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 Science.qxd
Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They...
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Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They learn that a system is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41
Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus <span class="highlight">on</span> the study of systems as their unit of investigation. They learn that a <span class="highlight">system</span> is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and
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Determining which approach (separate AP electives or combined English / AP courses) best fits a particular school or system will require consideration of the specific needs, goals, and resources of the local district and population. The following questions may help guide discussions:...
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Determining which approach (separate AP electives or combined English / AP courses) best fits a particular school or system will require consideration of the specific needs, goals, and resources of the local district and population. The following questions may help guide discussions: • Will offering separate courses encourage more students, and perhaps a greater diversity of students, to challenge themselves at a higher level because they feel prepared by taking the honors level course first? • Will students be less
79
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts commas in apposition, commas used in compound sentences). 5.02 Demonstrate understanding in speaking and writing by using: • troublesome verbs. • nominative, objective, and possessive pronouns. 5.03 Elaborate information and ideas in speaking and writing by using: • prepositional phrases. • transitions. • coordinating and/or subordinating conjunctions. 5.04 Determine the impact of word choice <span class="highlight">on</span> written and spoken language. 5.05 Spell most commonly used words accurately using a
109
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=109
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
literature, since no single <span class="highlight">approach</span> is "privileged." Instead, they understand how different approaches use different perspectives (e.g., historical, cultural, psychological, philosophical, aesthetic, linguistic) to analyze and interpret literature differently. Grammar and Language Usage Grammar and Language Usage is a goal that focuses <span class="highlight">on</span> students’ developing increasing proficiency in the understanding and control of their language, including vocabulary development, word choice and syntax, and oral and written
145
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=145
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
School English Language Arts Program, these courses promote an integrated <span class="highlight">approach</span> to the strands of oral language, written language, and other media/technology. Moreover, the courses are aligned to the goals of secondary (6-12) English Language Arts, with students involved in different communication environments, based <span class="highlight">on</span> purpose, audience, and context. (For more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina
147
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=147
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Determining which <span class="highlight">approach</span> (separate AP electives or combined English / AP courses) best fits a particular school or <span class="highlight">system</span> will require consideration of the specific needs, goals, and resources of the local district and population. The following questions may help guide discussions: • Will offering separate courses encourage more students, and perhaps a greater diversity of students, to challenge themselves at a higher level because they feel prepared by taking the honors level course first? • Will students be less
ACKNOWLEDGEMENTS
the ability for making decisions based on reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-ma...
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the ability for making decisions based on reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-making varies over time and from place to place. Increasingly, these decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic decision
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=11
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
the ability for making decisions based <span class="highlight">on</span> reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-making varies over time and from place to place. Increasingly, these decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic decision
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=21
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global <span class="highlight">approach</span> to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students <span class="highlight">approach</span> the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common
88
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=88
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
ECONOMICS Economics is designed to equip students with the knowledge and tools necessary to understand the mechanics and functions of the American economic <span class="highlight">system</span>. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, trade and interdependence, and comparative economic systems. As a result of acquiring information and developing a reasoned
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