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Historical Society of Pennsylvania
Historical Society of Pennsylvania News Events Blogs Facebook Twitter Youtube Shopping Cart Home About Login/Register Contact Become a Member Donate Shop Research Help Plan Your Visit
www.hsp.org/
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The Writings of Henry D. Thoreau
The Writings of Henry D. Thoreau Site Map - Credits and Permissions - Awards - To Print This Page - E-mail Us
www.library.ucsb.edu/thoreau/
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 Career/Technical Education Framework (CA Dept. of Education)
than the minimum 2; (b) 4; (c) 4, rather than the minimum 3; (d) 3, rather than the minimum 2; (e) 3, rather than the minimum 2; (f) 2, rather than the minimum 1; and (g) 1.5, rather than the minimum 1. Component 7. Student Recruitment and Enrollment Research clearly demonstrates the inheren...
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than the minimum 2; (b) 4; (c) 4, rather than the minimum 3; (d) 3, rather than the minimum 2; (e) 3, rather than the minimum 2; (f) 2, rather than the minimum 1; and (g) 1.5, rather than the minimum 1. Component 7. Student Recruitment and Enrollment Research clearly demonstrates the inherent value of CTE for students regard- less of their postsecondary plans. Schools, too, benefit from CTE enrollment, particularly as to their at-risk students, who thrive on added motivation and hands-on learning and
114 0 http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=114 www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=114
than the minimum 2; (b) 4; (c) 4, rather than the minimum 3; (d) 3, rather than the minimum 2; (e) 3, rather than the minimum 2; (f) 2, rather than the minimum 1; and (g) 1.5, rather than the minimum 1. Component 7. Student Recruitment and Enrollment <span class="highlight">Research</span> clearly demonstrates the inherent value <span class="highlight">of</span> CTE for students regard- less <span class="highlight">of</span> their postsecondary plans. Schools, too, benefit from CTE enrollment, particularly as to their at-risk students, who thrive on added motivation and hands-on learning and
NWP E-Journal
Summary: Cantrill and Obermyer consider the origins, nature, glitches, and strengths of NWP's e-journal. Download the Article Download "NWP E-Journal" Related Resource Topics Teaching Writing - Digital Writing / Find a Site / Press Room / RSS / E-Voice Sign-Up...
 Marine Animal Husbandry and Training 7-12
SeaWorld Teacher’s Guide ©2007 Sea World, Inc.6 Do You Want to Work With Animals? The marine sciences offer students an ocean of opportunities. A career in marine mammal husbandry or training offers the unique and exciting opportunity to work directly with these fascinating animals...
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SeaWorld Teacher’s Guide ©2007 Sea World, Inc.6 Do You Want to Work With Animals? The marine sciences offer students an ocean of opportunities. A career in marine mammal husbandry or training offers the unique and exciting opportunity to work directly with these fascinating animals. Related fields include veterinary medicine, marine wildlife research, and wildlife management and conservation. Students interested in pursuing careers in these areas should plan on attending college. Depending on their career
7 0 http://www.seaworld.org/just-for-teachers/guides/pdf/ht-7-12.pdf#page=7 www.seaworld.org/just-for-teachers/guides/pdf/ht-7-12.pdf#page=7
SeaWorld Teacher&rsquo;s Guide &copy;2007 Sea World, Inc.6 Do You Want to Work With Animals? The marine sciences offer students an ocean <span class="highlight">of</span> opportunities. A career in marine mammal husbandry or training offers the unique and exciting opportunity to work directly with these fascinating animals. Related fields include <span class="highlight">veterinary</span> medicine, marine wildlife <span class="highlight">research</span>, and wildlife management and conservation. Students interested in pursuing careers in these areas should plan on attending college. Depending on their career
Discovery Education Lesson Plan: The Human Genome Project
groups to research the project. Before students divide into groups, provide them with an overview of the HGP. The following Web sites will be useful in describing its goals and current status: New 5-Year Plan for the U.S. Human Genome Project Division of Extramural Researc...
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CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, and other pertin...
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CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, and other pertinent information. Scientific Research : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What
3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a <span class="highlight">journal</span> showing date, accurate observations, collection <span class="highlight">of</span> data, and other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What
 Layout 1
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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). squa...
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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense). square6 Writes to examine a variety of
17 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
or synthesize to plan writing. Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece <span class="highlight">of</span> writing). square6 Maintains a <span class="highlight">journal</span> or an electronic log to collect and explore ideas; records observations, dialogue, and/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety
25 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
effects). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates <span class="highlight">research</span> findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry <span class="highlight">journal</span> in math, science; portfolio selection defense). square6 Writes to examine a variety <span class="highlight">of</span>
 Standard 1: Students engage in the research process
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and inclu...
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choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students
59 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics <span class="highlight">of</span> different genres i.e., personal narrative, expository, informational, <span class="highlight">journal</span> writing, letter writing Students write in an extensive variety <span class="highlight">of</span> genres. Students
 Language Arts Booklet
knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gat...
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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing
13 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
knowledge <span class="highlight">of</span> the qualities <span class="highlight">of</span> good writing to improve own writing. &bull; Publish&ndash;in a variety <span class="highlight">of</span> ways&ndash;selected finished products. &bull; Apply knowledge <span class="highlight">of</span> spelling, punctuation, and grammar to write text(s) and correct errors. &bull; Cite sources used in gathering information. &bull; Write using forms appropriate to purpose and topic. &bull; Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). &bull; Write to communicate and report information from <span class="highlight">research</span>. &bull; Write for literary response and expression. &bull; Adapt writing
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