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Education
Web
 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>
KINDERGARTEN
for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change. 3. Money: Determine...
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for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change. 3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. Standard 5: Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=12
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=12
<span class="highlight">for</span> measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a <span class="highlight">digital</span> and analog clock to the nearest 5 minute. c. Read a thermometer and solve <span class="highlight">for</span> temperature change. 3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. Standard 5: Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and
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list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of maps, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major topographic and p...
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list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of maps, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major topographic and political features of the United States relevant to early American history. • 8.3.tpi.5. research and describe specific instances where humans have shaped or been shaped by the environment. at Level 2, the student is able to • 8.3
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9
list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of <span class="highlight">maps</span>, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major <span class="highlight">topographic</span> and political features of the United States relevant to early American history. • 8.3.tpi.5. research and describe specific instances where humans have shaped or been shaped by the environment. at Level 2, the student is able to • 8.3
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 - English SOL Cur Frame Grades K-12.doc
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse ʏ...
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including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies for summarizing, such as ° story maps ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story maps, to record
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-<span class="highlight">line</span>, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies <span class="highlight">for</span> summarizing, such as ° story <span class="highlight">maps</span> ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story <span class="highlight">maps</span>, to record
Microsoft Word - ssstdg.docssstdg.pdf
through which a territory and its people are ruled. Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]). Gross Domestic Product (GDP) - the total market value...
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through which a territory and its people are ruled. Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]). Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year. H Human capital, human resource - people who work in jobs to produce goods and services. Human feature (human characteristics) - items built by people
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
through which a territory and its people are ruled. Graphic representations - <span class="highlight">maps</span> and graphs used to portray geographic information (thematic and choropleth <span class="highlight">maps</span>, cartograms, graphs [pie, bar, <span class="highlight">line</span>, population pyramids]). Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year. H Human capital, human resource - people who work in jobs to produce goods and services. Human feature (human characteristics) - items built by people
Microsoft Word - ssstd7.docssstd7.pdf
the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topogr...
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the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
the data on-<span class="highlight">line</span> and add information to the base map. Analyze the <span class="highlight">maps</span> created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the <span class="highlight">maps</span> with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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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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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