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Education
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 GRADE 4
noticed fox tracks in the field. The farmer needs to find her quickly. Rosie is a creature of habit and always follows the same route around the barnyard. It is very important that the farmer travels each edge exactly once in his search. Find the path the farmer should take. Where does the fa...
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noticed fox tracks in the field. The farmer needs to find her quickly. Rosie is a creature of habit and always follows the same route around the barnyard. It is very important that the farmer travels each edge exactly once in his search. Find the path the farmer should take. Where does the farmer begin and end his search? Are there other paths the farmer can travel and still visit each edge only one time? If so, name those paths. NOTE: A path in a graph is a connected sequence of edges that starts at
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
noticed fox tracks in the field. The farmer needs to find her quickly. Rosie is a creature of habit and always follows the same route around the barnyard. It is very important that the farmer travels each edge exactly once in his <span class="highlight">search</span>. Find the path the farmer should take. Where does the farmer begin and end his <span class="highlight">search</span>? Are there other paths the farmer can travel and still visit each edge only one time? If so, name those paths. NOTE: A path in a graph is a connected sequence of edges that starts at
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
• Water( turbines) • Fossil fuels ( engines) b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy. c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while othe...
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• Water( turbines) • Fossil fuels ( engines) b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy. c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators). d. Identify and describe the energy transformations in simple electric circuits.
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=31
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=31
• Water( turbines) • Fossil fuels ( <span class="highlight">engines</span>) b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy. c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators). d. Identify and describe the energy transformations in simple electric circuits.
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical...
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eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics). g.* Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surround
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=42
eventually distributed uniformly. e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system. f.* Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics). g.* Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real <span class="highlight">engines</span> lose some heat to their surround
science_pub2003
molecules (firework explo- sions). b. The total energy in an isolated system remains constant regardless of transformation. (Whenever the amount of en- ergy in one place or form diminishes, the amount in other places or forms increases by an equivalent amount.). c. Whenever energy is transformed fro...
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molecules (firework explo- sions). b. The total energy in an isolated system remains constant regardless of transformation. (Whenever the amount of en- ergy in one place or form diminishes, the amount in other places or forms increases by an equivalent amount.). c. Whenever energy is transformed from one form to another, some energy becomes less available (heat) energy (ENTROPY = heat/temperature e.g., such as from engines, electrical wires, how-water tanks, our bodies, stereo systems). S9-12:24 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=50
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
molecules (firework explo- sions). b. The total energy in an isolated system remains constant regardless of transformation. (Whenever the amount of en- ergy in one place or form diminishes, the amount in other places or forms increases by an equivalent amount.). c. Whenever energy is transformed from one form to another, some energy becomes less available (heat) energy (ENTROPY = heat/temperature e.g., such as from <span class="highlight">engines</span>, electrical wires, how-water tanks, our bodies, stereo systems). S9-12:24 Students
Microsoft Word - sciencesol.doc
boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat engines, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications o...
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boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat engines, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. Key concepts include a) wavelength, frequency, speed, and amplitude; b) resonance; c) the nature of mechanical waves; and d) technological applications of sound. PS.9 The student will investigate
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=29
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=29
boiling point, vaporization, and condensation; c) conduction, convection, and radiation; and d) applications of heat transfer (heat <span class="highlight">engines</span>, thermostats, refrigeration, and heat pumps). PS.8 The student will investigate and understand characteristics of sound and technological applications of sound waves. Key concepts include a) wavelength, frequency, speed, and amplitude; b) resonance; c) the nature of mechanical waves; and d) technological applications of sound. PS.9 The student will investigate
Microsoft Word - vsc_english_grprek3.doc
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e....
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experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to <span class="highlight">search</span> for connections between topics, events, characters, and actions in stories to specific life experiences
Microsoft Word - vsc_english_gr38.doc
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g...
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difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to <span class="highlight">search</span> for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
Microsoft Word - 2nd Grade GLEs _2_
offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages...
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offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
• Infer information • Use mental imagery • Visualize what was read • Reread difficult parts slowly and carefully • Explain personal connections to the topics, events, characters, and actions in texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Recall and discuss what is understood in a text • Identify and question what is not understood in a text • Restate in own words the main events in the text • Summarize while
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
7th Grade„Grade Level Expectations
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, a...
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offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
summarize while reading • Use mental imagery Use illustrations to construct meaning from text • Visualize what was read • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Explain personal connections to the ideas or information in the text • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Retell stories and ideas • Recall and discuss what is understood in a text • Restate in own words the main
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
“New” to 3 rd Grade from 2 nd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Use multiple sources of information (e.g., available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use
Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job search • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job <span class="highlight">search</span> • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, <span class="highlight">search</span> and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces
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