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Education
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 KINDERGARTEN
inventing a new product, and determine the nonfinancial incentives that motivate them, and the risks or disincentives they face. Standard 8: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with i...
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inventing a new product, and determine the nonfinancial incentives that motivate them, and the risks or disincentives they face. Standard 8: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with issues, such as poverty, pollution, and medical research. 2. Describe the costs and benefits of government assistance programs, education and other government-funded projects. 3. Identify projects or programs where the cost
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=24
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=24
inventing a new product, <span class="highlight">and</span> determine the nonfinancial incentives that motivate them, <span class="highlight">and</span> the risks or disincentives they face. Standard 8: The student will evaluate the economic role <span class="highlight">of</span> government in a market economy. 1. Explain the role that government has in dealing with issues, such as poverty, pollution, <span class="highlight">and</span> <span class="highlight">medical</span> <span class="highlight">research</span>. 2. Describe the costs <span class="highlight">and</span> benefits <span class="highlight">of</span> government assistance programs, education <span class="highlight">and</span> other government-funded projects. 3. Identify projects or programs where the cost
Microsoft Word - Completed Reading.rtf
95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, book...
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95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
Booklist magazine reviews books, electronic media, <span class="highlight">and</span> reference works for both adults <span class="highlight">and</span> children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). Bulletin <span class="highlight">of</span> the Center for Children’s Books This <span class="highlight">journal</span> provides critical annotations, indications <span class="highlight">of</span> grade level/age, <span class="highlight">and</span> reviews <span class="highlight">of</span> children’s literature. It is published by Graduate School <span class="highlight">of</span> Library <span class="highlight">and</span> Information Science, University <span class="highlight">of</span> Illinois <span class="highlight">and</span> University <span class="highlight">of</span>
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading <span class="highlight">Research</span> Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library <span class="highlight">Journal</span> Both the print <span class="highlight">and</span> the online versions review professional reading, books for children <span class="highlight">and</span> young adults, audiovisual materials, <span class="highlight">and</span> computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
K-1
stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different sol...
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stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria and constraints, research the problem, and generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=92
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
stimulated by the needs <span class="highlight">of</span> society (e.g., <span class="highlight">medical</span> <span class="highlight">research</span>, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms <span class="highlight">of</span> criteria <span class="highlight">and</span> constraints, conducting <span class="highlight">research</span>, <span class="highlight">and</span> generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria <span class="highlight">and</span> constraints, <span class="highlight">research</span> the problem, <span class="highlight">and</span> generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. cr...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas <span class="highlight">and</span> ideas that create a history <span class="highlight">of</span> a place. • 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, <span class="highlight">and</span> computer). • 3.5.tpi.8. create a <span class="highlight">journal</span> entry about a major historical event or figure. • 3.5.tpi.9. create a "then" <span class="highlight">and</span> "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event <span class="highlight">and</span> <span class="highlight">research</span> it using computer <span class="highlight">and</span> media.
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water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. c. Relate the physical and chemical properties of water to a water pollution issue. d. Make inferences about the quality and/or quantity of freshwater, usin...
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water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. c. Relate the physical and chemical properties of water to a water pollution issue. d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan. Objective 2: Analyze the physical and biological dynamics of the oceans. a
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http://www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=50
www.schools.utah.gov/curr/core/corepdf/Scie7-8.pdf#page=50
water, melting <span class="highlight">of</span> ice/snow, ocean currents, movement <span class="highlight">of</span> water vapor by wind) use energy from the sun. c. Relate the physical <span class="highlight">and</span> chemical properties <span class="highlight">of</span> water to a water pollution issue. d. Make inferences about the quality <span class="highlight">and</span>/or quantity <span class="highlight">of</span> freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, <span class="highlight">and</span> quality in designing a long-term water use plan. Objective 2: Analyze the physical <span class="highlight">and</span> <span class="highlight">biological</span> dynamics <span class="highlight">of</span> the oceans. a
Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate....
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing <span class="highlight">and</span>/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, <span class="highlight">and</span> sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present <span class="highlight">and</span> past
Social Studies Booklet
and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creati...
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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
<span class="highlight">and</span> J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies <span class="highlight">and</span> the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Doing history: Rather than memoriz- ing names <span class="highlight">and</span> dates from history texts, students <span class="highlight">research</span> historical questions, analyze their findings <span class="highlight">and</span> present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts <span class="highlight">of</span> potentially significant historical events, puzzle over documents <span class="highlight">and</span> artifacts, <span class="highlight">research</span> sec- ondary sources, consider the subjective nature <span class="highlight">of</span> the information they uncov- er, <span class="highlight">and</span> interpret information. To
Biology I : Embedded Inquiry
consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view...
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consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
consequences <span class="highlight">of</span> new technologies can impact human <span class="highlight">and</span> non-human communities. #0;93210.T/E.4 Present <span class="highlight">research</span> on current bioengineering technologies that advance health <span class="highlight">and</span> contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series <span class="highlight">of</span> multi-view drawings that can be used by other students to construct an adaptive design <span class="highlight">and</span> test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, eco...
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are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal and informal organizations: ex: Nation- State, WTO, IMF, Transnational
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=7
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding <span class="highlight">of</span> the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for <span class="highlight">Research</span> a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal <span class="highlight">and</span> informal organizations: ex: Nation- State, WTO, IMF, Transnational
Microsoft Word - science.doc
NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological...
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NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological evolution as found in the fossil record. Students identify most of the significant details of the evidence of biological evolution as found in the fossil record. Students identify some of the significant details of the evidence of biological
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
NATURAL SELECTION <span class="highlight">AND</span> <span class="highlight">BIOLOGICAL</span> EVOLUTION 8.4.1. Identify the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution as found in the fossil record. Students identify most <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution as found in the fossil record. Students identify some <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span>
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