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 Microsoft Word - science.doc
level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or...
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level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, tooth decay) Students identify an extensive variety of changes that can be steady or irregular. Students identify a variety of changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=15
www.dpi.state.nd.us/standard/content/science/science.pdf#page=15
level CONSTANCY AND CHANGE 4.1.2. Identify changes that can be steady or irregular (e.g., floods, earthquakes, erosion, <span class="highlight">tooth</span> decay) Students identify an extensive variety <span class="highlight">of</span> changes that can be steady or irregular. Students identify a variety <span class="highlight">of</span> changes that can be steady or irregular. Students identify some changes that can be steady or irregular. Students identify very few changes that can be steady or irregular. Grade 5 MODELS 5.1.1. Use an appropriate model (e.g
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=45
www.dpi.state.nd.us/standard/content/science/science.pdf#page=45
North Dakota Science March 2006 Content and Achievement Standards 45 Standard 4: Students understand the basic concepts and principles <span class="highlight">of</span> life science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE Grade 6 STRUCTURE AND FUNCTION 6.4.1
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=55
www.dpi.state.nd.us/standard/content/science/science.pdf#page=55
North Dakota Science March 2006 Content and Achievement Standards 55 Standard 5: Students understand the basic concepts and principles <span class="highlight">of</span> earth and space science. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE CHARACTERISTICS <span class="highlight">OF</span> THE EARTH 6.5.2
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=71
www.dpi.state.nd.us/standard/content/science/science.pdf#page=71
to <span class="highlight">wear</span>, farmer uses genetic grains, hikers use GPS, depth-finder in boat, hearing-aides for disabilities) Students identify an extensive variety <span class="highlight">of</span> ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their careers and in daily life. Students identify many different ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their careers and in daily life. Students identify some different ways people <span class="highlight">of</span> all ages, genders, and backgrounds use science in their
Microsoft Word - K-12 doc.doc
relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describ...
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relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, steel plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions of the United States prior to the Civil War. Students describe how technological advances and
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
relevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide a superficial explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide an irrelevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, <span class="highlight">steel</span> plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions <span class="highlight">of</span> the United States prior to the Civil War. Students describe how technological advances and
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=46
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=46
North Dakota Social Studies 46 December 2007 Content and Achievement Standards Standard 4: Students understand the development, functions, and forms <span class="highlight">of</span> various political institutions and the role <span class="highlight">of</span> the citizen in government and society. Benchmark Expectations ACHIEVEMENT DESCRIPTORS ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE HISTORICAL AND CONTEMPORARY POLITICAL PROCESSES 9–12.4.4 Evaluate the effectiveness <span class="highlight">of</span>
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