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Biomimetic Underwater Robot Program
this approach will allow the cells/bacteria to be simplified so that the input/output (I/O) requirements of device integration can be addressed. In particular we plan to use visual receptors to couple electronics to both sensation and actuation through light signals. In addition...
Connecting Theory to Practice
This approach requires that students not only explore and understand the dynamics of oppression, but also commit to making decisions and changing the system through social action. For example, in a decision making and social action approach curriculum, students dev...
 Development of Performance Level Descriptors for the California Standards Tests (CSTs) and...
Development of CST and CAHSEE Performance Level Descriptors Approach B: General and Behavioral Statements without Progression Approach Description This approach is characterized by a general description or overall statement to describe the achievement level (e.g., “...
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Development of CST and CAHSEE Performance Level Descriptors Approach B: General and Behavioral Statements without Progression Approach Description This approach is characterized by a general description or overall statement to describe the achievement level (e.g., “Students performing at Achievement Level III generally show conceptual understanding, compute accurately, and respond with appropriate answers or procedures”). In addition to this, the states provide more details into expected behaviors
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=174
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=174
Development of CST and CAHSEE Performance Level Descriptors <span class="highlight">Approach</span> B: General and Behavioral Statements without Progression <span class="highlight">Approach</span> Description This <span class="highlight">approach</span> is characterized by <span class="highlight">a</span> general description or overall statement to describe the achievement level (e.g., “Students performing at Achievement Level III generally show conceptual understanding, compute accurately, and respond with appropriate answers or procedures”). <span class="highlight">In</span> addition to this, the states provide more details into expected behaviors
The National Science Foundation's Massive Digital Library for Education: Opportunities and...
work supported under the multi-agency Digital Libraries Initiative, this program aims to establish a national digital library that will constitute an online network of learning environments and resources for science, mathematics, engineering, and technology education at a...
'Bird Flu' Could Be Slowed at the Source, Study Says
people. The model simulated a flu's movement and person-to-person interactions at all levels of society, from "close contact" environments—like homes, schools, and workplaces—to more casual contacts in places such as markets and temples. Beginning...
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natu...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances <span class="highlight">in</span> technology using historical and contemporary examples (e.g., compass <span class="highlight">for</span> <span class="highlight">navigation</span>, water power, steel plow). • Complete <span class="highlight">a</span> T chart to compare motivations <span class="highlight">for</span> settling and exploring
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respec...
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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED IN STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people in hunting and gathering societies adapted to their respective environments. 16.8.95 Identify how competition between groups for the same land affects the environment. 16.11.115 Understand the effect of a significant migration of people from one region to another; identify significant large
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=62
Illinois Social Science Assessment Framework <span class="highlight">for</span> Grades 5, 8, and 11 62 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 ENVIRONMENTAL HISTORY (EMBEDDED <span class="highlight">IN</span> STANDARDS B–D) 3% 3% 2% 16.5.90 Identify how people <span class="highlight">in</span> hunting and gathering societies adapted to their respective <span class="highlight">environments</span>. 16.8.95 Identify how competition between groups <span class="highlight">for</span> the same land affects the environment. 16.11.115 Understand the effect of <span class="highlight">a</span> significant migration of people from one region to another; identify significant large
cover.indd
rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitiv...
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rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
rereading or listening again if <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards <span class="highlight">based</span> on purpose, context, and audience <span class="highlight">in</span> order to assess their own
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
representing ideas <span class="highlight">in</span> text, questioning, rereading or listening again if <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.07.01 analyze the appropriateness of shared, individual and expert standards <span class="highlight">based</span> on purpose, context, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
questioning, rereading or listening again if <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> their own reading comprehension by applying appropriate metacognitive skills. Critical Standards Students will… R.CS.08.01 evaluate the appropriateness of shared, individual and expert standards <span class="highlight">based</span> on purpose, context, and audience <span class="highlight">in</span> order to assess their own writing and the writing
Colorado Model Content Standards
GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or s...
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GRADES 5-8 As students in grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions based on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=9
GRADES 5-8 As students <span class="highlight">in</span> grades 5-8 extend their knowledge, what they know and are able to do includes • formulating historical questions <span class="highlight">based</span> on examination of primary* and secondary* sources including documents, eyewitness accounts, letters and diaries, artifacts, real or <span class="highlight">simulated</span> historical sites, charts, graphs, diagrams, and written texts; • gathering information from multiple sources, including electronic databases, to understand events from multiple perspectives; and • determining if the
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=14
technological changes (<span class="highlight">for</span> example, <span class="highlight">navigation</span>, transportation, printing, weaponry, agriculture, communication, and medicine); and • relating differences <span class="highlight">in</span> technology to differences <span class="highlight">in</span> how people live <span class="highlight">in</span> various regions of the world. GRADES 9-12 As students <span class="highlight">in</span> grades 9-12 extend their knowledge, what they know and are able to do includes • analyzing the major technological turning points <span class="highlight">in</span> history (<span class="highlight">for</span> example, agricultural revolution, revolutions <span class="highlight">in</span> transportation, industrial revolution); • explaining how the
Microsoft Word - 06.029.0004.doc
and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to p...
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and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
and usability goals <span class="highlight">for</span> <span class="highlight">a</span> media communication have been achieved (e.g., ease of access to the communication, ease of <span class="highlight">navigation</span> of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present <span class="highlight">a</span> distinctive point of view on <span class="highlight">a</span> topic. (<span class="highlight">a</span>) Grade 9 performance indicators: (i) Select appropriate media <span class="highlight">for</span> <span class="highlight">a</span> specific
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