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Education
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 Biology I : Embedded Inquiry
consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view...
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consequences of new technologies can impact human and non-human communities. #0;93210.T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
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http://www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3210.pdf#page=3
consequences <span class="highlight">of</span> new technologies can impact human <span class="highlight">and</span> non-human communities. #0;93210.T/E.4 Present <span class="highlight">research</span> on current bioengineering technologies that advance health <span class="highlight">and</span> contribute to improvements in our daily lives. #0;93210.T/E.5 Design a series <span class="highlight">of</span> multi-view drawings that can be used by other students to construct an adaptive design <span class="highlight">and</span> test its effectiveness. determine the degree to which an engineering design process was successfully applied. SPI 3210.T/E.3 Evaluate the overall benefit to
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, eco...
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are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal and informal organizations: ex: Nation- State, WTO, IMF, Transnational
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=7
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding <span class="highlight">of</span> the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for <span class="highlight">Research</span> a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal <span class="highlight">and</span> informal organizations: ex: Nation- State, WTO, IMF, Transnational
Language Arts Framework Goals, Competencies, and Suggested Objectives
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing fo...
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• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports and documented papers 3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] • Add and delete information and details (for audience, for purpose, for unity
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=3
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, <span class="highlight">and</span> conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports <span class="highlight">and</span> documented papers 3) Revising: • Revise for clarity <span class="highlight">and</span> coherence [consistent point <span class="highlight">of</span> view (first person, third person), tone, transition, etc.] • Add <span class="highlight">and</span> delete information <span class="highlight">and</span> details (for audience, for purpose, for unity
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sources of pollution as they apply to air and water. #0;93260.6.2 Conduct a watershed analysis of a local stream. Test for chemical and biological (infectious) pollutants include a survey of macro invertebrates. #0;93260.6.3 Investigate a state or local e...
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sources of pollution as they apply to air and water. #0;93260.6.2 Conduct a watershed analysis of a local stream. Test for chemical and biological (infectious) pollutants include a survey of macro invertebrates. #0;93260.6.3 Investigate a state or local environmental issue involving pollution of land, air or water. #0;93260.6.4 Explore case studies of human health problems related to pollutants. #0;93260.6.5 Research major U.S. Environmental Legislation such as National Environmental Policy
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http://www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=10
sources <span class="highlight">of</span> pollution as they apply to air <span class="highlight">and</span> water. #0;93260.6.2 Conduct a watershed analysis <span class="highlight">of</span> a local stream. Test for chemical <span class="highlight">and</span> <span class="highlight">biological</span> (infectious) pollutants include a survey <span class="highlight">of</span> macro invertebrates. #0;93260.6.3 Investigate a state or local environmental issue involving pollution <span class="highlight">of</span> land, air or water. #0;93260.6.4 Explore case studies <span class="highlight">of</span> human health problems related to pollutants. #0;93260.6.5 <span class="highlight">Research</span> major U.S. Environmental Legislation such as National Environmental Policy
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
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10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary <span class="highlight">and</span>
Contemporary United States History
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students sha...
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4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role of technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and
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http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role <span class="highlight">of</span> technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation <span class="highlight">and</span>
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