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 2006 Science and Technology/Engineering Curriculum Framework
–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. •...
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–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use topographic maps to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=40
Earth and Space Science, Grades 6–8 LEARNING STANDARD IDEAS <span class="highlight">FOR</span> DEVELOPING INVESTIGATIONS AND LEARNING EXPERIENCES Mapping the Earth 1. Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including <span class="highlight">contour</span> <span class="highlight">maps</span>. Choose a small area of unpaved, sloping ground in the schoolyard or a park. Create a scale <span class="highlight">contour</span> map of the area. Include true north and magnetic north. Earth’s Structure 2. Describe the layers of the
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
–33 Standard #1 • Obtain a <span class="highlight">topographic</span> relief map and a corresponding paper <span class="highlight">contour</span> map of a coastal area (preferably in Massachusetts). Use both <span class="highlight">maps</span> to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle...
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67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and <span class="highlight">line</span> or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, <span class="highlight">tracing</span>, graph paper) G.9.8.1 Determine a transformation’s <span class="highlight">line</span> of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary <span class="highlight">for</span> K-8 Mathematics Framework Absolute value A number's distance from zero on a number <span class="highlight">line</span> Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize wh...
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perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a <span class="highlight">topographic</span> map and a geologic map <span class="highlight">for</span> evidence provided on the <span class="highlight">maps</span> and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret <span class="highlight">topographic</span> and geologic <span class="highlight">maps</span>. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need <span class="highlight">for</span> controlled tests. k. Recognize the cumulative nature of
Science Curriculum Framework
Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns usi...
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Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns using a map of the United States ESS.8.8.7 Use topographic maps to identify surface features of Earth
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=43
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=43
Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns using a map of the United States ESS.8.8.7 Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to identify surface features of Earth
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=61
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=61
destructive forces on Earth Investigate types of weathering Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to identify surface features Create map of the six natural divisions of Arkansas to explain their formation Model rivers and predict changes Compare local soil types with standard soil profiles Demonstrate soil formation Investigate organic and inorganic components Investigate soil permeability Demonstrate how rock sequences can be disturbed Demonstrate how the moon’s gravity affects Earth’s ocean tides
Massachusetts History and Social Science Curriculum Framework: August 2003
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosio...
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Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=39
www.doe.mass.edu/frameworks/hss/final.pdf#page=39
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as <span class="highlight">topographic</span>, landform, political, population, and climate <span class="highlight">maps</span>. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and <span class="highlight">digital</span> clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (...
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2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=24
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted <span class="highlight">for</span> a larger shape or a larger shape is substituted <span class="highlight">for</span> smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An exa...
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60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i for example, the sequence {2, 5, 8, 11, 14
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number <span class="highlight">line</span>. The absolute value of -4 is 4; the absolute value of 4 is 4. <span class="highlight">algorithm</span>. An organized procedure <span class="highlight">for</span> perform­ ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i <span class="highlight">for</span> example, the sequence {2, 5, 8, 11, 14
7th Grade„Grade Level Expectations
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing develop...
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Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace <span class="highlight">tracing</span> development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
Microsoft Word - bio1.doc
Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student...
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Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation. Supplemental Topics Indicator 4: The student will use tables, graphs, and
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=16
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=16
Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student will use appropriate methods <span class="highlight">for</span> communicating in writing and orally the processes and results of scientific investigation. Supplemental Topics Indicator 4: The student will use tables, graphs, and
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