|
Education
Web
 Minnesota
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and med...
1
0
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of
28
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=28
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
observed phenomena, to test the conclusions <span class="highlight">of</span> prior investigations, or to test the predictions <span class="highlight">of</span> <span class="highlight">current</span> theories. 9.1.1.1.3 Explain how the traditions and norms <span class="highlight">of</span> science define the bounds <span class="highlight">of</span> professional scientific practice and reveal instances <span class="highlight">of</span> scientific error or misconduct. For example: The use <span class="highlight">of</span> peer <span class="highlight">review</span>, publications and presentations. 9.1.1.1.4 Explain how societal and scientific ethics impact research practices. For example: Research involving human subjects may be conducted only
39
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards <span class="highlight">in</span> Science Strand Substrand Standard Understand that... Code Benchmark Page 38 <span class="highlight">of</span> 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> biotechnology <span class="highlight">in</span> agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits <span class="highlight">of</span> changing a natural ecosystem as a result <span class="highlight">of</span>
K-12 Social Studies
Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.3: Trace the changes ...
1
0
Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.3: Trace the changes in the roles and lives of women and children and their impact on society, e.g., the family or the workplace. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns of Social and Political Interaction) SS:HI:4:5.4
38
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=38
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Describe the impact <span class="highlight">of</span> major national and state events on everyday life, e.g., the American Revolution or the terrorist <span class="highlight">attacks</span> on 9.11.2001. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns <span class="highlight">of</span> Social and Political Interaction) SS:HI:4:5.3: Trace the changes <span class="highlight">in</span> the roles and lives <span class="highlight">of</span> women and children and their impact on society, e.g., the family or the workplace. (Themes: B: Civic Ideals, Practices, and Engagement, I: Patterns <span class="highlight">of</span> Social and Political Interaction) SS:HI:4:5.4
null
Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Exam...
1
0
Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Example Indicators: � Analyze the patterns and networks of economic interdependence, e.g., formation of multinational economic unions; international trade; the theory of competitive advantage; job specialization
34
0
http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=34
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
Nebraska Social Studies/History Standards 33 12.4.5 Students will analyze the regional development <span class="highlight">of</span> Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution f rom 1000 A.D. to the present. Example Indicators: � Analyze the patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence, e.g., formation <span class="highlight">of</span> multinational economic unions; international trade; the theory <span class="highlight">of</span> competitive advantage; job specialization
null
English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sampl...
1
0
English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
3
0
http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge <span class="highlight">of</span> roots, affixes, and cognates to determine the meaning <span class="highlight">of</span> unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors <span class="highlight">in</span> punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects <span class="highlight">of</span> a given word (e.g., spelling, part <span class="highlight">of</span> speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
WYOMING LANGUAGE ARTS
and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development...
1
0
and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to
5
0
http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5
and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to
Microsoft Word - K-12 doc.doc
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insight...
1
0
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insightful explanation of patterns and networks of economic and global interdependence in a changing world. Students provide a relevant explanation of patterns and networks of economic and global interdependence in a changing world
38
0
http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and <span class="highlight">networks</span> (e.g., patterns <span class="highlight">of</span> trade, human migration, cultural and political alliances/sanctions) <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world Students provide an insightful explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world. Students provide a relevant explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world
Science Curriculum Framework
equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes of Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate infer...
1
0
equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes of Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate inferences based on scientific data NS.1.8.7 Communicate results and conclusions from scientific inquiry following peer review NS.1.8.8 Develop and implement strategies for long-term, accurate data collection
23
0
http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=23
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=23
equipment, and technology THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT <span class="highlight">CURRENT</span> AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Processes <span class="highlight">of</span> Science NS.1.7.6 Develop and implement strategies for long-term, accurate data collection NS.1.8.6 Formulate inferences based on scientific data NS.1.8.7 Communicate results and conclusions from scientific inquiry following peer <span class="highlight">review</span> NS.1.8.8 Develop and implement strategies for long-term, accurate data collection
Microsoft Word - ssstd1.docssstd1.pdf
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, liv...
1
0
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex). 4.#0;�(A) compares types of shelter used by American Indians in Kansas over time (e.g., grass
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs <span class="highlight">of</span> a family (e.g., food, shelter). 2. (K) describes the different foods produced <span class="highlight">in</span> Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types <span class="highlight">of</span> shelter used by families today (e.g., apartment, frame house, <span class="highlight">mobile</span> home, duplex). 4.#0;�(A) compares types <span class="highlight">of</span> shelter used by American Indians <span class="highlight">in</span> Kansas over time (e.g., grass
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experience...
1
0
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
32
0
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts and processes <span class="highlight">of</span> discrete mathematics to analyze and model a variety <span class="highlight">of</span> real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, combinations and permutations. Educational experiences <span class="highlight">in</span> Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models <span class="highlight">of</span> simple <span class="highlight">networks</span> that represent everyday situations; • identify and
Content Standards-Social Studies
current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g.,...
1
0
current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individu- als and groups (e.g., businesses, financial in- stitutions
6
0
http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
<span class="highlight">current</span> situations, and social is- sues <span class="highlight">in</span> local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points <span class="highlight">of</span> view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value <span class="highlight">of</span> goods and services) by individu- als and groups (e.g., businesses, financial <span class="highlight">in</span>- stitutions
|
