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Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
 Science
Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Re...
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Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of
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http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21
Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> <span class="highlight">current</span> life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer <span class="highlight">review</span> NS.18.AP.2 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.18.AP.3 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and control <span class="highlight">of</span>
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to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, te...
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to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies. G4.2 Technology
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used to move people, products, and ideas throughout the world (e.g., call centers <span class="highlight">in</span> the Eastern Hemisphere that service
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
24;8 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION HISTORy H1 The World <span class="highlight">in</span> Temporal Terms: Historical Habits <span class="highlight">of</span> Mind (Foundational Expectations Addressed <span class="highlight">in</span> Grade 6) 1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis 1.4 Historical Understanding W1 WHG Era 1 – The Beginnings <span class="highlight">of</span> Human Society 1.1 Peopling <span class="highlight">of</span> the Earth 1.2 Agricultural Revolution W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence <span class="highlight">of</span> Pastoral
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
Central Asian civilizations <span class="highlight">in</span> the areas <span class="highlight">of</span> art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 7 – W3.1.6 Use historic and modern maps to locate and describe trade <span class="highlight">networks</span> among empires <span class="highlight">in</span> the classical era. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade <span class="highlight">networks</span> or <span class="highlight">networks</span> <span class="highlight">of</span> Egypt and Nubia/Kush; or
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
to the study <span class="highlight">of</span> geography. The characteristics, distribution, and complexity <span class="highlight">of</span> human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples <span class="highlight">of</span> cultural diffusion within the Eastern Hemisphere (e.g., the spread <span class="highlight">of</span> sports, music, architecture, television, Internet, Bantu languages <span class="highlight">in</span> Africa, Islam <span class="highlight">in</span> Western Europe). 7 – G4.1.2 Compare roles <span class="highlight">of</span> women <span class="highlight">in</span> traditional African societies <span class="highlight">in</span> the past with roles <span class="highlight">of</span> women as modern micro-entrepreneurs <span class="highlight">in</span> <span class="highlight">current</span> economies. G4.2 Technology
Science
may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between...
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may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP
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http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15
may be modified or expanded based on additional empirical data, verification, and peer <span class="highlight">review</span> NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development <span class="highlight">of</span> the cell theory to <span class="highlight">current</span> trends <span class="highlight">in</span> cellular biology NS.12.B.5 Describe the relationship between the germ theory <span class="highlight">of</span> disease and our <span class="highlight">current</span> knowledge <span class="highlight">of</span> immunology and control <span class="highlight">of</span> infectious diseases NS.12.B.6 Relate the chromosome theory <span class="highlight">of</span> heredity to recent findings <span class="highlight">in</span> genetic research (e.g., Human Genome Project-HGP
Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity <span class="highlight">of</span> injuries and save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
Standard One: 2/9/05
8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Ess...
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8 Standard 1: Nature and Application of Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced current scientific understanding of the world? What do we mean in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
8 Standard 1: Nature and Application <span class="highlight">of</span> Science and Technology, Grade Level Expectations Grades K-3 Essential Questions: What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is it necessary to justify and communicate an explanation? Essential Question: How do science and technology influence each other? Essential Questions: How have past scientific contributions influenced <span class="highlight">current</span> scientific understanding <span class="highlight">of</span> the world? What do we mean <span class="highlight">in</span>
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
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http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas S...
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vii As part of the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part of the state’s requirement to review curriculum standard every three years, at the April, 2004 meeting of the Kansas State Board of Education, the Board directed that academic standards committees should be convened and charge to: • Review the current science standards as well as national and other state standards in light of what students should know and be able to
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
vii As part <span class="highlight">of</span> the federal reauthorized 2002 Elementary and Secondary Education Act (ESEA), known as “No Child Left Behind’ and as part <span class="highlight">of</span> the state’s requirement to <span class="highlight">review</span> curriculum standard every three years, at the April, 2004 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the Board directed that academic standards committees should be convened and charge to: • <span class="highlight">Review</span> the <span class="highlight">current</span> science standards as well as national and other state standards <span class="highlight">in</span> light <span class="highlight">of</span> what students should know and be able to
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect sha...
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect shape, center and spread . Example: Discuss whether you would use the mean or median to measure the center of each of the data below and why you made your particular choice. • The yield of soybeans (bushels per acre) for a sample farm in Indiana. • The prices of
111
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
living <span class="highlight">in</span> Florida live <span class="highlight">in</span> <span class="highlight">mobile</span> homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived <span class="highlight">in</span> <span class="highlight">mobile</span> homes <span class="highlight">in</span> Florida. IM2 .3 .3 Recognize how linear transformations <span class="highlight">of</span> univariate data affect shape, center and spread . Example: Discuss whether you would use the mean or median to measure the center <span class="highlight">of</span> each <span class="highlight">of</span> the data below and why you made your particular choice. • The yield <span class="highlight">of</span> soybeans (bushels per acre) for a sample farm <span class="highlight">in</span> Indiana. • The prices <span class="highlight">of</span>
Microsoft Word - historysol2008.doc
the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interp...
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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
the concepts <span class="highlight">of</span> site and situation to major cities <span class="highlight">in</span> each region; b) explaining how the functions <span class="highlight">of</span> towns and cities have changed over time; c) describing the unique influence <span class="highlight">of</span> urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating <span class="highlight">current</span> events to the physical and human characteristics <span class="highlight">of</span>
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