with and without money. 15.8.11 Define and give an example of a cost/benefit analysis. 15.11.15 Analyze the impact on consumers and producers of government regulation and intervention in the marketplace. 15.8.12 Identify the ways in which currency makes trade
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=21
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=21
Illinois Social Science Assessment Framework <span class="highlight">for</span> Grades 5, 8, and 11 21 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 TRADE (STANDARD D) 3% 4% 4% 15.5.16 Understand the concept <span class="highlight">of</span> barter and other exchanges that individuals make with and without money. 15.8.11 Define and give an example <span class="highlight">of</span> a cost/benefit analysis. 15.11.15 Analyze the impact on consumers and producers <span class="highlight">of</span> government regulation and intervention in the marketplace. 15.8.12 Identify the ways in which currency makes trade
Microsoft Word - Full_Social Studies.rtf
116 http://memory.loc.gov/ammem/collections/finder.html This site is maintained by the U.S. Government and has resources and activities on a variety of topics. http://memory.loc.gov/ammem/cwphtml/cwphome.html Contains over 1000 Civil War photographs. http://www.pbs.org/wgbh/nova/pyram...
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116 http://memory.loc.gov/ammem/collections/finder.html This site is maintained by the U.S. Government and has resources and activities on a variety of topics. http://memory.loc.gov/ammem/cwphtml/cwphome.html Contains over 1000 Civil War photographs. http://www.pbs.org/wgbh/nova/pyramid/explore/ Take a virtual tour of the Egyptian pyramids. http://geography.miningco.com/education/geography/ Great site with links to hundreds of historic and geographic sites. Check out the Country Studies link for
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=127
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=12...
116 http://memory.loc.gov/ammem/collections/finder.html This site is maintained by the U.S. Government and has resources and activities on a variety <span class="highlight">of</span> topics. http://memory.loc.gov/ammem/cwphtml/cwphome.html Contains <span class="highlight">over</span> 1000 Civil War photographs. http://www.pbs.org/wgbh/nova/pyramid/explore/ Take a virtual tour <span class="highlight">of</span> the Egyptian pyramids. http://geography.miningco.com/education/geography/ Great site with links to hundreds <span class="highlight">of</span> historic and geographic sites. Check out the Country Studies link <span class="highlight">for</span>
DRAFT
magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos...
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magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. <span class="highlight">For</span> example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings <span class="highlight">of</span> the auction block. Consider using
Microsoft Word - Content Area Reading Middle School.doc
chosen video clip. • Use visuals/videos while reading to provide students with a wider range of understanding and to increase reader engagement (i.e. Discovery Channel, History Channel). • Use visual/videos after reading to supplement the reading with additional inform...
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chosen video clip. • Use visuals/videos while reading to provide students with a wider range of understanding and to increase reader engagement (i.e. Discovery Channel, History Channel). • Use visual/videos after reading to supplement the reading with additional information or the same information in a different medium. • Use visuals/videos as a way to provide an alternative version of the text against which to compare the printed text. • Treat visuals/videos as a text where students utilize the same
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
chosen video clip. • Use visuals/videos while reading to provide students with a wider range <span class="highlight">of</span> understanding and to increase reader engagement (i.e. Discovery <span class="highlight">Channel</span>, History <span class="highlight">Channel</span>). • Use visual/videos after reading to supplement the reading with additional information or the same information in a different medium. • Use visuals/videos as a way to provide an alternative version <span class="highlight">of</span> the text against which to compare the printed text. • Treat visuals/videos as a text where students utilize the same
K-12
unconscious channel for a piece of disinformation aimed at another country's intelligence service” (Ken Follett). Embedding Process of combining sentence in which one clause or phrase is contained inside another Evaluation Judgment of performance as...
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unconscious channel for a piece of disinformation aimed at another country's intelligence service” (Ken Follett). Embedding Process of combining sentence in which one clause or phrase is contained inside another Evaluation Judgment of performance as process or product or change Expository text/writing One of the four traditional forms of composition in speech and writing (expository, narrative, descriptive, and persuasive), intended to set forth or explain Fluency The clear, rapid, and easy
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=75
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=75
unconscious <span class="highlight">channel</span> <span class="highlight">for</span> a piece <span class="highlight">of</span> disinformation aimed at another country's intelligence service” (Ken Follett). Embedding Process <span class="highlight">of</span> combining sentence in which one clause or phrase is contained inside another Evaluation Judgment <span class="highlight">of</span> <span class="highlight">performance</span> as process or product or change Expository text/writing One <span class="highlight">of</span> the four traditional forms <span class="highlight">of</span> composition in speech and writing (expository, narrative, descriptive, and persuasive), intended to set forth or explain Fluency The clear, rapid, and easy
K-1
Standards for Grades K-1 18 Revised Washington State K-12 Science Standards EALR 3: Application Big Idea: Application (APP) Core Content: Tools and Materials Students learn to use simple tools (e.g., pencils, scissors) and materials (e.g., paper, tape, and glue, cardboard) to solve pro...
