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Scholastic: Tall as a Mountain, Flat as a Plain
have dried, use glue to affix them to the base. DAY 3 After landforms have dried… Step 1: Set out newspapers on desks and paint cups for each pair of students. Distribute topographic models to the students. Step 2: Show students the topographic globe again. Indicate th...
 Microsoft Word - GLEsciALL.doc
locations (ESS-M-A8) 21. Read and interpret topographic maps (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, a...
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locations (ESS-M-A8) 21. Read and interpret topographic maps (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle (ESS-M-A10) 24. Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-M-A10) 25. Explain and give
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http://www.doe.state.la.us/lde/uploads/3937.pdf#page=25
www.doe.state.la.us/lde/uploads/3937.pdf#page=25
locations (ESS-M-A8) 21. Read and interpret <span class="highlight">topographic</span> <span class="highlight">maps</span> (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using <span class="highlight">topographic</span> <span class="highlight">maps</span> (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle (ESS-M-A10) 24. Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-M-A10) 25. Explain and give
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
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Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
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