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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 topogra...
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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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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 <span class="highlight">Maps</span> represent earth’s landforms and provide tools <span class="highlight">for</span> studying geologic processes. Guiding Question 1 What geologic features are represented on <span class="highlight">maps</span> and how can <span class="highlight">maps</span> provide clues that explain geologic processes? Course Level Expectations Checks <span class="highlight">for</span> Understanding CLE 3205.1.1 Read and interpret <span class="highlight">topographic</span> and geologic <span class="highlight">maps</span>. CLE 3205.1.2 Use geologic <span class="highlight">maps</span> to investigate rock types, time periods, and faults and folds. CLE 3205.1.3 Investigate technologies used to create <span class="highlight">maps</span>
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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 <span class="highlight">topographic</span> map. #0;93205.1.8 Construct a 3-D representation of a topographical map that illustrates <span class="highlight">contour</span> lines. #0;93205.1.9 Construct an elevation profile from <span class="highlight">topographic</span> map data #0;93205.1.10. Identify landforms and determine stream flow direction using a <span class="highlight">topographic</span> map. #0;93205.1.11 Use field data to create a <span class="highlight">topographic</span> map of a landform #0;93205.1.12 Interpret basic
GRADE HS
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...
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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=−+−
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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 <span class="highlight">for</span> 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
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=51
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">algorithm</span> <span class="highlight">for</span> equivalence is analyzing the multiple ways to find the slope of a <span class="highlight">line</span>. • An example <span class="highlight">for</span> analyzing an <span class="highlight">algorithm</span> <span class="highlight">for</span> validity is comparing an <span class="highlight">algorithm</span> <span class="highlight">for</span> finding the distance between two points using the distance formula, to an <span class="highlight">algorithm</span> 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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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 diffe...
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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.
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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 <span class="highlight">contour</span> or isobar diagrams. *L2.1.7 Understand the mathematical bases <span class="highlight">for</span> the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences.
Earth Science : Embedded Inquiry
and human activities. #0;93204.3.15 Construct a geological cycle for a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret topographic maps. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to e...
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and human activities. #0;93204.3.15 Construct a geological cycle for a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret topographic maps. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to events that occurred during the earth’s distant past. Earth Science : Standard 4 – Geologic History Conceptual Strand 4 The earth has changed over a long period and global change is a continuation of this
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http://www.state.tn.us/education/ci/sci/doc/SCI_3204.pdf#page=8
www.state.tn.us/education/ci/sci/doc/SCI_3204.pdf#page=8
and human activities. #0;93204.3.15 Construct a geological cycle <span class="highlight">for</span> a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret <span class="highlight">topographic</span> <span class="highlight">maps</span>. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to events that occurred during the earth’s distant past. Earth Science : Standard 4 – Geologic History Conceptual Strand 4 The earth has changed over a long period and global change is a continuation of this
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
Indiana Academic Standards-Geog and Hist of the World
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to docume...
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Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change for the following countries
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-geoghist.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use <span class="highlight">maps</span>, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change <span class="highlight">for</span> the following countries
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
Science
or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on topographic maps PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouach...
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or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on topographic maps PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouachita Mountains • Coastal Plain • Mississippi Alluvial Plain (Delta) • Crowley’s Ridge PD.1.ES.11 Describe the physical and chemical properties of water PD.1.ES.12 Compare and contrast characteristics of the oceans: • composition • physical
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=4
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=4
or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on <span class="highlight">topographic</span> <span class="highlight">maps</span> PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouachita Mountains • Coastal Plain • Mississippi Alluvial Plain (Delta) • Crowley’s Ridge PD.1.ES.11 Describe the physical and chemical properties of water PD.1.ES.12 Compare and contrast characteristics of the oceans: • composition • physical
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
Indiana Academic Standards-US History
Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, maps, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the V...
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Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, maps, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the Vietnam conflict. USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. Example: The bombing of Pearl Harbor, the Stock Market Crash and Great Depression, and U.S
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-ushistory.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, <span class="highlight">maps</span>, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the Vietnam conflict. USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. Example: The bombing of Pearl Harbor, the Stock Market Crash and Great Depression, and U.S
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