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Standards for Grades K-1 18 Revised Washington State K-12 Science Standards EALR 3: Application Big Idea: Application (APP) Core Content: Tools and Materials Students learn to use simple tools (e.g., pencils, scissors) and materials (e.g., paper, tape, and glue, cardboard) to solve problems in creative ways. Though students have a natural inclination to use tools and materials to make things, guidance is required to channel these interests into solving a practical problem. Although
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=25
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards <span class="highlight">for</span> Grades K-1 Revised Washington State K-12 Science Standards 17 EALR 2: Inquiry Big Idea: Inquiry (INQ) Core Content: Making Observations Students learn that scientific investigations involve trying to answer questions by making observations or trying things out, rather than just asking an adult. Children are naturally curious about nearly everything— butterflies and clouds, and why the Moon seems to follow them at night. The essence <span class="highlight">of</span> this standard is to <span class="highlight">channel</span> students
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=26
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards <span class="highlight">for</span> Grades K-1 18 Revised Washington State K-12 Science Standards EALR 3: Application Big Idea: Application (APP) Core Content: Tools and Materials Students learn to use simple tools (e.g., pencils, scissors) and materials (e.g., paper, tape, and glue, cardboard) to solve problems in creative ways. Though students have a natural inclination to use tools and materials to make things, guidance is required to <span class="highlight">channel</span> these interests into solving a practical problem. Although
112
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=112
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
summarizes all twelve Big Ideas, illustrating how they change <span class="highlight">over</span> the grade bands. Crosscutting Concepts and Abilities Systems. The idea <span class="highlight">of</span> systems analysis arose first in the life sciences, where the reductionist methods <span class="highlight">of</span> physics failed to account <span class="highlight">for</span> the many interactions among organisms and their environments. Later, Earth and Space Science adopted a view <span class="highlight">of</span> our planet as four interacting systems—the rocky geosphere, the watery hydrosphere, the atmosphere, and the biosphere. Systems thinking also has
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=120
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
112 Revised Washington State K-12 Science Standards Dependent variable: The factor <span class="highlight">of</span> a system being investigated that changes in response to the manipulated (independent) variable and is measured. Deposition <span class="highlight">of</span> sediments: Refers to the geologic process following erosion, in which particles <span class="highlight">of</span> sand or soil are no longer transported from their <span class="highlight">source</span> by wind or water and are added to a new landform. Describe: The skill <span class="highlight">of</span> developing a detailed picture, <span class="highlight">image</span>, or characterization using diagrams
Microsoft Word - ssstdg.docssstdg.pdf
8/9/2005 Page 297 of 298 Web Resources for Social Studies The American Civil War Page http://www.civilwarhome.com/ History Channel Classroom http://www.historychannel.com/classroom/classroom.html History Today http://www.historytoday.com National History Day http://www.thehi...
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8/9/2005 Page 297 of 298 Web Resources for Social Studies The American Civil War Page http://www.civilwarhome.com/ History Channel Classroom http://www.historychannel.com/classroom/classroom.html History Today http://www.historytoday.com National History Day http://www.thehistorynet.com/NationalHistoryDay/ Truman Presidential Library/ White House Decision Center http://www.trumanlibrary.org/ The Smithsonian Institution http://www.si.edu The United States Holocaust Museum http
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
conventions. Rule <span class="highlight">of</span> law - principle that every member <span class="highlight">of</span> a society, even a ruler, must follow the law. S Satellite <span class="highlight">image</span> - images taken by manmade orbiting bodies. Saver - someone who sets aside items or money <span class="highlight">for</span> future use. Savings - income that is not spent, setting aside income or money <span class="highlight">for</span> future use. Scale - relative size as shown on a map (1 inch = 100 miles). Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand. Secondary <span class="highlight">source</span>
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
8/9/2005 Page 288 <span class="highlight">of</span> 298 Seventh and Eighth Grade Geography Locations Found in the Standards Seventh Grade Kansas History (7 or 8)* Eighth Grade K-6 Locations Plus: Amsterdam Argentina Cairo Cuba International Dateline Japan Kenya London Paris Rotterdam Scandinavian Peninsula South Africa Tropic <span class="highlight">of</span> Cancer Tropic <span class="highlight">of</span> Capricorn Beijing Berlin Black Sea Bosporus Strait English <span class="highlight">Channel</span> Geneva Hong Kong Iran Jordan Moscow Panama Canal Singapore Suez Canal Alps Mountains Arabian
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
8/9/2005 Page 289 <span class="highlight">of</span> 298 High School Geography Locations Found in the Standards High School World History High School U.S. History Locations K-8 Plus: Balkan Peninsula ▲ Beijing Berlin Black Sea Bosporus Strait ▲ English <span class="highlight">Channel</span> Euphrates River Geneva Hong Kong ▲ India Iraq Israel Libya ▲ Moscow North Korea Pakistan ▲ Sahara Desert Saudi Arabia Singapore ▲ South Africa South Korea Suez Canal Tigris River Tokyo ▲ Venezuela Yangtze River Locations K-World History Plus
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=26
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
8/9/2005 Page 297 <span class="highlight">of</span> 298 Web Resources <span class="highlight">for</span> Social Studies The American Civil War Page http://www.civilwarhome.com/ History <span class="highlight">Channel</span> Classroom http://www.historychannel.com/classroom/classroom.html History Today http://www.historytoday.com National History Day http://www.thehistorynet.com/NationalHistoryDay/ Truman Presidential Library/ White House Decision Center http://www.trumanlibrary.org/ The Smithsonian Institution http://www.si.edu The United States Holocaust Museum http
Microsoft Word - 2912516B.doc
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90...
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and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90 and 180 degrees 8.G.9 Draw the image of a figure under a reflection over a given line 8.G.10 Draw the image of a figure under a translation 8.G.11 Draw the image of a figure under a dilation 8.G.12 Identify
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under rotations <span class="highlight">of</span> 90 and 180 degrees 8.G.9 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a reflection <span class="highlight">over</span> a given line 8.G.10 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a translation 8.G.11 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a dilation 8.G.12 Identify
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