iSEEK - Education

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

5 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=5 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. S3-4:14 Students demonstrate their understanding of Physical Change by

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 S3-4:1 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 S3-4:4 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 S3-4:6 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 S3-4:9 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 S3-4:12 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 S3-4:14 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 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

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 S3-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No S3-4:20 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 S3-4:21 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 S3-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. S3-4:24 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 S3-4:26 at this level No S3-4:27 at this level Grades 3-4 Grades 5-6 Physical Science

56 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation S3-4:28 Students

60 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=60 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells S3-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will

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 S3-4:31 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 S3-4:32 at this grade level Chemical Reactions within Cells No S3-4:33 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 S3-4:34 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. S3-4:35 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 S3-4:36 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 S3-4

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 S3-4:38 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 S3-4:40 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 S3-4:41 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 S3-4:42 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 S3-4:43 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 S3-4:44 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 S3-4:45 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

108 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=108 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle S3-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly

112 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=112 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface S3-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s

116 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=116 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons S3-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to

120 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=120 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources S3-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Observing and describing properties of living and non- living resources. AND • Explaining how the properties of living and n on-living resources make them suitable for use by humans. Science Concepts: a. The varied earth materials have different physical and chemical properties, which make

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Average Rating (0 votes)

WYOMING LANGUAGE ARTS

14 14

18 18

22 22

69 69

71 71

72 72

Students interpret simple written directions. LA2.1C.2 Students are familiar with a variety of informational modes such as Big Books, storytelling, magazines, newspapers, and audio and video modes. LA2.1C.3 Students use a variety of sources to gather information, such as table of conte...

1 0

14 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=14 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=14

are familiar with a variety of modes such as Big Books, storytelling, and audio and video modes. LAK.1B Students demonstrate an understanding of literary texts. LAK.1B.1 Students understand sequence; i.e., beginning, middle, and end. LAK.1B.2 Students use illustrations to retell story. LAK.1B.3 Students listen and respond to stories based on characters, themes, plots, and settings. LAK.1C Students demonstrate understanding of informational texts by listening and responding to nonfiction texts.

18 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=18 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=18

Students use sequence to understand text and to make predictions about content. LA1.1A.3 Students compare information from several sources to understand text. LA1.1A.4 Students connect prior knowledge to textual information. LA1.1A.5 Students monitor and self-correct for meaning. LA1.1A.6 Students read aloud with fluency in a manner that sounds like natural speech. LA1.1A.7 Students are familiar with a variety of modes such as Big Books, story telling, magazines, newspapers, and audio and video modes

22 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=22 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=22

Students interpret simple written directions. LA2.1C.2 Students are familiar with a variety of informational modes such as Big Books, storytelling, magazines, newspapers, and audio and video modes. LA2.1C.3 Students use a variety of sources to gather information, such as table of contents, charts, informational books, and guest speakers. LA2.1C.4 Students read nonfiction, such as biographies and graphics.

69 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=69 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=69

Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 69 WYOMING LANGUAGE ARTS CONTENT AND PERFORMANCE STANDARDS CONTENT REVIEW COMMITTEE (2008) Liz Graves, Johnson #1 Marie Hespen, Campbell #1 Mary Hoard, Natrona #1 Christy Larsen, Park #1 Debbie McCullar, Natrona #1 Travis Moore, Carbon #1 Susan Pannell, Laramie #1 Jack Patrick, Carbon #2 Winston Patterson, Lincoln #2 Vicky Russell, Laramie #1 Patricia Smith, Albany #1 Sally Spooner, Park #6 Betsy Wardell, Big Horn

71 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=71 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=71

Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 71 WYOMING LANGUAGE ARTS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1997 – 1998) Language Arts 4 th Grade Joan Beadles, Natrona #1 Joan Bean, Natrona #1 Deanna Caines, Big Horn #4 Marla Ciscar, Sweetwater #2 Vicky Ciulla, Teton #1 John Cowger, Park #6 Janet Dawson, Natrona #1 Suzie Dow, Sheridan #1 Barbara Hennig, Albany #1 Jana Fornstrom, Laramie #2 Ingrid Foust, Fremont #21 Mable Frederick

72 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=72 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=72

Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 72 Mary Gale, Fremont #2 Marti Gorman, Park #6 Evelyn Griffen, Fremont #6 Jeanne Hackman, Sheridan #2 Mike Hagemeister, Big Horn #4 Jayne Hartwell, Lincoln #2 Chris Jeffres, Fremont #1 Wende Jenness, Washakie #1 Pat Johnson, Big Horn #1 Eric Kay, Hot Springs #1 Joyce Keith, Campbell #1 Sheryl Lain, Laramie #1 Terry Lubeck, Platte #1 Toi Porter, Fremont #25 Roseanne Reachard, Washakie #2 Patrice Riley, Big Horn #1

www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=22

Average Rating (0 votes)

