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 Science.qxd
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 d...
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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
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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 <span class="highlight">on</span> the concepts <span class="highlight">and</span> skills acquired in kindergarten through fifth grade. Instructional design should provide opportunities for understanding: the unifying concepts <span class="highlight">of</span> science, the strands, conceptual goals <span class="highlight">and</span> objectives. Connections to mathematics, technology, social science, <span class="highlight">and</span> communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining the Unifying Concepts
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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 <span class="highlight">on</span> the concepts <span class="highlight">and</span> skills acquired in kindergarten through fifth grade. Instructional design should provide opportunities for understanding: the unifying concepts <span class="highlight">of</span> science, the strands, conceptual goals <span class="highlight">and</span> objectives. Connections to mathematics, technology, social science, <span class="highlight">and</span> communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining the Unifying Concepts
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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 <span class="highlight">on</span> the concepts <span class="highlight">and</span> skills acquired in kindergarten through sixth grade. Instructional design should provide opportunities for understanding: the unifying concepts <span class="highlight">of</span> science, the strands, conceptual goals <span class="highlight">and</span> objectives. Connections to mathematics, technology, social science, <span class="highlight">and</span> communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining Unifying Concepts
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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 <span class="highlight">on</span> the concepts <span class="highlight">and</span> skills acquired in kindergarten through seventh grade. Instructional design should provide opportunities for understanding: the unifying concepts <span class="highlight">of</span> science, the strands, conceptual goals <span class="highlight">and</span> objectives. Connections to mathematics, technology, social science, <span class="highlight">and</span> communication skills should be considered for instructional design. To assist teachers with instruction, materials explaining Unifying Concepts
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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 <span class="highlight">of</span> North Carolina. COMPETENCY GOAL 4: The learner will build an understanding <span class="highlight">of</span> the hydrosphere <span class="highlight">and</span> its interactions <span class="highlight">and</span> influences <span class="highlight">on</span> the lithosphere, the atmosphere, <span class="highlight">and</span> environmental quality. Objectives 4.01 Evaluate erosion <span class="highlight">and</span> depositional processes: • Formation <span class="highlight">of</span> stream <span class="highlight">channels</span> with respect to the work being done by the stream (i.e. down-cutting, lateral erosion, <span class="highlight">and</span> transportation). • Nature <span class="highlight">and</span> characteristics <span class="highlight">of</span> sediments. • Effects <span class="highlight">on</span> water quality. • Effect <span class="highlight">of</span> human choices <span class="highlight">on</span> the
ACKNOWLEDGEMENTS
2.06 Describe the primary factors of production and their impact on the standard of living. 2.07 Explain how financial markets channel funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization and role of business f...
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2.06 Describe the primary factors of production and their impact on the standard of living. 2.07 Explain how financial markets channel funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization and role of business firms and assess the various types of market structures in the United States economy. Objectives 3.01 Compare and contrast the different types of business organizations. 3.02 Identify various ways firms finance operations and explain the advantages
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=89
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
2.06 Describe the primary factors <span class="highlight">of</span> production <span class="highlight">and</span> their impact <span class="highlight">on</span> the standard <span class="highlight">of</span> living. 2.07 Explain how financial markets <span class="highlight">channel</span> funds from savers to investors. COMPETENCY GOAL 3: The learner will analyze the organization <span class="highlight">and</span> role <span class="highlight">of</span> business firms <span class="highlight">and</span> assess the various types <span class="highlight">of</span> market structures in the United States economy. Objectives 3.01 Compare <span class="highlight">and</span> contrast the different types <span class="highlight">of</span> business organizations. 3.02 Identify various ways firms finance operations <span class="highlight">and</span> explain the advantages
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