iSEEK - Education

0;93205.6.11 Describe a floodplain and demonstrate how stream channels and natural levees function during flood conditions. #0;93205.6.12 Describe delta formation. #0;93205.6.13 Investigate the influence of landforms on man’s cultural, social, and ec...

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11 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=11 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=11

using the Tennessee River or a local stream system. #0;93205.6.7 Describe the fluvial processes of erosion and deposition #0;93205.6.8 Describe the characteristics of a river in terms of its velocity, channel shape, depth, and discharge. #0;93205.6.9 Identify meanders, point bars, cut banks, and cutoffs on a map. #0;93205.6.10 Explain the processes of grain suspension, saltation, and settling to produce sedimentary deposits.

12 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=12 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=12

0;93205.6.11 Describe a floodplain and demonstrate how stream channels and natural levees function during flood conditions. #0;93205.6.12 Describe delta formation. #0;93205.6.13 Investigate the influence of landforms on man’s cultural, social, and economic development

www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=12

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Science.qxd

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geologic history of North Carolina. COMPETENCY GOAL 4: The learner will build an understanding of the hydrosphere and its interactions and influences on the lithosphere, the atmosphere, and environmental quality. Objectives 4.01 Evaluate erosion and depositional processes: • Formation of stream channels with respect to the work being done by the stream (i.e. down-cutting, lateral erosion, and transportation). • Nature and characteristics of sediments. • Effects on water quality. • Effect of human choices on the

58 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=58 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=58

Revised 2004 54 Grade 6 Science GRADE SIX Goal Sixth grade science builds on the concepts and skills acquired in kindergarten through fifth grade. Instructional design should provide opportunities for understanding: the unifying concepts of science, the strands, conceptual goals and objectives. Connections to mathematics, technology, social science, and communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining the Unifying Concepts

60 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=60 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=60

Revised 2004 56 Grade 6 Science GRADE SIX Goal Sixth grade science builds on the concepts and skills acquired in kindergarten through fifth grade. Instructional design should provide opportunities for understanding: the unifying concepts of science, the strands, conceptual goals and objectives. Connections to mathematics, technology, social science, and communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining the Unifying Concepts

72 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=72 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=72

Revised 2004 68 Grade 7 Science GRADE SEVEN Goal Seventh grade science builds on the concepts and skills acquired in kindergarten through sixth grade. Instructional design should provide opportunities for understanding: the unifying concepts of science, the strands, conceptual goals and objectives. Connections to mathematics, technology, social science, and communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining Unifying Concepts

83 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=83 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=83

Revised 2004 79 Grade 8 Science GRADE EIGHT Goal Eighth grade science builds on the concepts and skills acquired in kindergarten through seventh grade. Instructional design should provide opportunities for understanding: the unifying concepts of science, the strands, conceptual goals and objectives. Connections to mathematics, technology, social science, and communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining Unifying Concepts

126 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=126 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=12...

geologic history of North Carolina. COMPETENCY GOAL 4: The learner will build an understanding of the hydrosphere and its interactions and influences on the lithosphere, the atmosphere, and environmental quality. Objectives 4.01 Evaluate erosion and depositional processes: • Formation of stream channels with respect to the work being done by the stream (i.e. down-cutting, lateral erosion, and transportation). • Nature and characteristics of sediments. • Effects on water quality. • Effect of human choices on the

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=12...

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Microsoft Word - RI_Math_K-8_GLEs_Final_Version

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Rhode Island K – 8 Mathematics Grade-Level Expectations 11 Final Version June, 2006 Edited August 2, 2007 Number and Operations continued… Grade 6 Grade 7 Grade 8 (Local Option) M(N&O)–6–7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the

5 0 http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Final_Version_PDF.pdf#page=5 www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Fin...

and those that remain in the jar.). (Local) (IMPORTANT: Estimation should be imbedded instructionally throughout all strands.) M(N&O)–1–7 Makes estimates of the number of objects in a set (up to 30 ) and revises estimates as objects are counted (e.g., A student estimates the number of pennies in a jar as 28. Then the student counts the first 10 and makes another estimate based on those that have been counted and those that remain in the jar.). (Local) (IMPORTANT: Estimation should be imbedded

8 0 http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Final_Version_PDF.pdf#page=8 www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Fin...

(IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M(N&O)–5–7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content

11 0 http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Final_Version_PDF.pdf#page=11 www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Fin...

Rhode Island K – 8 Mathematics Grade-Level Expectations 11 Final Version June, 2006 Edited August 2, 2007 Number and Operations continued… Grade 6 Grade 7 Grade 8 (Local Option) M(N&O)–6–7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the

www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Fin...

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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easier. 15.11.16 Define balance of trade, trade deficit, and trade surplus. 15.8.13 Define imports and exports. 15.11.17 Identify the effect of currency exchange rates and their fluctuations on international trade. 15.8.14 Define transaction costs. 15.11.18 Identify how financial markets, such as the stock market, channel funds from savers to investors. 15.11.19 Understand business cycles.

21 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=21 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=21

easier. 15.11.16 Define balance of trade, trade deficit, and trade surplus. 15.8.13 Define imports and exports. 15.11.17 Identify the effect of currency exchange rates and their fluctuations on international trade. 15.8.14 Define transaction costs. 15.11.18 Identify how financial markets, such as the stock market, channel funds from savers to investors. 15.11.19 Understand business cycles.

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=21

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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13.6.6 Use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures) M.13.7.4 Derive and use formulas for surface area and volume of prisms and cylinders and justify them using geometric models and common materials M.13.7.5 Apply properties (scale factors, ratio, and proportion) of congruent or similar triangles to solve problems involving missing lengths and angle measures M.13.7.6 Find the distance between two points on a

63 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=63 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=63

13.6.6 Use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures) M.13.7.4 Derive and use formulas for surface area and volume of prisms and cylinders and justify them using geometric models and common materials M.13.7.5 Apply properties (scale factors, ratio, and proportion) of congruent or similar triangles to solve problems involving missing lengths and angle measures M.13.7.6 Find the distance between two points on a

79 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=79 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=79

investigation of size, shape, color, logical reasoning, sequencing, patterns, symmetry, similarity, congruence, thinking skills, geometry, organization of data Balance Scale Weight, mass, equality, inequality, equations, operations on whole numbers, estimation, measurement Base-Ten blocks Place value, operations on whole numbers, decimals, decimal-fractional-percent equivalencies, comparing, ordering, classifications, sorting, number concepts, square and cubic numbers, area, perimeter, metric measurement

arkansased.org/teachers/pdf/k8_math_may05.pdf#page=63

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Microsoft Word - Full_Social Studies.rtf

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116 http://memory.loc.gov/ammem/collections/finder.html This site is maintained by the U.S. Government and has resources and activities on a variety of topics. http://memory.loc.gov/ammem/cwphtml/cwphome.html Contains over 1000 Civil War photographs. http://www.pbs.org/wgbh/nova/pyramid/explore/ Take a virtual tour of the Egyptian pyramids. http://geography.miningco.com/education/geography/ Great site with links to hundreds of historic and geographic sites. Check out the Country Studies link for

127 0 http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=127 doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=12...

116 http://memory.loc.gov/ammem/collections/finder.html This site is maintained by the U.S. Government and has resources and activities on a variety of topics. http://memory.loc.gov/ammem/cwphtml/cwphome.html Contains over 1000 Civil War photographs. http://www.pbs.org/wgbh/nova/pyramid/explore/ Take a virtual tour of the Egyptian pyramids. http://geography.miningco.com/education/geography/ Great site with links to hundreds of historic and geographic sites. Check out the Country Studies link for

doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=12...

