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 Microsoft Word - South Dakota Science 2005.rtf
tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits ar...
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tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits are transmitted from parents to offspring; • predict the impact of genetic changes in populations (mutation, natural selection and artificial selection, adaptation/extinction); • predict how life systems respond to changes in the environment; • classify
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=142
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
tissues, organs, organ <span class="highlight">systems</span>, <span class="highlight">and</span> organisms); • compare <span class="highlight">and</span> contrast the cell cycles in somatic <span class="highlight">and</span> germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living <span class="highlight">systems</span>; • explain how traits are transmitted from parents to offspring; • predict the impact <span class="highlight">of</span> genetic changes in populations (mutation, natural selection <span class="highlight">and</span> <span class="highlight">artificial</span> selection, adaptation/extinction); • predict how life <span class="highlight">systems</span> respond to changes in the environment; • classify
Microsoft Word - 06.029.0004.doc
awareness of how the author of the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation of persuasive essays that: engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and...
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awareness of how the author of the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation of persuasive essays that: engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning; use specific rhetorical
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=20
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=20
awareness <span class="highlight">of</span> how the author <span class="highlight">of</span> the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation <span class="highlight">of</span> persuasive essays that: engage the reader by establishing a context <span class="highlight">and</span> a point <span class="highlight">of</span> view; structure ideas <span class="highlight">and</span> arguments in a sustained <span class="highlight">and</span> logical fashion; clarify <span class="highlight">and</span> defend positions with precise <span class="highlight">and</span> relevant evidence, including facts, <span class="highlight">expert</span> opinions, quotations, illustrations, commonly accepted beliefs <span class="highlight">and</span> logical reasoning; use specific rhetorical
Microsoft Word - sciencesol.doc
grow, and they need food, water, and air to survive; b) plants and animals live and die (go through a life cycle); and c) offspring of plants and animals are similar but not identical to their parents and to one another. Interrelationships in...
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grow, and they need food, water, and air to survive; b) plants and animals live and die (go through a life cycle); and c) offspring of plants and animals are similar but not identical to their parents and to one another. Interrelationships in Earth/Space Systems K.7 The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include a) shadows occur in nature when sunlight is blocked by an object; and b) shadows can be produced by blocking
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=10
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=10
grow, <span class="highlight">and</span> they need food, water, <span class="highlight">and</span> air to survive; b) plants <span class="highlight">and</span> animals live <span class="highlight">and</span> die (go through a life cycle); <span class="highlight">and</span> c) offspring <span class="highlight">of</span> plants <span class="highlight">and</span> animals are similar but not identical to their parents <span class="highlight">and</span> to one another. Interrelationships in Earth/Space <span class="highlight">Systems</span> K.7 The student will investigate <span class="highlight">and</span> understand that shadows occur when light is blocked by an object. Key concepts include a) shadows occur in nature when sunlight is blocked by an object; <span class="highlight">and</span> b) shadows can be produced by blocking
Microsoft Word - ssstd7.docssstd7.pdf
8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citiz...
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8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
8/9/2005 Page 182 <span class="highlight">of</span> 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> major economic concepts, issues, <span class="highlight">and</span> <span class="highlight">systems</span> applying decision-making skills as a consumer, producer, saver, investor, <span class="highlight">and</span> citizen <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic <span class="highlight">systems</span> <span class="highlight">and</span> their institutions, <span class="highlight">and</span> local, national, <span class="highlight">and</span> <span class="highlight">international</span> interdependence
Microsoft Word - ssstd5.docssstd5.pdf
8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United Stat...
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8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
8/9/2005 Page 130 <span class="highlight">of</span> 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> governmental <span class="highlight">systems</span> <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States <span class="highlight">and</span> other nations with an emphasis on the United States Constitution, the necessity for the rule <span class="highlight">of</span> law, the civic values <span class="highlight">of</span> the American people, <span class="highlight">and</span> the rights, privileges, <span class="highlight">and</span> responsibilities <span class="highlight">of</span> becoming active participants in our representative democracy. Benchmark 1: The student
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Fifth Grade Knowledge <span class="highlight">and</span>/or Application Indicators Fifth Grade Instructional Suggestions This benchmark will be taught at another grade level. Teacher Notes:
Microsoft Word - ssstd1.docssstd1.pdf
understands various systems of governments and how nations and international organizations interact. First Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rule...
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understands various systems of governments and how nations and international organizations interact. First Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rules and leaders can enforce rules. • Develop a set of class rules for behavior in different settings: lunch, recess, library. Develop consequences and positive incentives for behavior. (1) Teacher Notes: 1. #0;� C5B2I4, C5B3I4
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. First Grade Knowledge <span class="highlight">and</span>/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rules <span class="highlight">and</span> leaders can enforce rules. • Develop a set <span class="highlight">of</span> class rules for behavior in different settings: lunch, recess, library. Develop consequences <span class="highlight">and</span> positive incentives for behavior. (1) Teacher Notes: 1. #0;� C5B2I4, C5B3I4
Microsoft Word - ssstd2.docssstd2.pdf
understands various systems of governments and how nations and international organizations interact. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the cla...
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understands various systems of governments and how nations and international organizations interact. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the classroom. • Allow students to have opportunities for leadership throughout the academic year: cooperative group leader, line leader, library helper, class president. (1) Teacher Notes: 1. #0;� C5B2I4
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Second Grade Knowledge <span class="highlight">and</span>/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the classroom. • Allow students to have opportunities for leadership throughout the academic year: cooperative group leader, line leader, library helper, class president. (1) Teacher Notes: 1. #0;� C5B2I4
Microsoft Word - ssstdk.docssstdk.pdf
8/9/2005 Page 38 of 298 Economics Kindergarten Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citize...
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8/9/2005 Page 38 of 298 Economics Kindergarten Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
8/9/2005 Page 38 <span class="highlight">of</span> 298 Economics Kindergarten Economics Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> major economic concepts, issues, <span class="highlight">and</span> <span class="highlight">systems</span>, applying decision-making skills as a consumer, producer, saver, investor, <span class="highlight">and</span> citizen <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic <span class="highlight">systems</span> <span class="highlight">and</span> their institutions, <span class="highlight">and</span> local, national, <span class="highlight">and</span> <span class="highlight">international</span> interdependence
Microsoft Word - ssstd8.docssstd8.pdf
understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to internat...
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understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to international affairs from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints and discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Eighth Grade Knowledge <span class="highlight">and</span>/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to <span class="highlight">international</span> affairs from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints <span class="highlight">and</span> discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
Microsoft Word - SocialStudiesGLEs.doc
Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Note: The specific content in the examples a...
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Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Note: The specific content in the examples are intended as suggestions. Most of the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 28 of 92 Component 2.2: Understands how economic systems function. GLE 6
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
Social Studies EALR 2: ECONOMICS The student applies understanding <span class="highlight">of</span> economic concepts <span class="highlight">and</span> <span class="highlight">systems</span> to analyze decision-making <span class="highlight">and</span> the interactions between individuals, households, businesses, governments, <span class="highlight">and</span> societies. Note: The specific content in the examples are intended as suggestions. Most <span class="highlight">of</span> the examples correspond with the suggested unit. Social Studies Grade Level Expectations (GLEs) – Grades K-12 Page 28 <span class="highlight">of</span> 92 Component 2.2: Understands how economic <span class="highlight">systems</span> function. GLE 6
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