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 science_pub2003
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 Pr...
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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
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+ 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. <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by
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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 <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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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 <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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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 <span class="highlight">S3</span>-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
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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 <span class="highlight">S3</span>-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
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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 <span class="highlight">S3</span>-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
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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 <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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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 <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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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 <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-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
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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 <span class="highlight">S3</span>-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
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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 <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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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 <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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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 <span class="highlight">S3</span>-4:28 Students
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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 <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-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. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-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 <span class="highlight">S3</span>-4
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Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons <span class="highlight">S3</span>-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
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Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources <span class="highlight">S3</span>-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
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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...
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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
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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 <span class="highlight">video</span> games, and/or surfing the Internet. 5. Encourage parents to have nightly reading for pleasure in the home. 35
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
the location and contributions of ancient Chinese civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient Chinese government, including the civil s...
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the location and contributions of ancient Chinese civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient Chinese government, including the civil service system and the concept of the “mandate of heaven;” identify the importance of family in ancient Chinese society.
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the location and contributions of ancient <span class="highlight">Chinese</span> civilization, including: cultivation of wheat, inventions of gunpowder, paper money, and the magnetic compass; understand the purpose of the Great Wall. 16.8.54 Identify the structure of ancient <span class="highlight">Chinese</span> government, including the civil service system and the concept of the “mandate of heaven;” identify the importance of family in ancient <span class="highlight">Chinese</span> society.
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www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=44
Upanishads. 16.11.60 Evaluate and describe the relationship between ancient <span class="highlight">Chinese</span> society and surrounding peoples; identify the significance of the Great Fleet and the implications for future <span class="highlight">Chinese</span> isolationism.
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II (e.g., the importance of the Truman Doctrine and the Marshall Plan in supplying economic and military aid). 16.11.111 Understand the purpose of political and economic organizations such as the North Atlantic Treaty Organization [NATO], the Warsaw Pact, and the European Economic Community). 16.11.112 Identify revolutionary movements in Asia in the 20th century (e.g., characteristics of the <span class="highlight">Chinese</span> Civil War, the rise of Mao Tse Tung, his role in the Long March, and subsequent upheavals in
Massachusetts History and Social Science Curriculum Framework: August 2003
Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of Chinese civilization. (G, E) 4.3 Describe the ideographi...
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Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of Chinese civilization. (G, E) 4.3 Describe the ideographic writing system used by the Chinese (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H) 4.4 Describe important technologies of China such as bronze casting
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=14
www.doe.mass.edu/frameworks/hss/final.pdf#page=14
Grades 8–12 World History I and II: 500 to 2001 In World History I, students study the history of the major empires and political entities that emerged after the fall of the Roman Empire, including the Byzantine Empire, the Ottoman Empire, the Moghul Empire, the <span class="highlight">Chinese</span> dynasties, and the major pre-Columbian civilizations that existed in Central and South America. Students also examine the important political, economic, and reli- gious developments of this period, including the development of
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www.doe.mass.edu/frameworks/hss/final.pdf#page=29
Grade 4 Learning Standards Building on knowledge from previous years, students should be able to: OPTIONAL S ANCIENT CHINA, C. 3000–200 BC/BCE 4.1 4.2 mountain ranges and deserts, and explain how geography influenced the growth of <span class="highlight">Chinese</span> civilization. (G, E) 4.3 Describe the ideographic writing system used by the <span class="highlight">Chinese</span> (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H) 4.4 Describe important technologies of China such as bronze casting
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www.doe.mass.edu/frameworks/hss/final.pdf#page=60
system WHI.22 Describe the growth of British influence in India and the emergence of the British Raj. (H) H CHINA, J , AND K 1800 WHI.23 Summarize the major reasons for the continuity of <span class="highlight">Chinese</span> civilization through economic order WHI.24 Describe the growth of commerce and towns in China and the importance of agriculture to the development of the <span class="highlight">Chinese</span> economy to 1800, including the limited WHI.25 Summarize the major economic, political, and religious developments in Japanese history to 1800. (H
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www.doe.mass.edu/frameworks/hss/final.pdf#page=64
WHII.10 Summarize the causes, course, and consequences of the unification of Italy and Describe the causes of 19th century European imperialism. (H, E) ASIAN, AFRICAN, AND L AMERICAN H 19 20 WHII.12 Identify major developments in Indian history in the 19th and early 20th centuries. (H, E) WHII.13 Identify major developments in <span class="highlight">Chinese</span> history in the 19th and early 20th centuries. (H, E) The Boxer Rebellion WHII.14 Identify major developments in Japanese history in the 19th and early 20th centuries
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www.doe.mass.edu/frameworks/hss/final.pdf#page=67
WHII.28 centers and the slaughter of political opponents and ethnic minorities WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H) COLD WAR ERA, 1945–1989 WHII.30 Eastern Europe and the differences between democracy and communism. (H, C) WHII.31 WHII.32 I. WHII.33 Communist Revolution in China in 1949. (H) WHII.34 Identify the political and economic upheavals in China after the <span class="highlight">Chinese</span>
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www.doe.mass.edu/frameworks/hss/final.pdf#page=122
American to the stories of the nation’s oldest commissioned Colonial to contemporary times), Greek, Roman, warship, “Old Ironsides,” and the people Egyptian, <span class="highlight">Chinese</span>, European, Indian, Islamic, associated with her. Japanese, Korean, and contemporary art. Wadsworth Athenæum Worcester Historical Museum Hartford, Connecticut 06103 30 Elm Street (860) 278-2670 Worcester, MA 01609-2504 www.wadsworthatheneum.org/ (508) 753-8278 Established in 1842, the Wadsworth www.worcesterhistory.org Athenæum is America’s
GRADE 4
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 St...
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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...
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-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
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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....
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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
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, <span class="highlight">video</span>, ipods, computers
Microsoft Word - 0519LAStandards.doc
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 t...
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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 <span class="highlight">video</span> images and identify differences in how information is presented in print and non
27
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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 <span class="highlight">video</span> 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 <span class="highlight">video</span> to
7th Grade„Grade Level Expectations
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit...
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Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games
25
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games
Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
Science.qxd
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 199...
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of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A Video Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
180
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=180
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=18...
of U.S. Fourth-Grade Mathematics And Science Achievement in International Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department of Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department of Education, Office of Educational Research and Improvement, Attaining Excellence: A <span class="highlight">Video</span> Presentation of Pursuing Excellence: U.S. Eighth Grade Findings From the Third
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