iSEEK - Education

0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topographic map data #0;93205.1.10. Identify landforms and determine stream flow direction using a topographic map. #0;93205.1.11 Use field data to create a topographic map of a landform #0;93205.1.12 Interpret basic

3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=3

Strand 1 Maps represent earth’s landforms and provide tools for studying geologic processes. Guiding Question 1 What geologic features are represented on maps and how can maps provide clues that explain geologic processes? Course Level Expectations Checks for Understanding CLE 3205.1.1 Read and interpret topographic and geologic maps. CLE 3205.1.2 Use geologic maps to investigate rock types, time periods, and faults and folds. CLE 3205.1.3 Investigate technologies used to create maps

4 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=4

0;93205.1.6 Explain the concept of elevation. #0;93205.1.7 Determine the elevations of specific points on a topographic map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates contour lines. #0;93205.1.9 Construct an elevation profile from topographic map data #0;93205.1.10. Identify landforms and determine stream flow direction using a topographic map. #0;93205.1.11 Use field data to create a topographic map of a landform #0;93205.1.12 Interpret basic

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2006 Science and Technology/Engineering Curriculum Framework

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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

40 0 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 FOR 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 contour maps. Choose a small area of unpaved, sloping ground in the schoolyard or a park. Create a scale contour map of the area. Include true north and magnetic north. Earth’s Structure 2. Describe the layers of the

125 0 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 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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• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, topographic.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3

6 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=6 www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=6

topographic maps. d. Discuss applications of current geographic techniques in mapping such as GIS and GPS. 7.3.02 Know the location of places and geographic features, both physical and human, locally, regionally and globally. a. Identify the location of Earth's major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources. b. Identify the location and size of major human features such as cities, political units, and countries. c. Explain why

9 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9 www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9

• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, topographic.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3

www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9

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GRADE HS

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algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to an algorithm finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+−

50 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=50 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis for these algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and

51 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=51 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to an algorithm finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+−

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Minnesota Academic Standards

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and other images. 3. Students will locate major political and physical features of the United States and the world. 1. Atlases, online databases, topographic maps 2. Thematic, topographic, aerial photos, satellite images 3. Countries, rivers, topographic features, largest cities GEOGRAPHY GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples V. GEOGRAPHY B. Essential Skills The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety

48 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=48 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 48 V. GEOGRAPHY D. Interconnections The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. 1. Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States. 2. Students will analyze how changes in transportation affected settlement of the country. 1. Invention of the sod-breaking

50 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=50 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

and other images. 3. Students will locate major political and physical features of the United States and the world. 1. Atlases, online databases, topographic maps 2. Thematic, topographic, aerial photos, satellite images 3. Countries, rivers, topographic features, largest cities GEOGRAPHY GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples V. GEOGRAPHY B. Essential Skills The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety

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STATE BOARD OF EDUCATION

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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past

75 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past

166 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=166 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

the spread of communism (e.g., Berlin and Korean War) contour map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return for a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment for criminal acts Crusades any of the

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HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences.

10 0 http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10 www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10

HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences.

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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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...

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57 0 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 line 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, tracing, graph paper) G.9.8.1 Determine a transformation’s line 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

68 0 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 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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Microsoft Word - South Dakota Science 2005.rtf

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The mission of the U.S. Geological Survey is to provide geologic, topographic, and hydrologic information that contributes to the wise management of the Nation's natural resources. Vacuoles An organelle that stores water and other materials. Valence number The electrons in an atom’s outermost orbitals; determines the chemical properties of an element. Van der Waals forces Accounts for the intermolecular forces of attraction between molecules. Vapor Pressure A force exerted by gaseous molecules which

99 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=99 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

examine the role of water on the Earth. • Surface Examples: waves, glaciers, rivers • Underground Example: aquifers • Atmosphere Examples: precipitation, humidity (Comprehension) 6.E.1.3. Students are able to explain processes involved in the formation of the Earth’s structure. Examples: plate tectonics, volcanoes, earthquakes #0;9 Interpret topographic and digital imagery or remotely sensed data to identify surface features. Examples: local, global, regional #0;9 Explain the formation of

183 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=183 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

The mission of the U.S. Geological Survey is to provide geologic, topographic, and hydrologic information that contributes to the wise management of the Nation's natural resources. Vacuoles An organelle that stores water and other materials. Valence number The electrons in an atom’s outermost orbitals; determines the chemical properties of an element. Van der Waals forces Accounts for the intermolecular forces of attraction between molecules. Vapor Pressure A force exerted by gaseous molecules which

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Nevada

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interpret geographic information by selecting appropriate maps, map projections, and other representations, i.e., urban planning, national parks. G5.[9-12].3 Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geo- graphic information. G5.[9-12].4 Analyze a variety of complex maps, i.e., topographic, demographic, and land use, to acquire geographic information. Ma p S ele ct ion & Ana lysi s G5.[6-8].4 Construct mental maps from

36 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=36 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

interpret geographic information by selecting appropriate maps, map projections, and other representations, i.e., urban planning, national parks. G5.[9-12].3 Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geo- graphic information. G5.[9-12].4 Analyze a variety of complex maps, i.e., topographic, demographic, and land use, to acquire geographic information. Ma p S ele ct ion & Ana lysi s G5.[6-8].4 Construct mental maps from

www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

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