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Microsoft Word - mathstd3.docmathstdbystd3.pdf
grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius o...
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grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
b. volume of rectangular prisms. 7. finds surface area of rectangular prisms using concrete objects (2.4.K1h). 8. uses appropriate units to describe rate as a unit of measure (2.4.K1a), e.g., x miles per hour. 9. finds missing angle measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg. With the <span class="highlight">sand</span>
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
Microsoft Word - sci_standards_Aug07_34.docsci_standards_Aug07_34.pdf
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The...
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a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The student… 1. a. brings in samples of earth materials (rocks, sand, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
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http://www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%3d&tabid=144&mid=8019&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%3d&tabid=144&mid=8019&...
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, <span class="highlight">sand</span>, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The student… 1. a. brings in samples of earth materials (rocks, <span class="highlight">sand</span>, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
Microsoft Word - sci_std_Aug07_g57.docsci_std_Aug07_g57.pdf
indefinite shape. 2 a. separates sand, iron filings, and salt using a magnet and water. b. observes properties of kitchen powders (baking soda, salt, sugar, flour). Mixes in various combinations, then identifies by properties. c. given a chemical formula, uses a periodic table to identify...
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indefinite shape. 2 a. separates sand, iron filings, and salt using a magnet and water. b. observes properties of kitchen powders (baking soda, salt, sugar, flour). Mixes in various combinations, then identifies by properties. c. given a chemical formula, uses a periodic table to identify the number and type elements in a compound. 3 a. measures and graphs the boiling point temperatures for several different liquids. b. graphs the cooling curve of a freezing ice cream mixture. c
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http://www.ksde.org/LinkClick.aspx?fileticket=vLGZgB6Q20o%3d&tabid=144&mid=8019&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=vLGZgB6Q20o%3d&tabid=144&mid=8019&...
indefinite shape. 2 a. separates <span class="highlight">sand</span>, iron filings, and salt using a magnet and water. b. observes properties of kitchen powders (baking soda, salt, sugar, flour). Mixes in various combinations, then identifies by properties. c. given a chemical formula, uses a periodic table to identify the number and type elements in a compound. 3 a. measures and graphs the boiling point temperatures for several different liquids. b. graphs the cooling curve of a freezing ice cream mixture. c
 Science Curriculum Framework
earthquake Sand A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed i...
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earthquake Sand A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed in layers from sediment Seismograph Instrument which detects and records earthquakes Selective breeding The process of selecting a few organisms with desired traits to serve as parents of the next generation Series
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=15
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=15
procedures, equipment, and technology. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Properties of the Earth ESS.8.K.1 Identify various characteristics of Earth’s surface ESS.8.1.1 Identify the features of major landforms ESS.8.2.1 Conduct investigations to distinguish among the following components of soil: • clay • <span class="highlight">sand</span> • silt
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=55
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=55
earthquake <span class="highlight">Sand</span> A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed in layers from sediment Seismograph Instrument which detects and records earthquakes Selective breeding The process of selecting a few organisms with desired traits to serve as parents of the next generation Series
Microsoft Word - earth and space science gses 4.0.doc
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, ...
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characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
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http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20science%20gses%204.0.pdf#page=11
www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20sc...
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, <span class="highlight">sand</span> for the <span class="highlight">sand</span> box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
INTRODUCTION TO BIOLOGY
Computers Protractors Convex and Concave lenses Ring stands Copper Wire Rock/mineral samples Corn starch Rubber bands Cotton swabs Sand Craft sticks Simple machines Disposable Gloves Slinky Dried beans Snips or Scissors Electronic balance Spring goggles Electrical switches Stoppers...
