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Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and...
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discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures of foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger of talking to strangers. Teacher Notes: This
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=24
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types <span class="highlight">of</span> clothing to <span class="highlight">wear</span>; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures <span class="highlight">of</span> foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger <span class="highlight">of</span> talking to strangers. Teacher Notes: This
Microsoft Word - sci_std_Aug07_k2.docsci_std_Aug07_k2.pdf
discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and...
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0
discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types of clothing to wear; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures of foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger of talking to strangers. Teacher Notes: This
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http://www.ksde.org/LinkClick.aspx?fileticket=ePaWqyOd2Ko%3d&tabid=144&mid=8019&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=ePaWqyOd2Ko%3d&tabid=144&mid=8019&...
discusses that humans need to practice being safe. The student… 1. practices washing hands, brushing teeth, and engaging in exercise; discusses appropriate types <span class="highlight">of</span> clothing to <span class="highlight">wear</span>; discusses personal hygiene. 2. explores real fruits and vegetables for textures, tastes, and health value, and/or cuts out pictures <span class="highlight">of</span> foods and sorts into healthy and not healthy groups. 3. discusses the need to obey traffic signals, use crosswalks, and the danger <span class="highlight">of</span> talking to strangers. Teacher Notes: This
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natu...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use <span class="highlight">of</span> natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, <span class="highlight">steel</span> plow). • Complete a T chart to compare motivations for settling and exploring
Microsoft Word - ssstd8.docssstd8.pdf
Suggestions The student:: 1. (K) gives examples of how monopolies affect consumers, the prices of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws). • Research tycoons...
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Suggestions The student:: 1. (K) gives examples of how monopolies affect consumers, the prices of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws). • Research tycoons Andrew Carnegie and John D. Rockefeller. Write a paragraph comparing and contrasting them. Discuss why they were called “Robber Barons”. (1) • Analyze political cartoons to examine public sentiment on monopolies, unions, and anti-trust
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
Suggestions The student:: 1. (K) gives examples <span class="highlight">of</span> how monopolies affect consumers, the prices <span class="highlight">of</span> goods, laborers, and their wages (e.g., monopolistic employers and development <span class="highlight">of</span> labor unions; oil, <span class="highlight">steel</span>, and railroad monopolies; anti-trust laws). • Research tycoons Andrew Carnegie and John D. Rockefeller. Write a paragraph comparing and contrasting them. Discuss why they were called “Robber Barons”. (1) • Analyze political cartoons to examine public sentiment on monopolies, unions, and anti-trust
Microsoft Word - readstd7g.docreadstd7g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning of figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idi...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning of figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idioms. 5. identifies word connotations and word denotations. students have written the prefix or suffix the students write the word on the line next to the box and look up the word in a dictionary to
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http://www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning <span class="highlight">of</span> figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idioms. 5. identifies word connotations and word denotations. students have written the prefix or suffix the students write the word on the line next to the box and look up the word in a dictionary to
Microsoft Word - ssstdh.docssstdh.pdf
product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800’s and early 1900’s, AT&T, Microsoft, Trusts of 1920’s & 1930’s). 7. (A) analyzes the...
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product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800’s and early 1900’s, AT&T, Microsoft, Trusts of 1920’s & 1930’s). 7. (A) analyzes the role of central banks and the Federal Reserve System in the economy of the United States (e.g., interest rates, monetary policy, government bonds). • Use the Internet to research technology developments that have helped the economy grow. Design a flow chart showing
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
product price and output <span class="highlight">of</span> businesses when the degree <span class="highlight">of</span> competition changes in an industry (e.g., oil, <span class="highlight">steel</span>, automobiles (1970s), railroads in late 1800’s and early 1900’s, AT&T, Microsoft, Trusts <span class="highlight">of</span> 1920’s & 1930’s). 7. (A) analyzes the role <span class="highlight">of</span> central banks and the Federal Reserve System in the economy <span class="highlight">of</span> the United States (e.g., interest rates, monetary policy, government bonds). • Use the Internet to research technology developments that have helped the economy grow. Design a flow chart showing
Kansas Curricular Standard forReadingStd[1]_081709.doc
Kansas Curricular Standard for #11;Reading Education Approved July, 2003 #12; #12;Introduction Purpose This document is a revision of the reading and literature standards, benchmarks, and indicators for the Kansas Curricular Standards for Communication Arts (1999). This document will as...
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