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Education
Web
 2006 Science and Technology/Engineering Curriculum Framework
–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. •...
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–33 Standard #1 • Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both maps to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use topographic maps to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=125
–33 Standard #1 • Obtain a <span class="highlight">topographic</span> relief map and a corresponding paper <span class="highlight">contour</span> map of a coastal area (preferably in Massachusetts). Use both <span class="highlight">maps</span> to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts. • Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to explain an environmental problem, its location, its cause, and a proposed solution. • Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope
STATE BOARD OF EDUCATION
for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr...
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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
<span class="highlight">for</span> History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and <span class="highlight">maps</span> PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and line or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, tracing, graph p...
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recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and line or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper) G.9.8.1 Determine a transformation’s line of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and <span class="highlight">line</span> or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, <span class="highlight">tracing</span>, graph paper) G.9.8.1 Determine a transformation’s <span class="highlight">line</span> of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize wh...
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perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a <span class="highlight">topographic</span> map and a geologic map <span class="highlight">for</span> evidence provided on the <span class="highlight">maps</span> and construct and interpret a simple scale map. g. Interpret events by sequence and
Proposed New 19 TAC
§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform proced...
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§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. (13) Reading/Media Literacy. Students use
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=4
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=4
§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in <span class="highlight">maps</span>, charts, illustrations, graphs, timelines, tables, and diagrams. (13) Reading/Media Literacy. Students use
Speaking Standard 3
patty/tracing paper, or technology). • Perpendicular bisector of a line segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on...
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patty/tracing paper, or technology). • Perpendicular bisector of a line segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a geometric or algebraic representation, and, conversely, determine whether and how one representation can be transformed to another by a transformation or a sequence of transformations. 2. Recognize three-dimensional figures obtained
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=26
www.nj.gov/education/cccs/2004/s4_math.pdf#page=26
patty/<span class="highlight">tracing</span> paper, or technology). • Perpendicular bisector of a <span class="highlight">line</span> segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a geometric or algebraic representation, and, conversely, determine whether and how one representation can be transformed to another by a transformation or a sequence of transformations. 2. Recognize three-dimensional figures obtained
KINDERGARTEN
and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, line, bar, trend, and/or simple circle graphs. null 2. Int...
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and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, line, bar, trend, and/or simple circle graphs. null 2. Interpret data tables, line, bar, trend and/or simple circle graphs. null 3. Make predictions based on patterns in experimental data. null 4. Communicate the results of investigations and/or give
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=13
and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, <span class="highlight">line</span>, bar, trend, and/or simple circle graphs. null 2. Interpret data tables, <span class="highlight">line</span>, bar, trend and/or simple circle graphs. null 3. Make predictions based on patterns in experimental data. null 4. Communicate the results of investigations and/or give
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
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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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
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