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Education
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 STANDARDS.05
’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ idea...
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’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
[3] 1.7.1 Distinguishing between fiction/ nonfiction, prose/poetry, short story/ drama (L) [3] 1.7.2 Identifying use of dialogue or rhyme <span class="highlight">in</span> common forms of text The student analyzes content and structure of genres <span class="highlight">by</span> [4] 2.7.1 Identifying the four major genres of fiction: short story, drama (plays), <span class="highlight">novel</span>, and poetry (L) [4] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction (L) [4] 2.7.3 Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes <span class="highlight">a</span> variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres <span class="highlight">by</span> [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, <span class="highlight">novel</span>, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
’ ideas, <span class="highlight">images</span>, and information <span class="highlight">by</span> citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources <span class="highlight">by</span> [10] 4.5.1 Giving credit <span class="highlight">for</span> others’ ideas, <span class="highlight">images</span>, and multimedia information, including others’ ideas directly quoted or paraphrased <span class="highlight">by</span> student, <span class="highlight">by</span> citing sources using <span class="highlight">a</span> standard <span class="highlight">method</span> of documentation (e.g., MLA or APA style)* (L) W3.5 List and <span class="highlight">document</span> sources using <span class="highlight">a</span> given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
of writing (narrative, informational, etc.); format refers to the physical arrangement or presentation of information, such as the specific arrangement of publisher, author, and title when citing sources. Functional Writing—Functional writing communicates and interprets information <span class="highlight">in</span> <span class="highlight">a</span> way that makes it useful <span class="highlight">for</span> <span class="highlight">a</span> reader. Genre—<span class="highlight">A</span> category of literary work, which refers to both form (e.g., poetry, drama, <span class="highlight">novel</span>) and content (science fiction, tragedy). WRITING GLOSSARY Hook/Lead—An interesting or “catchy
Science Booklet
29 CONTENT STANDARDS CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy...
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29 CONTENT STANDARDS CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy. For example, energy from the sun is captured by grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. A grasshopper gets its energy by eating some of the grass
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=28
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
28 CONTENT STANDARDS K - 3 4 - 5 CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. <span class="highlight">In</span> other words, organisms are linked to each other and to their physical setting <span class="highlight">by</span> the transfer and transformation of matter and energy. <span class="highlight">For</span> example, energy from the sun is <span class="highlight">captured</span> <span class="highlight">by</span> grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. <span class="highlight">A</span> grasshopper gets its energy <span class="highlight">by</span> eating some
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=29
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
29 CONTENT STANDARDS CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. <span class="highlight">In</span> other words, organisms are linked to each other and to their physical setting <span class="highlight">by</span> the transfer and transformation of matter and energy. <span class="highlight">For</span> example, energy from the sun is <span class="highlight">captured</span> <span class="highlight">by</span> grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. <span class="highlight">A</span> grasshopper gets its energy <span class="highlight">by</span> eating some of the grass
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Biology II : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations for how matter cycles and energy flows through the biosphere? Course Level Expectations Checks f...
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Biology II : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations for how matter cycles and energy flows through the biosphere? Course Level Expectations Checks for Understanding CLE 3216.3.1 Describe the role of biotic and abiotic factors in the cycling of matter in the ecosystem. CLE 3216.3.2 Explain how sunlight is captured by plant cells and converted into
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=7
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=7
Biology II : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations <span class="highlight">for</span> how matter cycles and energy flows through the biosphere? Course Level Expectations Checks <span class="highlight">for</span> Understanding CLE 3216.3.1 Describe the role of biotic and abiotic factors <span class="highlight">in</span> the cycling of matter <span class="highlight">in</span> the ecosystem. CLE 3216.3.2 Explain how sunlight is <span class="highlight">captured</span> <span class="highlight">by</span> plant cells and converted into
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. j* Students know how eukaryotic cells are given shape and internal organizati...
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organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both. 42 California Department of Education Reposted June 11, 2009
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=51
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=51
organisms are synthesized from <span class="highlight">a</span> small collection of simple precursors. i.* Students know how chemiosmotic gradients <span class="highlight">in</span> the mitochondria and chloroplast store energy <span class="highlight">for</span> ATP production. j* Students know how eukaryotic cells are given shape and internal organization <span class="highlight">by</span> <span class="highlight">a</span> cytoskeleton or cell wall or both. 42 California Department of Education Reposted June 11, 2009
Microsoft Word - bio1.doc
dissection) #0;� Demonstrate safe and appropriate behaviors while using science equipment and materials. Use Equipment #0;� GPS/GIS #0;� spectrophotometers and/or colorimeters #0;� digital imaging, e.g.,cameras, satellite images, microscope #0;� in...
