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Education
Web
Monash Information Services: How to Plan Best Sear
narrow, specific information, a Web search engine is probably a better choice. Interesting in finding information about people (friends, classmates, public figures) on the Web? We have some advice for you on that subject. Searching by Means of Subject D...
 K-12 Social Studies
e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search...
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e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search for markets in Asia and Africa. (Themes: C: People, Places and Environment, F: Global Transformation, G: Science, Technology, and Society) Students will demonstrate their understanding of the changing forms of
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=100
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact <span class="highlight">of</span> the Industrial Revolution around the world, e.g., the emergence <span class="highlight">of</span> the factory system or the <span class="highlight">search</span> <span class="highlight">for</span> markets in Asia and Africa. (Themes: C: People, Places and <span class="highlight">Environment</span>, F: Global Transformation, G: Science, Technology, and Society) Students will demonstrate their understanding <span class="highlight">of</span> the changing forms <span class="highlight">of</span>
Microsoft Word - ssstdh.docssstdh.pdf
School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combu...
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School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste). 2.▲ (A) examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=24
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification <span class="highlight">of</span> the physical <span class="highlight">environment</span> (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion <span class="highlight">engine</span>, toxic waste). 2.▲ (A) examines alternative strategies to respond to constraints placed on human systems by the physical <span class="highlight">environment</span> (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural
history_pub2000
accounts of the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan for an inquiry...
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accounts of the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan for an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility of a web site) and quantity (e.g., minimum number of sources) of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=13
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
observations, prior knowledge, and/or research. • Using appropriate methods <span class="highlight">for</span> interpreting information such as comparing and contrasting. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan <span class="highlight">for</span> an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility <span class="highlight">of</span> a <span class="highlight">Web</span> site) and quantity (e.g., minimum number <span class="highlight">of</span> sources) <span class="highlight">of</span>
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=14
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
accounts <span class="highlight">of</span> the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, <span class="highlight">expert</span> opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan <span class="highlight">for</span> an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility <span class="highlight">of</span> a <span class="highlight">web</span> site) and quantity (e.g., minimum number <span class="highlight">of</span> sources) <span class="highlight">of</span>
Microsoft Word - SocialStudies Core Final.doc
natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inve...
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natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer). Objective 2: Explain how selected indigenous cultures of the Americas have changed over time. Indicators: a. Describe and compare early
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http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
natural resources, climate) and community <span class="highlight">development</span> (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion <span class="highlight">engine</span>, television, computer). Objective 2: Explain how selected indigenous cultures <span class="highlight">of</span> the Americas have changed over time. Indicators: a. Describe and compare early
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 133 d. Compare the various methods of aircraft propulsion. (DOK 2) • Operation of reciprocating and turboprop, (jet) engines • Development of aircraft propulsion systems e. Calculate the expansion r...
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2010 Mississippi Science Framework Approved July 25, 2008 133 d. Compare the various methods of aircraft propulsion. (DOK 2) • Operation of reciprocating and turboprop, (jet) engines • Development of aircraft propulsion systems e. Calculate the expansion ratio of gases in an engine (gas laws). (DOK 1) f. Use appropriate instruments and perform calculations involved in navigation (e.g., locating a point on the globe from its global coordinates and
133
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=133
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 133 d. Compare the various methods <span class="highlight">of</span> aircraft propulsion. (DOK 2) • Operation <span class="highlight">of</span> reciprocating and turboprop, (jet) engines • <span class="highlight">Development</span> <span class="highlight">of</span> aircraft propulsion systems e. Calculate the expansion ratio <span class="highlight">of</span> gases in an <span class="highlight">engine</span> (gas laws). (DOK 1) f. Use appropriate instruments and perform calculations involved in navigation (e.g., locating a point on the globe from its global coordinates and
7th Grade„Grade Level Expectations
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in...
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Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions <span class="highlight">for</span> a given audience • Write in a manner that demonstrates an awareness <span class="highlight">of</span> the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
Standard Eight: Ecology
Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations for this...
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Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations for this understanding. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the <span class="highlight">environment</span>. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. There are no grade level expectations <span class="highlight">for</span> this understanding. Investigate and discuss how short-term physiological changes <span class="highlight">of</span> an organism (e.g., skin tanning, muscle <span class="highlight">development</span>, formation <span class="highlight">of</span> calluses) differ from long-term evolutionary adaptations (e.g
7th Grade„Grade Level Expectations
view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web...
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view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web, chart) to manage information • Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
view, listen, or interact with information and decide what is valuable <span class="highlight">for</span> research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., <span class="highlight">web</span>, chart) to manage information • Use appropriate technology <span class="highlight">for</span> the task <span class="highlight">of</span> extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
Microsoft Word - 3969.doc
bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias,...
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bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=27
www.doe.state.la.us/lde/uploads/3906.pdf#page=27
English Language Arts (ELA) Grade-Level Expectations 27 4. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including: • instructional materials • essays • dramas (ELA-1-M3) 5. Interpret ideas and information in a variety <span class="highlight">of</span> texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) Standard 6: 6. Identify universal themes (e.g., <span class="highlight">search</span> <span class="highlight">for</span>
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=38
www.doe.state.la.us/lde/uploads/3906.pdf#page=38
bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety <span class="highlight">of</span> grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=43
www.doe.state.la.us/lde/uploads/3906.pdf#page=43
periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites and databases) • other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) (ELA-5-H2) 41. Analyze the usefulness and accuracy <span class="highlight">of</span> sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2) 42. Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including: • formulating clear
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=48
www.doe.state.la.us/lde/uploads/3906.pdf#page=48
(e.g., prefaces, appendices, annotations, citations, bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> engines, e-mail addresses) (ELA-5-H1) 35. Locate, analyze, and synthesize information from a variety <span class="highlight">of</span> complex resources, including: • multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites or databases) • other media (e.g., community
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