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Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
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criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education mus...
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criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision of a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement of science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See Implementation, p. ix) These standards should not be viewed as a state curriculum or
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
criteria Kansas educators and stakeholders can use to judge whether particular actions will serve the vision <span class="highlight">of</span> a scientifically literate society. • Bring coordination, consistency, and coherence to the improvement <span class="highlight">of</span> science education. • Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years. (See <span class="highlight">Implementation</span>, p. ix) These standards should not be viewed as a state curriculum or
Microsoft Word - ssstd7.docssstd7.pdf
Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (A) - ($) compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services. 2. (K) explains how an individual’s income will differ in the labor ma...
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Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (A) - ($) compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services. 2. (K) explains how an individual’s income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level). • Compare store advertisements of similar items to determine the best over all buy using criteria such as price
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (A) - ($) compares the benefits and costs <span class="highlight">of</span> spending, saving, or borrowing decisions <span class="highlight">based</span> on information about products and services. 2. (K) explains how an individual’s income will differ in the labor market depending on supply <span class="highlight">of</span> and demand for his/her human capital (e.g., skills, abilities, and/or education level). • Compare store advertisements <span class="highlight">of</span> similar items to determine the best over all buy using criteria such as price
Microsoft Word - ssstd4.docssstd4.pdf
can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product...
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can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number of consumers willing and able to purchase a good or service at a given price. Distribution - the arrangement of
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
can be started <span class="highlight">based</span> on the supply <span class="highlight">of</span> wheat? What wheat- <span class="highlight">based</span> product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number <span class="highlight">of</span> consumers willing and able to purchase a good or <span class="highlight">service</span> at a given price. Distribution - the arrangement <span class="highlight">of</span>
Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 233 of 298 Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss). Resource - an aspect of the physical environment that...
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8/9/2005 Page 233 of 298 Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss). Resource - an aspect of the physical environment that people value and use. Society - a group of people bound together by the same culture.
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
8/9/2005 Page 233 <span class="highlight">of</span> 298 Profit - after producing and selling a good or <span class="highlight">service</span>, profit is the difference between revenue and cost <span class="highlight">of</span> production. If costs are greater than revenue, profit is negative (there is a loss). Resource - an aspect <span class="highlight">of</span> the physical environment that people value and use. Society - a group <span class="highlight">of</span> people bound together by the same culture.
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