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 KINDERGARTEN
Priority Academic Student Skills School Improvement 215 Science PHYSICS High School Standards for Inquiry and Physics The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in Physics. SCIENCE P...
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Priority Academic Student Skills School Improvement 215 Science PHYSICS High School Standards for Inquiry and Physics The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in Physics. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observation are developed through
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=30
1. <span class="highlight">Using</span> observable properties, place an <span class="highlight">object</span> or event into a <span class="highlight">classification</span> system. 2. Identify <span class="highlight">the</span> properties by which a <span class="highlight">classification</span> system is <span class="highlight">based</span>. Process Standard 3: Experiment - Experimenting is a method <span class="highlight">of</span> discovering information. It requires making observations and measurements to test ideas. <span class="highlight">The</span> student will accomplish these objectives to meet this process standard. 1. Evaluate <span class="highlight">the</span> design <span class="highlight">of</span> a physical science investigation. 2. Identify <span class="highlight">the</span> independent variables
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=38
Priority Academic Student Skills School Improvement 212 Science CHEMISTRY <span class="highlight">High</span> School Standards <span class="highlight">for</span> Inquiry and Chemistry <span class="highlight">The</span> Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles <span class="highlight">of</span> major themes in chemistry. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure - Observing is <span class="highlight">the</span> first action taken by <span class="highlight">the</span> learner to acquire new information about an <span class="highlight">object</span> or event. Opportunities <span class="highlight">for</span> observation are developed
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=41
Priority Academic Student Skills School Improvement 215 Science PHYSICS <span class="highlight">High</span> School Standards <span class="highlight">for</span> Inquiry and Physics <span class="highlight">The</span> Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles <span class="highlight">of</span> major themes in Physics. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure - Observing is <span class="highlight">the</span> first action taken by <span class="highlight">the</span> learner to acquire new information about an <span class="highlight">object</span> or event. Opportunities <span class="highlight">for</span> observation are developed through
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze <span class="highlight">the</span> physical characteristics <span class="highlight">of</span> historical places in various regions and <span class="highlight">the</span> role they played (e.g., Jamestown <span class="highlight">for</span> <span class="highlight">the</span> English, St. Augustine <span class="highlight">for</span> <span class="highlight">the</span> Spanish, New Orleans <span class="highlight">for</span> <span class="highlight">the</span> French, and <span class="highlight">the</span> Cherokee lands in <span class="highlight">the</span> Carolinas and Georgia) by <span class="highlight">using</span> a variety <span class="highlight">of</span> visual materials and data sources at different scales (e.g., photographs, <span class="highlight">satellite</span> and shuttle <span class="highlight">images</span>, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=26
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=26
<span class="highlight">using</span> different kinds <span class="highlight">of</span> maps, graphs, charts, diagrams, and other representations such as photographs, <span class="highlight">satellite</span>-produced <span class="highlight">images</span>, and computer-<span class="highlight">based</span> technologies. null 3. Interpret information from a broad selection <span class="highlight">of</span> research materials (e.g., encyclopedias, almanacs, dictionaries, atlases, and cartoons). null 4. Construct and examine timelines <span class="highlight">of</span> Oklahoma history (e.g., removal and relocation <span class="highlight">of</span> Native American groups, economic cycles, immigration patterns, and <span class="highlight">the</span> results <span class="highlight">of</span> redistricting and
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