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New Hampshire Curriculum Framework Science June 2006 Science Process Skills, K-4 Page 24 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskil...
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New Hampshire Curriculum Framework Science June 2006 Science Process Skills, K-4 Page 24 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org) By the end of Grade 2, all students will… By the end of Grade 4, all students will apply skills from previous grades and… 1. INFORMATION AND MEDIA LITERACY S:SPS4:2:1.1 Have experience with a variety of media sources. S:SPS4:2:1.2 Use tools
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=24
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework <span class="highlight">Science</span> June 2006 <span class="highlight">Science</span> Process Skills, K-4 Page 24 <span class="highlight">of</span> 123 <span class="highlight">Science</span> Process Skills SPS4– <span class="highlight">Science</span> Skills for Information, Communication <span class="highlight">and</span> Media Literacy (from ICT Literacy Map for <span class="highlight">Science</span>, www.21stcenturyskills.org) By the end <span class="highlight">of</span> Grade 2, all students will… By the end <span class="highlight">of</span> Grade 4, all students will apply skills from previous grades <span class="highlight">and</span>… 1. INFORMATION <span class="highlight">AND</span> MEDIA LITERACY S:SPS4:2:1.1 Have experience with a variety <span class="highlight">of</span> media sources. S:SPS4:2:1.2 Use tools
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework <span class="highlight">Science</span> June 2006 <span class="highlight">Science</span> Process Skills, K-4 Page 25 <span class="highlight">of</span> 123 <span class="highlight">Science</span> Process Skills SPS4– <span class="highlight">Science</span> Skills for Information, Communication <span class="highlight">and</span> Media Literacy (from ICT Literacy Map for <span class="highlight">Science</span>, www.21stcenturyskills.org) By the end <span class="highlight">of</span> Grade 2, all students will… By the end <span class="highlight">of</span> Grade 4, all students will apply skills from previous grades <span class="highlight">and</span>… 6. INTERPERSONAL <span class="highlight">AND</span> COLLABORATIVE SKILLS S:SPS4:2:6.1 Plan <span class="highlight">and</span> carry out simple activities with a group. S:SPS4:4:6.1
K-12 Social Studies
systems and practices are nationalism, capitalism, urbanization, and monotheism. • This theme explores such essential questions as: What is the role of tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Tra...
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systems and practices are nationalism, capitalism, urbanization, and monotheism. • This theme explores such essential questions as: What is the role of tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Transformation • This theme seeks to bring meaning to the exchanges among civilizations from earliest times through the gradual growth of global interactions. • Examples of this theme include international organizations, competition and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=8
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
systems <span class="highlight">and</span> practices are nationalism, capitalism, urbanization, <span class="highlight">and</span> monotheism. • This theme explores such essential questions as: What is the role <span class="highlight">of</span> tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Transformation • This theme seeks to bring meaning to the exchanges among civilizations from earliest times through the gradual growth <span class="highlight">of</span> global interactions. • Examples <span class="highlight">of</span> this theme include <span class="highlight">international</span> organizations, competition <span class="highlight">and</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
providing effective ways to examine many <span class="highlight">of</span> the “why questions in history, politics, geography, business, <span class="highlight">and</span> <span class="highlight">international</span> relations. Standard Grades K-2 Grades 3-4 SS:EC:5: <span class="highlight">International</span> Economics <span class="highlight">and</span> Trade Students will recognize the importance <span class="highlight">of</span> <span class="highlight">international</span> trade <span class="highlight">and</span> how economies are affected by it. SS:EC:2:5.1: Define the term resources, e.g., trees, books (Themes: D: Material Wants <span class="highlight">and</span> Needs, G: <span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:4:5.1: Describe that countries have different kinds
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=52
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
G: <span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:8:5.2: Identify <span class="highlight">and</span> explain the impact on trade <span class="highlight">of</span> government policies, e.g., tariffs, quotas, or embargoes. (Themes: A: Conflict <span class="highlight">and</span> Cooperation, F: Global Transformation) SS:EC:8:5.3: Recognize the role <span class="highlight">of</span> economics in <span class="highlight">international</span> diplomacy <span class="highlight">and</span> war, e.g., the United States Civil War, foreign aid, or conflict over natural resources. (Themes: A: Conflict <span class="highlight">and</span> Cooperation, C: People, Places <span class="highlight">and</span> Environment, F: Global Transformation) SS:EC:8
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=85
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
<span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:12:5.2: Analyze the reasons for changes in <span class="highlight">international</span> currency values, e.g., interest rates or the balance <span class="highlight">of</span> trade. (Themes: E: Cultural Development, Interaction, <span class="highlight">and</span> Change, F: Global Transformation) SS:EC:12:5.3: Examine how various national economic policies have led to changes in the <span class="highlight">international</span> economy, e.g., mercantilism or privatization. (Themes: E: Cultural Development, Interaction, <span class="highlight">and</span> Change, F: Global Transformation) June 2006 Social
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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