|
Education
Web
 science_pub2003
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Pr...
1
0
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
12
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
16
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
20
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
24
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
28
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
32
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
36
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
40
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
44
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
48
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
52
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
64
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level
68
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how
72
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
76
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
80
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
84
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
88
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=88
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The
92
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
96
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=96
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No <span class="highlight">S3</span>-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of
100
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=100
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits
104
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so
109
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=109
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
rocks from earth’s surface weather, form sediments and become buried and heated (through pressure or direct heat), they may crystal- lize into new rock. Eventually those new rocks may be brought to the surface by forces that drive plate motions (The Rock Cycle). b. The earth is layered with a rigid shell, a <span class="highlight">hot</span> mantle and a dense metallic core. Earth Materials and the Rock Cycle No S7-8:46 at this grade level Teachers may review Grade 5-6 Change Over Time within Earth Systems Concepts. Grades 5-6
GRADE 8
oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve hot dogs. Each of the packages of hot dogs contains 8 hot dogs and each of the packages of hot dog buns contains 6 buns. You want to buy the minimum number of packages so that each ...
1
0
oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve hot dogs. Each of the packages of hot dogs contains 8 hot dogs and each of the packages of hot dog buns contains 6 buns. You want to buy the minimum number of packages so that each hot dog is matched with a bun and there are no leftovers. How many packages of each must you buy? • A florist has 56 roses, 42 carnations, and 21 daisies that she can use to create bouquets. What is the greatest number of bouquets
3
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve <span class="highlight">hot</span> dogs. Each of the packages of <span class="highlight">hot</span> dogs contains 8 <span class="highlight">hot</span> dogs and each of the packages of <span class="highlight">hot</span> dog buns contains 6 buns. You want to buy the minimum number of packages so that each <span class="highlight">hot</span> dog is matched with a bun and there are no leftovers. How many packages of each must you buy? • A florist has 56 roses, 42 carnations, and 21 daisies that she can use to create bouquets. What is the greatest number of bouquets
GRADE 4
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples St...
1
0
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05
26
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
null
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
1
0
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
7
0
http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens Hot plate...
1
0
2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens Hot plate Magnets Medicine droppers Meter sticks Metric rulers Metric weights Microscope Mirrors Non-mercury Thermometers Pans and Buckets Petri dishes Ph Indicators
139
0
http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=139
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 139 SUGGESTED SCIENCE EQUIPMENT AND SUPPLIES (Grades K-4) Balance Scales Batteries Beakers Calculators Compass Computer Filters Fire Extinguisher First-Aid Kit Flashlights Funnels Graduated cylinders Hand magnifying lens <span class="highlight">Hot</span> plate Magnets Medicine droppers Meter sticks Metric rulers Metric weights Microscope Mirrors Non-mercury Thermometers Pans and Buckets Petri dishes Ph Indicators
Science.qxd
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 199...
1
0
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
180
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A <span class="highlight">Video</span> Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
null
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot,...
1
0
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
51
0
http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, <span class="highlight">video</span>, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough mon...
1
0
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a video game, using the
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a <span class="highlight">video</span> game, using the
Illinois Science Assessment Framework PSAE Grade 11
laws of thermodynamics: (1) Energy is conserved (neither created nor destroyed) and (2) Heat flows naturally from a hot object to a cold object; heat will not flow spontaneously from a cold object to a hot object. Understand that another statement of the Second Law is that no device is...
1
0
laws of thermodynamics: (1) Energy is conserved (neither created nor destroyed) and (2) Heat flows naturally from a hot object to a cold object; heat will not flow spontaneously from a cold object to a hot object. Understand that another statement of the Second Law is that no device is possible whose sole effect is to transform a given amount of heat completely into work. 12.11.68 Recount the concept of entropy and know that entropy in the universe considered as a whole always increases. Light and Sound
14
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
laws of thermodynamics: (1) Energy is conserved (neither created nor destroyed) and (2) Heat flows naturally from a <span class="highlight">hot</span> object to a cold object; heat will not flow spontaneously from a cold object to a <span class="highlight">hot</span> object. Understand that another statement of the Second Law is that no device is possible whose sole effect is to transform a given amount of heat completely into work. 12.11.68 Recount the concept of entropy and know that entropy in the universe considered as a whole always increases. Light and Sound
GRADE 7
calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase...
1
0
calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase the number of students who eat hot lunch in the cafeteria. The student council has been asked to conduct a survey of the student body to determine the students’ preferences for hot lunch. They have determined two
11
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=11
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase the number of students who eat <span class="highlight">hot</span> lunch in the cafeteria. The student council has been asked to conduct a survey of the student body to determine the students’ preferences for <span class="highlight">hot</span> lunch. They have determined two
|
