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Sand In Bottles (NYSED)
PALS - Task Home Sand in Bottles 8th Grade Performance Task Contributed by: New York State Alternative Assessment in Science Project (NYSED
Colorful Colorado Gallery of Photos
Colorado State Government Colorful Colorado Gallery of Photos These photographs were taken by Colorado state employees and are from their personal collections. All images are the property of their respective owners. Use without prior permission is strictly prohibited. Thank you. Click on the i...
Kansas State University USDA: Wind Erosion
Niger Border, Africa Sahara Desert Sand Storm, Mali, Africa Strait of Gibraltar Southeastern Mediterranean Panorama Dust Cloud, Mid Atlantic Ocean Dust Storm Cloud, Atlantic Ocean Desert Landscape, Mauritania, Africa Earth Observation of Altiplano Ash/Dust Plume in Argentina...
Missouri Botanical Garden: Deserts of the World
National Park located here; more species of birds seen in Big Bend than in any other National Park in the U.S. Great Basin Western United States (Idaho, Nevada, Oregon, and Utah)158,000 mi2 411,000 km2Covered by sand, gravel, and clay. Many moutains ranges, basins, and large expanses of sal...
 Microsoft Word - Grade 1.doc
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermome...
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Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil and water with thermometers are placed in a shady
Microsoft Word - bio1.doc
Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual...
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Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=40
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=40
Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. f. Describe how sediments of <span class="highlight">sand</span> and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together
Voluntary State Curriculum - Science Grades PreK - 3
locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, sand, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can...
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locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, sand, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change. • Changes caused by humans and other animals. • Changes caused by water, wind, etc. A. Materials and Processes That Shape A Planet . B. Earth History B. Earth History B. Earth History B
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=5
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=5
locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, <span class="highlight">sand</span>, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change. • Changes caused by humans and other animals. • Changes caused by water, wind, etc. A. Materials and Processes That Shape A Planet . B. Earth History B. Earth History B. Earth History B
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=12
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=12
observable properties. a. Classify objects according to selected properties. b. Provide reasons for placing the objects into one group or another. c. Compare classifications with those of others. 2. Identify and describe structures of objects too small to be seen clearly with the unaided eye. a. Identify and describe minute objects, such as grains of <span class="highlight">sand</span> and crystals of salt after examining these with a magnifying instrument. b. Identify and describe the minute features of objects
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Henderson, SAU 52 Ed Hendry, SAU 42 Jo Hendry, SAU 25 Cathy Higgins, NH Department of Education Leslie Higgins, NH Department of Education David Hodgdon, SAU 38 John Hodgkins, SAU 81 Barbara Hopkins, University of New Hampshire Jane Hurst, SAU 29 Mark Humphreys, SAU 35 Jack Iacopino, TDS Colette H....
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Henderson, SAU 52 Ed Hendry, SAU 42 Jo Hendry, SAU 25 Cathy Higgins, NH Department of Education Leslie Higgins, NH Department of Education David Hodgdon, SAU 38 John Hodgkins, SAU 81 Barbara Hopkins, University of New Hampshire Jane Hurst, SAU 29 Mark Humphreys, SAU 35 Jack Iacopino, TDS Colette H. Janson-Sand, University of New Hampshire Sally Jean, Keene State College Judy Jenkins, SAU 40 Michele Johnson, SAU 1 Lisa Kaim, NH Department of Education Karen Kelley, SAU 41 Vicki Kelly, SAU 48
121
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=121
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
Henderson, SAU 52 Ed Hendry, SAU 42 Jo Hendry, SAU 25 Cathy Higgins, NH Department of Education Leslie Higgins, NH Department of Education David Hodgdon, SAU 38 John Hodgkins, SAU 81 Barbara Hopkins, University of New Hampshire Jane Hurst, SAU 29 Mark Humphreys, SAU 35 Jack Iacopino, TDS Colette H. Janson-<span class="highlight">Sand</span>, University of New Hampshire Sally Jean, Keene State College Judy Jenkins, SAU 40 Michele Johnson, SAU 1 Lisa Kaim, NH Department of Education Karen Kelley, SAU 41 Vicki Kelly, SAU 48
2006 Science and Technology/Engineering Curriculum Framework
(T/E 1.1, 2.3) 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, sand and block table). Using given insulating mat...
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(T/E 1.1, 2.3) 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, sand and block table). Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1) 3. Describe how water can be changed from one state to another by adding or taking away heat. Do simple investigations to observe evaporation
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
(T/E 1.1, 2.3) 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, <span class="highlight">sand</span> and block table). Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1) 3. Describe how water can be changed from one state to another by adding or taking away heat. Do simple investigations to observe evaporation
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