GRADE 1

9 9

10 10

1 0

Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students might draw a school bus inside the region to represent an object that is both BIG and YELLOW. They should use words to describe the objects found in all four regions: 1) BIG, 2) YELLOW, 3) BIG and YELLOW, and 4) NOT

9 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=9 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

sorting rule, draw a circle around each group, and label each group with a word that describes what the objects have in common. They also talk about what attributes are “different” and if any objects possess both attributes (in the disjoint case, no objects will have possess both attributes). Children should also be given a Venn diagram of two non- intersecting groups that are labeled (for example, BIG and YELLOW) where they need to draw examples of objects that can go inside the circles and outside the

10 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=10 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students might draw a school bus inside the region to represent an object that is both BIG and YELLOW. They should use words to describe the objects found in all four regions: 1) BIG, 2) YELLOW, 3) BIG and YELLOW, and 4) NOT

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Average Rating (0 votes)

null

1 0

Standard 6: Vocabulary (Continued) Home Connection (Continued) 3. Encourage parents to provide opportunities that encourage vocabulary development through promoting reading, by visiting the library, bookstores, and discussing environmental print. 4. Encourage parents to monitor children’s time spent watching TV, playing video games, and/or surfing the Internet. 5. Encourage parents to have nightly reading for pleasure in the home. 35

53 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=53 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=53

Standard 6: Vocabulary (Continued) Home Connection (Continued) 3. Encourage parents to provide opportunities that encourage vocabulary development through promoting reading, by visiting the library, bookstores, and discussing environmental print. 4. Encourage parents to monitor children’s time spent watching TV, playing video games, and/or surfing the Internet. 5. Encourage parents to have nightly reading for pleasure in the home. 35

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=53

Average Rating (0 votes)

GRADE 4

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...

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Average Rating (0 votes)

null

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

www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7

Average Rating (0 votes)

K-1

7 7

12 12

14 14

29 29

32 32

47 47

101 101

Standards for Grades K-1 Revised Washington State K-12 Science Standards 21 EALR 4: Physical Science Big Idea: Matter: Properties and Change (PS3) Core Content: None No standards for K-1 Matter: Properties and Change because the content is not developmentally appropriate for students...

1 0

7 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=7 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

5 Big Ideas in the Domains of Science ...6 Fewer Topics—Greater Depth ...9 Criteria for Development of Standards ...9 Anatomy of a Standard

12 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=12 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

cognitive abilities from kindergarten to 5th grade. Consequently, rather than two elementary grade bands, the new standards are presented in three grade bands at the elementary level, each spanning just two years. There is significant research to support two-year rather than three-year grade bands at the elementary level.iv In summary, grade bands in the K-12 Science Standards are K-1, 2-3, 4-5, 6-8, and 9-12. Big Ideas of Science. Another difference between these standards and the previous version is that

14 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=14 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

6 Revised Washington State K-12 Science Standards Big Ideas in EALR 4: The Domains of Science The following tables summarize the nine big ideas in the science domains. Under each big idea are notes about how the learning in each of the grade level spans contributes to the development of the big idea as children advance through the grade levels. While these brief notes do not capture all of the concepts and abilities that students are expected to acquire, they do show how what students learn in

29 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=29 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades K-1 Revised Washington State K-12 Science Standards 21 EALR 4: Physical Science Big Idea: Matter: Properties and Change (PS3) Core Content: None No standards for K-1 Matter: Properties and Change because the content is not developmentally appropriate for students in this grade band.

32 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=32 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades K-1 24 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth Systems, Structures and Processes (ES2) Core Content: None No standards for K-1 Earth Systems, Structures and Processes because the content is not developmentally appropriate for students in this grade band.

47 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=47 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 2-3 Revised Washington State K-12 Science Standards 39 EALR 4: Earth and Space Science Big Idea: Earth History (ES3) Core Content: None No standards for 2-3 Earth History because content on fossils would duplicate content in 2-3 LS3 Biological Evolution.