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Proposed New 19 TAC

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and empathic; (I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions; (J) identify and analyze ethical and social responsibilities of communicators; and (K) recognize and analyze appropriate channels of communication in organizations. (2) Interpersonal. The student uses appropriate interpersonal-communication strategies in professional and social contexts. The student is expected to: (A) identify types of professional and

69 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=69 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=69

and empathic; (I) recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions; (J) identify and analyze ethical and social responsibilities of communicators; and (K) recognize and analyze appropriate channels of communication in organizations. (2) Interpersonal. The student uses appropriate interpersonal-communication strategies in professional and social contexts. The student is expected to: (A) identify types of professional and

ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=69

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Microsoft Word - 2912516B.doc

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for estimating measurements. Estimation 5.M.9 Determine personal references for customary units of length (e.g., your pace is approximately 3 feet, your height is approximately 5 feet, etc.) 5.M.10 Determine personal references for metric units of length 5.M.11 Justify the reasonableness of estimates Statistics and Probability Strand Students will collect, organize, display, and analyze data. Collection of Data 5.S.1 Collect and record data from a variety of sources (e.g., newspapers

27 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=27 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=27

evening) 1.M.8 Tell time to the hour, using both digital and analog clocks 1.M.9 Know the days of the week and months of the year in sequence 1.M.10 Classify months and connect to seasons and other events Students will develop strategies for estimating measurements. Estimation 1.M.11 Select and use non-standard units to estimate measurements Statistics and Probability Strand Students will collect, organize, display, and analyze data. Collection of Data 1.S.1

34 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34

Students will determine what can be measured and how, using appropriate methods and formulas. Units of 2.M.1 Use non-standard and standard units to measure both vertical and Measurement horizontal lengths 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet) 2.M.3 Compare and order objects according to the attribute of length 2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) 2.M.5 Compare and order objects

43 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=43 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=43

Measure capacity, using cups, pints, quarts, and gallons Students will use units to give meaning to measurements. Units 3.M.7 Count and represent combined coins and dollars, using currency symbols ($0.00) 3.M.8 Relate unit fractions to the face of the clock: Whole = 60 minutes ½ = 30 minutes ¼ = 15 minutes Students will develop strategies for estimating measurements. Estimation 3.M.9 Tell time to the minute, using digital and analog clocks 3.M.10 Select and use standard

62 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=62 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=62

for estimating measurements. Estimation 5.M.9 Determine personal references for customary units of length (e.g., your pace is approximately 3 feet, your height is approximately 5 feet, etc.) 5.M.10 Determine personal references for metric units of length 5.M.11 Justify the reasonableness of estimates Statistics and Probability Strand Students will collect, organize, display, and analyze data. Collection of Data 5.S.1 Collect and record data from a variety of sources (e.g., newspapers

71 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=71 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=71

pints, pints to quarts, and quarts to gallons) 6.M.4 Identify metric units of capacity (liter and milliliter) 6.M.5 Identify equivalent metric units of capacity (milliliter to liter and liter to milliliter) Tools and Methods 6.M.6 Determine the tool and technique to measure with an appropriate level of precision: capacity Students will develop strategies for estimating measurements. Estimation 6.M.7 Estimate volume, area, and circumference (see figures identified in geometry strand) 6

www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=62

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DRAFT

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magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using

76 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76

magazines to assist student comprehension. • Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read. • Use visuals/videos in the written text whenever possible. For example while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using

www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76

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Microsoft Word - Content Area Reading Middle School.doc

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drawings of the auction block. Consider using documentaries and graphics with math and science concepts. • Use visuals/videos to do what print cannot. When reading a play or historical piece, use video versions of the same scene or a historical depiction so that students can see and study various interpretations of the text. • Use visuals/videos before reading if the material is unfamiliar or abstract. Depending on the topic, students can activate prior knowledge by discussing visuals or viewing a well

100 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

drawings of the auction block. Consider using documentaries and graphics with math and science concepts. • Use visuals/videos to do what print cannot. When reading a play or historical piece, use video versions of the same scene or a historical depiction so that students can see and study various interpretations of the text. • Use visuals/videos before reading if the material is unfamiliar or abstract. Depending on the topic, students can activate prior knowledge by discussing visuals or viewing a well

www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

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