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 Core Content For Mathematics Assessment
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniqu...
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support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
CCA 4.1 Middle School Arts <span class="highlight">and</span> Humanities AUGUST 2006 Bold – State Assessment Content Standard 31 Italics – Supporting Content Standard Roman <span class="highlight">techniques</span>)
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity of injuries <span class="highlight">and</span> save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will apply research to support ideas with facts <span class="highlight">and</span> opinions. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon) when appropriate. WR-07-1.2.3 In Transactive Writing, • Students will communicate relevant
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon, personal <span class="highlight">attacks</span>) when appropriate.
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S:LS3:11:1.2 Identify ways of detecting, and limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation and environmental agencies and regulations; ...
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S:LS3:11:1.2 Identify ways of detecting, and limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation and environmental agencies and regulations; and evaluate and justify the need for public policy in guiding the use and management of the environment. Schools should include expectations and competencies from Advanced Science Courses and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=35
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
systems. 4. PROBLEM IDENTIFICATION, FORMULATION, <span class="highlight">AND</span> SOLUTION S:SPS4:8:4.1 Formulate a scientific question about phenomena, a problem, or an issue <span class="highlight">and</span> using a broad range of tools <span class="highlight">and</span> <span class="highlight">techniques</span>; <span class="highlight">and</span> plan <span class="highlight">and</span> conduct an inquiry to address the question. S:SPS4:8:4.2 Use evidence collected from observations or other sources <span class="highlight">and</span> use them to create models <span class="highlight">and</span> explanations. 5. CREATIVITY <span class="highlight">AND</span> INTELLECTUAL CURIOSITY S:SPS4:8:5.1 Use a variety of media tools to make oral <span class="highlight">and</span> written presentations, which
88
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=88
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
S:LS3:11:1.2 Identify ways of <span class="highlight">detecting</span>, <span class="highlight">and</span> limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation <span class="highlight">and</span> environmental agencies <span class="highlight">and</span> regulations; <span class="highlight">and</span> evaluate <span class="highlight">and</span> justify the need for public policy in guiding the use <span class="highlight">and</span> management of the environment. Schools should include expectations <span class="highlight">and</span> competencies from Advanced Science Courses <span class="highlight">and</span>
Science
13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Di...
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13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Distinguish between amorphous and crystalline solids B.11.C.2 Compare and contrast the properties of crystalline solids: • ionic • covalent network • covalent molecular
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=14
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=14
13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Distinguish between amorphous <span class="highlight">and</span> crystalline solids B.11.C.2 Compare <span class="highlight">and</span> contrast the properties of crystalline solids: • ionic • covalent <span class="highlight">network</span> • covalent molecular
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3. Information technology can have positive and negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the network. • discuss how applications of information technology can address so...
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3. Information technology can have positive and negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the network. • discuss how applications of information technology can address some major global problems and issues. • discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology. Students will access, generate, process, and transfer information using
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=19
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=19
3. Information technology can have positive <span class="highlight">and</span> negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the <span class="highlight">network</span>. • discuss how applications of information technology can address some major global problems <span class="highlight">and</span> issues. • discuss the environmental, ethical, moral, <span class="highlight">and</span> social issues raised by the use <span class="highlight">and</span> abuse of information technology. Students will access, generate, process, <span class="highlight">and</span> transfer information using
INTRODUCTION TO BIOLOGY
contrast physical characteristics of humans. (DOK1) • The five senses (sight, smell, touch, taste, hearing) and corresponding body parts • The six major body organs (brain, skin, heart, lungs, stomach, intestines). c. Classify parts of the human body that help it seek, find, a...
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contrast physical characteristics of humans. (DOK1) • The five senses (sight, smell, touch, taste, hearing) and corresponding body parts • The six major body organs (brain, skin, heart, lungs, stomach, intestines). c. Classify parts of the human body that help it seek, find, and take in food when it feels hunger. (DOK 1) • Eyes and nose for detecting food • Legs to get it • Arms to carry it away • Mouth to eat it d. Identify offspring that resemble their parents
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=20
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
contrast physical characteristics of humans. (DOK1) • The five senses (sight, smell, touch, taste, hearing) <span class="highlight">and</span> corresponding body parts • The six major body organs (brain, skin, heart, lungs, stomach, intestines). c. Classify parts of the human body that help it seek, find, <span class="highlight">and</span> take in food when it feels hunger. (DOK 1) • Eyes <span class="highlight">and</span> nose for <span class="highlight">detecting</span> food • Legs to get it • Arms to carry it away • Mouth to eat it d. Identify offspring that resemble their parents
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from ato...
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67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding. 3 a. Valence electron
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=81
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, <span class="highlight">and</span> branching networks. Branched <span class="highlight">network</span> <span class="highlight">and</span> metallic solids also result from bonding. 3 a. Valence electron
Microsoft Word - sci_std_Aug07_hs.docsci_std_Aug07_hs.pdf
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from ato...
1
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67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding. 3 a. Valence electron
1
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http://www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=pDh1xi%2fEjYM%3d&tabid=144&mid=801...
67 3. ▲ understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, <span class="highlight">and</span> branching networks. Branched <span class="highlight">network</span> <span class="highlight">and</span> metallic solids also result from bonding. 3 a. Valence electron
STANDARDS.05
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Stan...
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36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge <span class="highlight">Network</span> in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards <span class="highlight">and</span> provide guidelines for nurturing <span class="highlight">and</span> building in students the rich <span class="highlight">and</span> varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text <span class="highlight">and</span> increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes <span class="highlight">and</span> evaluates conventions <span class="highlight">and</span> <span class="highlight">techniques</span> of genres by [10] 4.5.1 Analyzing the characteristics <span class="highlight">and</span> the effect on the reader of nonfiction <span class="highlight">and</span> the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
2006 Science and Technology/Engineering Curriculum Framework
Massachusetts Online Network for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ N...
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Massachusetts Online Network for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ NASA Education www.education.nasa.gov NASAexplores (lessons and articles based on current research and developments) www.nasaexplores.com/index.php NASA’s Kids Science News Network (KSNN) (Grades K–5) ksnn.larc.nasa.gov
107
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=107
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=107
speeds, or lamps, all operating at different intensities. (5.2, 5.3) • Create schematics for series, parallel, <span class="highlight">and</span> combination (series-parallel) circuits, <span class="highlight">and</span> construct each type of circuit from its schematic. (5.4) 6. Communication Technologies • Give an example of each of the following types of communication: human to human (talking), human to machine (telephone), machine to human (facsimile machine), <span class="highlight">and</span> machine to machine (computer <span class="highlight">network</span>). (6.4) • Create prototypes for the following specific
161
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=161
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=161
Massachusetts Online <span class="highlight">Network</span> for Education (MassONE) – searchable standards, lesson plan tools massone.mass.edu/ Museum Institute for Teaching Science (MITS, Inc.) List of museums, zoos, aquariums, etc. www.mits.org www.mits.org/resources.htm NASA Classroom of the Future www.cotf.edu/ NASA Education www.education.nasa.gov NASAexplores (lessons <span class="highlight">and</span> articles based on current research <span class="highlight">and</span> developments) www.nasaexplores.com/index.php NASA’s Kids Science News <span class="highlight">Network</span> (KSNN) (Grades K–5) ksnn.larc.nasa.gov
162
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
General Science <span class="highlight">and</span> Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth <span class="highlight">and</span> Space Science Website Center for International Earth Science Information <span class="highlight">Network</span> (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education <span class="highlight">and</span> Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
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