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have directly affected the food production over the past 100 years; and that this change has profoundly affected societies all over the globe, making larger populations and urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure ...
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have directly affected the food production over the past 100 years; and that this change has profoundly affected societies all over the globe, making larger populations and urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure of an organism; and describe how this process is used to research and develop medically useful products, such as insulin. S:LS5:12:3.2 Summarize arguments on both sides of a medical research controversy, such as stem
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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...
Plan <span class="highlight">and</span> conduct a scientific investigation in group settings. S:SPS4:4:6.2 Engage in group decision making activities. S:SPS4:4:6.3 Role-play different points <span class="highlight">of</span> view on an issue. 7. SELF DIRECTION S:SPS4:2:7.1 Keep a visual or written <span class="highlight">journal</span>. S:SPS4:4:7.1 Keep a <span class="highlight">journal</span> record <span class="highlight">of</span> observations, recognizing patterns, summarizing findings, <span class="highlight">and</span> reflecting on the observations. 8. ACCOUNTABILITY <span class="highlight">AND</span> ADAPTABILITY S:SPS4:2:8.1 Take part in sharing information with another classroom or school
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=92
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
genetic disorders, malnutrition, <span class="highlight">and</span> emotional health, including stress. S:LS4:11:2.2 Explain that vaccines were developed to reduce or eliminate diseases; <span class="highlight">and</span> provide examples <span class="highlight">of</span> how these <span class="highlight">medical</span> advances have proven to be successful. S:LS4:11:2.3 Describe <span class="highlight">and</span> provide examples <span class="highlight">of</span> how new <span class="highlight">medical</span> techniques, efficient health care delivery systems, improved sanitation, <span class="highlight">and</span> a more complete understanding <span class="highlight">of</span> the nature <span class="highlight">of</span> disease provides today’s humans a better chance <span class="highlight">of</span> staying healthier than
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=93
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Science June 2006 Life Science, 9-12 Page 93 <span class="highlight">of</span> 123 Life Science LS4– Humans are similar to other species in many ways, <span class="highlight">and</span> yet are unique among Earth’s life forms. 9-11 11-12 (Advanced) 3. HUMAN IDENTITY S:LS4:11:3.1 Describe how the length <span class="highlight">and</span> quality <span class="highlight">of</span> human life are influenced by many factors, including sanitation, diet, <span class="highlight">medical</span> care, gender, genes, <span class="highlight">and</span> environmental conditions <span class="highlight">and</span> personal health behaviors. S:LS4:11:3.2 Explain how the immune system
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=94
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
have directly affected the food production over the past 100 years; <span class="highlight">and</span> that this change has profoundly affected societies all over the globe, making larger populations <span class="highlight">and</span> urban centers a possibility. S:LS5:12:3.1 Explain how genetic engineering is used to modify the DNA structure <span class="highlight">of</span> an organism; <span class="highlight">and</span> describe how this process is used to <span class="highlight">research</span> <span class="highlight">and</span> develop medically useful products, such as insulin. S:LS5:12:3.2 Summarize arguments on both sides <span class="highlight">of</span> a <span class="highlight">medical</span> <span class="highlight">research</span> controversy, such as stem
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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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
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 6-8 Page 49 <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 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
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 9-12 Page 65 <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 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
K-12 Social Studies
production, distribution and consumption of goods and services over time. SS:WH:12:4.3: Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places and Environment, D: Material...
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production, distribution and consumption of goods and services over time. SS:WH:12:4.3: Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places and Environment, D: Material Wants and Needs, I: Patterns of Social and Political Interaction) SS:WH:12:4.4: Examine the development and impact of medical innovations, e.g., Buddhist hospitals, the discovery of germs, or stem cell research. (Themes: E: Cultural Development
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=100
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
production, distribution <span class="highlight">and</span> consumption <span class="highlight">of</span> goods <span class="highlight">and</span> services over time. SS:WH:12:4.3: Analyze the development <span class="highlight">and</span> impact <span class="highlight">of</span> various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places <span class="highlight">and</span> Environment, D: Material Wants <span class="highlight">and</span> Needs, I: Patterns <span class="highlight">of</span> Social <span class="highlight">and</span> Political Interaction) SS:WH:12:4.4: Examine the development <span class="highlight">and</span> impact <span class="highlight">of</span> <span class="highlight">medical</span> innovations, e.g., Buddhist hospitals, the discovery <span class="highlight">of</span> germs, or stem cell <span class="highlight">research</span>. (Themes: E: Cultural Development
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