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Computers Protractors Convex and Concave lenses Ring stands Copper Wire Rock/mineral samples Corn starch Rubber bands Cotton swabs Sand Craft sticks Simple machines Disposable Gloves Slinky Dried beans Snips or Scissors Electronic balance Spring goggles Electrical switches Stoppers Filters Stop watches Fire extinguisher Straws First Aid Kit Styrofoam Plates Flashlights
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=20
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
(DOK 1) e. Recognize and compare the differences between living organisms and non-living materials. (DOK 2) EARTH AND SPACE SCIENCE 4. Understand properties of Earth materials, objects in the sky, and changes in Earth and sky. a. Sort, separate, and classify Earth materials (e.g.,clay, silt, <span class="highlight">sand</span>, pebbles, gravel) using various strategies. (DOK 2 ) b. Identify and describe properties of Earth materials (soil, rocks, water, and air). (DOK 1) c
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=29
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
(e.g., Lego creation/separate blocks, bucket/cups of <span class="highlight">sand</span>, roll/stacks of pennies, bag/individual potatoes, etc.) (DOK 2) b. Explore and identify physical changes of matter, including melting, freezing, boiling, evaporation, and condensation, (DOK 2) c. Investigate and describe forces affecting motion in simple machines (lever, wheel and axle, block and tackle, inclined plane, screw.) (DOK 2) d. Differentiate between potential and kinetic energy and recognize their
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=35
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
continental shelves, plateaus, faults, canyons, <span class="highlight">sand</span> dunes, and ice caps • External forces including heat, wind, and water • Movement of continental plates c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) d. Describe how
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=140
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Computers Protractors Convex and Concave lenses Ring stands Copper Wire Rock/mineral samples Corn starch Rubber bands Cotton swabs <span class="highlight">Sand</span> Craft sticks Simple machines Disposable Gloves Slinky Dried beans Snips or Scissors Electronic balance Spring goggles Electrical switches Stoppers Filters Stop watches Fire extinguisher Straws First Aid Kit Styrofoam Plates Flashlights
147
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=147
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Eyewash fountain (not plastic squeeze bottle station) Fire extinguishers (powder) First aid kit Fume hood MSDS sheets (book) Safety poster and contracts Safety shower <span class="highlight">Sand</span> and buckets Solvent cabinet
Microsoft Word - ssstd2.docssstd2.pdf
early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for...
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early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
early freeze kills plants). • Mound soil or <span class="highlight">sand</span> in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
Microsoft Word - Content Area Reading Middle School.doc
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ship...
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88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=88
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of <span class="highlight">sand</span> heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
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12 Standard 2: Students will understand the relationship between properties of matter and Earth’s structure. Objective 1: Examine the effects of density and particle size on the behavior of materials in mixtures. a. Compare the density of various objects to the density of known earth materi...
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12 Standard 2: Students will understand the relationship between properties of matter and Earth’s structure. Objective 1: Examine the effects of density and particle size on the behavior of materials in mixtures. a. Compare the density of various objects to the density of known earth materials. b. Calculate the density of earth materials (e.g., rocks, water, air). c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand
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http://www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=30
www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=30
12 Standard 2: Students will understand the relationship between properties of matter and Earth’s structure. Objective 1: Examine the effects of density and particle size on the behavior of materials in mixtures. a. Compare the density of various objects to the density of known earth materials. b. Calculate the density of earth materials (e.g., rocks, water, air). c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of <span class="highlight">sand</span>
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think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, sand, r...
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think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, sand, rain, snow, and so on. Kindergarteners enter school with an idea that the Earth is made up of soil, rocks, pebbles, sand, water, and living things. They should be encouraged to closely observe materials found on Earth and begin to
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=6
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, <span class="highlight">sand</span>, rain, snow, and so on. Kindergarteners enter school with an idea that the Earth is made up of soil, rocks, pebbles, <span class="highlight">sand</span>, water, and living things. They should be encouraged to closely observe materials found on Earth and begin to
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=10
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
how those properties make materials useful. Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth. E.SE.E.1 Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life. E.SE.00.11 Identify Earth materials that occur in nature (<span class="highlight">sand</span>, rocks, soil
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=31
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
Earth Science: Earth Systems and Solid Earth Initially, the third grade students explore natural causes of change on the Earth’s surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel, <span class="highlight">sand</span>, and soil), and identify those materials used to construct common objects. The skills students need to understand and apply their scientific knowledge and develop an awareness of the effects of humans and other organisms on the environment are a primary focus in the third grade Earth
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=38
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
clay, boulder, gravel, <span class="highlight">sand</span>, soil, water, and air). * E.SE.03.14 Recognize that rocks are made up of minerals. E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering; and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. E.SE.03.22 Identify and describe natural causes of change in the
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