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Education
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 ACKNOWLEDGEMENTS
information from a variety of sources, use information as they make decisions and evaluations, and solve problems. The study of psychology enables students to recognize and cope with uncertainty and ambiguity in human behavior. Strands: Research Me...
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information from a variety of sources, use information as they make decisions and evaluations, and solve problems. The study of psychology enables students to recognize and cope with uncertainty and ambiguity in human behavior. Strands: Research Methods, Cognitive Domain, Lifespan Development, Biopsychological Dimensions, Sociocultural Dimensions COMPETENCY GOAL 1: The learner will become familiar with the history and research methods of psychology. Objectives 1.01 Discuss the contemporary
101
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=101
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
information from a variety <span class="highlight">of</span> sources, use information as they make decisions <span class="highlight">and</span> evaluations, <span class="highlight">and</span> solve problems. The study <span class="highlight">of</span> psychology enables students to recognize <span class="highlight">and</span> cope with uncertainty <span class="highlight">and</span> ambiguity in human behavior. Strands: <span class="highlight">Research</span> Methods, Cognitive Domain, Lifespan Development, Biopsychological Dimensions, Sociocultural Dimensions COMPETENCY GOAL 1: The learner will become familiar with the history <span class="highlight">and</span> <span class="highlight">research</span> methods <span class="highlight">of</span> psychology. Objectives 1.01 Discuss the contemporary
Science
4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall...
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4 Environmental Science: Biological Dynamics Science Framework Revised 2005 Arkansas Department of Education Key: BD.2.ES.1 = Biological Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: Biological Dynamics Standard 2: Students shall understand the biological dynamics of Earth BD.2.ES.1 Compare and contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=6
4 Environmental Science: <span class="highlight">Biological</span> Dynamics Science Framework Revised 2005 Arkansas Department <span class="highlight">of</span> Education Key: BD.2.ES.1 = <span class="highlight">Biological</span> Dynamics. Standard 2. Environmental Science. 1 st Student Learning Expectation Strand: <span class="highlight">Biological</span> Dynamics Standard 2: Students shall understand the <span class="highlight">biological</span> dynamics <span class="highlight">of</span> Earth BD.2.ES.1 Compare <span class="highlight">and</span> contrast biomes BD.2.ES.2 Describe relationships within a community: • predation • competition • parasitism • mutualism • commensalism
Microsoft Word - English SOL 2002 & ELP Standards.doc
expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to resea...
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expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources of the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, journal entries, personal
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=48
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
expand vocabulary <span class="highlight">and</span> concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge <span class="highlight">of</span> prefixes, suffixes, antonyms, <span class="highlight">and</span> synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to <span class="highlight">research</span> a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources <span class="highlight">of</span> the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, <span class="highlight">journal</span> entries, personal
Microsoft Word - readstdhs.docreadstdhs.pdf
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and...
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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary <span class="highlight">and</span> secondary, explicit <span class="highlight">and</span> implicit, <span class="highlight">and</span> • evaluation-reactions <span class="highlight">and</span> opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries <span class="highlight">and</span> other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review <span class="highlight">and</span> write the response in the sections according to each <span class="highlight">of</span> the major components listed <span class="highlight">and</span> described above.
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argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory re...
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argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=122
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
argumentative <span class="highlight">and</span> literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • <span class="highlight">Research</span> material to use primarily in clarifying their own explanatory responses to situations <span class="highlight">and</span> literary-based issues. • Critically interpret <span class="highlight">and</span> evaluate experiences, literature, language, <span class="highlight">and</span> ideas. • Use standard grammatical conventions <span class="highlight">and</span> select features <span class="highlight">of</span> language appropriate to purpose, audience, <span class="highlight">and</span> context
cover.indd
08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple...
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08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
08.02 write an historical expository piece such as a <span class="highlight">journal</span>, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes <span class="highlight">and</span>/or annotations. W.GN.08.03 formulate <span class="highlight">research</span> questions that demonstrate critical evaluation <span class="highlight">of</span> multiple resources, perspectives, <span class="highlight">and</span> arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, <span class="highlight">and</span> replicate authors
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. cr...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas <span class="highlight">and</span> ideas that create a history <span class="highlight">of</span> a place. • 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, <span class="highlight">and</span> computer). • 3.5.tpi.8. create a <span class="highlight">journal</span> entry about a major historical event or figure. • 3.5.tpi.9. create a "then" <span class="highlight">and</span> "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event <span class="highlight">and</span> <span class="highlight">research</span> it using computer <span class="highlight">and</span> media.
Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate....
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
4
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing <span class="highlight">and</span>/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, <span class="highlight">and</span> sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present <span class="highlight">and</span> past
Social Studies Booklet
Doing history: Rather than memoriz- ing names and dates from history texts, students research historical questions, analyze their findings and present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, wri...
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Doing history: Rather than memoriz- ing names and dates from history texts, students research historical questions, analyze their findings and present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts of potentially significant historical events, puzzle over documents and artifacts, research sec- ondary sources, consider the subjective nature of the information they uncov- er, and interpret information. To
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Doing history: Rather than memoriz- ing names <span class="highlight">and</span> dates from history texts, students <span class="highlight">research</span> historical questions, analyze their findings <span class="highlight">and</span> present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts <span class="highlight">of</span> potentially significant historical events, puzzle over documents <span class="highlight">and</span> artifacts, <span class="highlight">research</span> sec- ondary sources, consider the subjective nature <span class="highlight">of</span> the information they uncov- er, <span class="highlight">and</span> interpret information. To
Microsoft Word - science.doc
NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological...
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NATURAL SELECTION AND BIOLOGICAL EVOLUTION 8.4.1. Identify the evidence of biological evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all of the significant details of the evidence of biological evolution as found in the fossil record. Students identify most of the significant details of the evidence of biological evolution as found in the fossil record. Students identify some of the significant details of the evidence of biological
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
www.dpi.state.nd.us/standard/content/science/science.pdf#page=46
NATURAL SELECTION <span class="highlight">AND</span> <span class="highlight">BIOLOGICAL</span> EVOLUTION 8.4.1. Identify the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution. (e.g., adaptation, radiation, extinction) as found in the fossil record Students identify all <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution as found in the fossil record. Students identify most <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span> evolution as found in the fossil record. Students identify some <span class="highlight">of</span> the significant details <span class="highlight">of</span> the evidence <span class="highlight">of</span> <span class="highlight">biological</span>
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