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 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
Draft
Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7...
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Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing maps Identify maps and globes as geographic tools a. Read maps Construct maps with title and key Read and construct maps Construct and interpret maps
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#page=19
dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#pa...
Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing <span class="highlight">maps</span> Identify <span class="highlight">maps</span> and globes as geographic tools a. Read <span class="highlight">maps</span> Construct <span class="highlight">maps</span> with title and key Read and construct <span class="highlight">maps</span> Construct and interpret <span class="highlight">maps</span>
Indiana Academic Standards-Grade 4
Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), a...
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Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*). 4.3.7 Explain the effect of the Earth/sun relationship* on the climate of Indiana. Example: Describe seasonal changes and use USDA hardiness zone maps to select plants and trees
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*). 4.3.7 Explain the effect of the Earth/sun relationship* on the climate of Indiana. Example: Describe seasonal changes and use USDA hardiness zone <span class="highlight">maps</span> to select plants and trees
 KINDERGARTEN
successful experiences. Additionally, the concepts of self-esteem and citizenship skills should go hand-in-hand. Kindergarten focuses on the child and the home. Starting with what children know, comparisons can be made to broaden their world. Skill development will include, but is not limited to,...
GRADE 2
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are int...
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Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/maps and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or <span class="highlight">maps</span>. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/<span class="highlight">maps</span> and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and p...
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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
reliable <span class="highlight">algorithm</span> <span class="highlight">for</span> multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectoni...
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account <span class="highlight">for</span> <span class="highlight">topographic</span> and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
Cover 12.05
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME....
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numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than <span class="highlight">for</span> any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number <span class="highlight">line</span> is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
Multiply fluently any whole number by a one-digit number and a three-digit number by a two-digit number; <span class="highlight">for</span> a two-digit by one-digit multiplication use distributive property to develop meaning <span class="highlight">for</span> the <span class="highlight">algorithm</span>. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* N.MR.04.13 Use the relationship between multiplication and division to simplify computations and check results. N.MR.04.14
Strand 1: Properties and Principles of Matter and Energy
⇛ graphs (bar, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate simple procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables ⇛ graphs (bar, pictograph) ⇛ writings...
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⇛ graphs (bar, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate simple procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables ⇛ graphs (bar, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate simple procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables ⇛ graphs (bar, single line, pictograph) ⇛ writings Scope and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=27
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
⇛ graphs (bar, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate simple procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and <span class="highlight">maps</span> ⇛ data tables ⇛ graphs (bar, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate simple procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and <span class="highlight">maps</span> ⇛ data tables ⇛ graphs (bar, single <span class="highlight">line</span>, pictograph) ⇛ writings Scope and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=60
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
and explanations through: ⇛ oral presentations ⇛ drawings and <span class="highlight">maps</span> ⇛ data tables (allowing <span class="highlight">for</span> the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) ⇛ graphs (bar, single <span class="highlight">line</span>, pictograph) ⇛ writings Scope and Sequence - All Units a. Communicate the procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and <span class="highlight">maps</span>
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and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, r...
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and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, research, and clarification. d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites). e. Utilize the dictionary
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_4.pdf#page=4
www.state.tn.us/education/ci/english/doc/READ_Grade_4.pdf#page=4
and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-<span class="highlight">line</span> catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool <span class="highlight">for</span> personal interest, research, and clarification. d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites). e. Utilize the dictionary
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