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dissection) #0;� Demonstrate safe and appropriate behaviors while using science equipment and materials. Use Equipment #0;� GPS/GIS #0;� spectrophotometers and/or colorimeters #0;� digital imaging, e.g.,cameras, satellite images, microscope #0;� incubator Indicator 2: The student will recognize safe laboratory procedures. Objectives #0;� Recognize and identify situations that require the wearing of protective equipment such as gloves, goggles, aprons. #0
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=7
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=7
dissection) #0;� Demonstrate safe and appropriate behaviors while using science equipment and materials. Use Equipment #0;� GPS/GIS #0;� spectrophotometers and/or colorimeters #0;� digital imaging, e.g.,<span class="highlight">cameras</span>, satellite <span class="highlight">images</span>, microscope #0;� incubator Indicator 2: The student will recognize safe laboratory procedures. Objectives #0;� Recognize and identify situations that require the wearing of protective equipment such as gloves, goggles, aprons. #0
INTRODUCTION TO BIOLOGY
system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts in the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused in a continuou...
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system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts in the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused in a continuous cycle in ecosystems, (e.g., Mississippi Ethanol Gasification Project to develop and demonstrate technologies for the conversion of biomass to ethanol) • Benefits of solid waste management (reduce, reuse, recycle
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=50
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts <span class="highlight">in</span> the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused <span class="highlight">in</span> <span class="highlight">a</span> continuous cycle <span class="highlight">in</span> ecosystems, (e.g., Mississippi Ethanol Gasification Project to develop and demonstrate technologies <span class="highlight">for</span> the conversion of biomass to ethanol) • Benefits of solid waste management (reduce, reuse, recycle
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value that divides a set of data, written in order of size, into two equal parts Manipulation and Observation 6.2.3 Select tools, such as cameras and tape recorders, for capturing information. 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and descri...
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value that divides a set of data, written in order of size, into two equal parts Manipulation and Observation 6.2.3 Select tools, such as cameras and tape recorders, for capturing information. 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are for. Estimate what the effect of making a change in one part of a system is likely to have on the system as a whole. Communication Skills 6.2.5 Organize information in simple tables and graphs and identify
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade06.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
value that divides <span class="highlight">a</span> set of data, written <span class="highlight">in</span> order of size, into two equal parts Manipulation and Observation 6.2.3 Select tools, such as <span class="highlight">cameras</span> and tape recorders, <span class="highlight">for</span> capturing information. 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are <span class="highlight">for</span>. Estimate what the effect of making <span class="highlight">a</span> change <span class="highlight">in</span> one part of <span class="highlight">a</span> system is likely to have on the system as <span class="highlight">a</span> whole. Communication Skills 6.2.5 Organize information <span class="highlight">in</span> simple tables and graphs and identify
Core Content For Mathematics Assessment
to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website,...
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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46
CCA 4.1 High School Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 43 Italics – Supporting Content Standard Visual Arts AH-HS-2.4.1 Students will analyze or evaluate how factors such as time, place and ideas are reflected <span class="highlight">in</span> visual art. DOK 3 Middle Eastern and Asian temple architecture, characteristics of temples (Islamic – e.g., Dome of the Rock - geometric patterns <span class="highlight">for</span> decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu – e.g., Pampapati
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc
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that results of scientific investigations are seldom exactly the same. If differences occur, such as a large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations. The Scientific Enterprise...
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that results of scientific investigations are seldom exactly the same. If differences occur, such as a large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations. The Scientific Enterprise 4.1.3 Explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade04.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
that results of scientific investigations are seldom exactly the same. If differences occur, such as <span class="highlight">a</span> large variation <span class="highlight">in</span> the measurement of plant growth, propose reasons <span class="highlight">for</span> why these differences exist, using recorded information about investigations. The Scientific Enterprise 4.1.3 Explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation <span class="highlight">by</span> other scientists, and to allow scientists to stay
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21 Science Benchmark The sun is the source for essentially all biological energy. Plants store captured light energy as chemical energy in sugars. Animals eat plants to obtain the energy and matter that they need. The energy from food is used for mechanical and heat en...
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21 Science Benchmark The sun is the source for essentially all biological energy. Plants store captured light energy as chemical energy in sugars. Animals eat plants to obtain the energy and matter that they need. The energy from food is used for mechanical and heat energy. The matter is used to build the cells of the organism. Food chains and food webs are models used to show the transfer of energy and matter among organisms. These models can be used to show relationships among organisms
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http://www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=39
www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=39
21 Science Benchmark The sun is the source <span class="highlight">for</span> essentially all biological energy. Plants store <span class="highlight">captured</span> light energy as chemical energy <span class="highlight">in</span> sugars. Animals eat plants to obtain the energy and matter that they need. The energy from food is used <span class="highlight">for</span> mechanical and heat energy. The matter is used to build the cells of the organism. Food chains and food webs are models used to show the transfer of energy and matter among organisms. These models can be used to show relationships among organisms
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