101 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=101 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 9-12 Revised Washington State K-12 Science Standards 93 EALR 4: Earth and Space Science Big Idea: Earth in Space (ES1) Core Content: Evolution of the Universe In prior grades students learned about other objects in the Solar System and how they are held together by a force called ―gravity.‖ In grades 9-11 students learn the current scientific theory about the origin of the universe and subsequent formation of our Solar System. These discoveries are based on the

www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Average Rating (0 votes)

WYOMING LANGUAGE ARTS

71 71

72 72

74 74

1 0

Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 72 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1998-1999) Mathematics 4 th Grade Pam Anderson, Converse #2 Sonja Black, Park #1 John Bolender, Natrona #1 Vicky Ciulla, Teton #1 Alma Courtney, Fremont #2 Vicky Cox, Park #1 Pat Crumine, Big Horn #2 Michaela Dabich, Fremont # 38 Mable Frederick, Platte #2 Renee Gomendi, Fremont #6

71 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=71 www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=71

Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 71 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS STATE WRITING COMMITTEE (1997 – 1998) Mathematics 4 th Grade John Bolender, Natrona #1 Mable Frederick, Platte #2 Kathy Hitt, Sweetwater #1 Dr. Linda Hutchison, UW, Common Core Patti Konkel, Johnson #1 Judy Kopischka, Albany #1 Leda Lester, Fremont #25 Jim Willis, Big Horn #4 Mathematics 8 th Grade

72 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72 www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72

Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 72 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1998-1999) Mathematics 4 th Grade Pam Anderson, Converse #2 Sonja Black, Park #1 John Bolender, Natrona #1 Vicky Ciulla, Teton #1 Alma Courtney, Fremont #2 Vicky Cox, Park #1 Pat Crumine, Big Horn #2 Michaela Dabich, Fremont # 38 Mable Frederick, Platte #2 Renee Gomendi, Fremont #6

74 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=74 www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=74

Lonna Forister, Sheridan #2 Bruce Fritz, Big Horn #4 Jerry Fullmer, Niobrara #1 Renee Gomendi, Fremont #6 Doug Graslie, Johnson #1 Mel Hamburger, LCCC Tom Hansen, Big Horn #1 Kathy Heigh, Lincoln #1 Julie Her Many Horses, Fremont #14 Kent Hessenthaler, Hot Springs #1 Tim Hoard, Crook #1 Carol Jahn, Campbell #1 Rich Johnson, Fremont #2 Carol Kabeiseman, LCCC Deb Kellam, Mike Kitchen, Big Horn #2 Kathy Kjellgren, Sweetwater #1 Lonnie Koch, Big Horn #3 Kerry Kosh, Uinta #6 Tom Kraner, Laramie #1

www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72

Average Rating (0 votes)

WYOMING LANGUAGE ARTS

33 33

34 34

1 0

Wyoming Science Content and Performance Standards Adopted 11/19/08 34 Dr. Bob Bryant, Albany #1 Matt Bullinger, Uinta #4 Deborah Carnevale, Laramie #1 Sharon Catchpole, Platte #1 Jim Catlin, Carbon #2 Jeff Conine, Laramie #1 David Cox, Fremont #1 Donna Crawford, Converse #2 Shelbie Crow, Big Horn #2 Peter Davidson, Big Horn #1 Matt Davidson, Washakie #2 Maron Davis, Albany #1 Ken Decaria, Uinta #1 Wayne Dennis

33 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=33 www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=33

Clark, Business Representative Curtis Collins, Fremont #25 James Coleman, Carbon #2 Elizabeth David, Sublette #1 Bruce Dudley, Natrona #1 Dr. Judith Ellsworth, UW, Common Core Troi Fritzer, Platte #2 Lori Gross, Business Representative Dave Hamaker, Niobrara #1 Teresa Hunter, Sheridan #2 Earl Jensen, Jr., Big Horn #3 Eddie Johnson, Big Horn #3 Glenn Knapp, Campbell #1 Mary Krisko, Washakie #1 Marianne Linebaugh, Uinta #6 Jim Marquart, Converse #2 Penny Mentock-Barkan, Sheridan

34 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=34 www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=34

Wyoming Science Content and Performance Standards Adopted 11/19/08 34 Dr. Bob Bryant, Albany #1 Matt Bullinger, Uinta #4 Deborah Carnevale, Laramie #1 Sharon Catchpole, Platte #1 Jim Catlin, Carbon #2 Jeff Conine, Laramie #1 David Cox, Fremont #1 Donna Crawford, Converse #2 Shelbie Crow, Big Horn #2 Peter Davidson, Big Horn #1 Matt Davidson, Washakie #2 Maron Davis, Albany #1 Ken Decaria, Uinta #1 Wayne Dennis

www.k12.wy.us/SA/standards/Standards%202008%20Science.pdf#page=34

Average Rating (0 votes)

Microsoft Word - 0519LAStandards.doc

22 22

27 27

1 0

different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and video images and identify differences in how information is presented in print and non

22 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=22 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and video images and identify differences in how information is presented in print and non

27 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=27 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print, view pictures and video images and listen to audio files and identify distinctions in how information is presented in print and non-print materials. 2. Begin to make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers. 3. Use print, pictures, audio and video to

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

Average Rating (0 votes)

Back to search results

1 2 3 4 5

Pages

Send results

Total time to process: 7511ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology