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simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 R...
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simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 Relate physics concepts to agriscience applications. 9.11 Differentiate between the types of engines. 9.12 Explain the production of energy and relate it to the invisible light spectrum. 9.13 Describe the function
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http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=6
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=6
simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 Relate physics concepts to agriscience applications. 9.11 Differentiate between the types of <span class="highlight">engines</span>. 9.12 Explain the production of energy and relate it to the invisible light spectrum. 9.13 Describe the function
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29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that &ldquo...
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29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
Microsoft Word - Content Area Reading Middle School.doc
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it&...
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26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=26
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=27
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
27 QUESTION-ANSWER RELATIONSHIPS Types of Questions In the Text: In my Head: Adapted from Jana Whitt, Munford Middle School RIGHT THERE Answer is stated in the text. Level 1: Green: "Go" THINK AND <span class="highlight">SEARCH</span> Answer stated in the text, but you must combine pieces of information to fully answer the question. Level 2: Yellow: "Caution" AUTHOR & ME The author gives clues that are combined with what you
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=28
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
28 QUESTION-STEMS FOR QAR - QUESTION ANSWER RELATIONSHIP Right There In the Book On the Printed Page Think and <span class="highlight">Search</span> In My Head My Prior Knowledge Author and You Author Implied Read Between the Lines Name . . . List . . . Identify . . .. Who is/are . . . Where is . . . What is . . . When is . . . How many . . . When did . . . Who did . . . Where did . . . What did . . . Give examples of . . . Retell . . . What made . . . Why did . . . The reason
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to colle...
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students <span class="highlight">search</span> the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem t...
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a <span class="highlight">search</span> engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
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topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic searc...
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topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3002.4.6 Evaluate resources for their credibility, reliability
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=10
topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3002.4.6 Evaluate resources for their credibility, reliability
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perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by...
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perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3003.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3003.4.6 Collect evidence in varied ways to answer the
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=11
perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3003.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3003.4.6 Collect evidence in varied ways to answer the
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perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by...
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perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3005.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3005.4.6 Collect evidence in varied ways to answer the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=9
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=9
perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3005.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3005.4.6 Collect evidence in varied ways to answer the
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c. List the early European explorers and their nations of origin. Era 2 - Colonization and Settlement (1585-1763) 8.5.05 Identify the role that desire for freedom played in the settlement of the New World. a. Discuss the search for religious, economic and individual freedom in the settlement...
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c. List the early European explorers and their nations of origin. Era 2 - Colonization and Settlement (1585-1763) 8.5.05 Identify the role that desire for freedom played in the settlement of the New World. a. Discuss the search for religious, economic and individual freedom in the settlement of the colonies. b. Classify various limits on individual freedom in Colonial America. c. Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean. d
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=17
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=17
c. List the early European explorers and their nations of origin. Era 2 - Colonization and Settlement (1585-1763) 8.5.05 Identify the role that desire for freedom played in the settlement of the New World. a. Discuss the <span class="highlight">search</span> for religious, economic and individual freedom in the settlement of the colonies. b. Classify various limits on individual freedom in Colonial America. c. Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean. d
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and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search...
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and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3001.4.6 Evaluate resources for their credibility, reliability, strengths
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=10
and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3001.4.6 Evaluate resources for their credibility, reliability, strengths
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