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 K-1
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organi...
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Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, drug, and alcohol use, amount of exercise, quality of air, and kinds of food) affect parts of the human body and the organism as a whole.
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=83
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level <span class="highlight">of</span> organization <span class="highlight">of</span> the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, <span class="highlight">drug</span>, and alcohol use, amount <span class="highlight">of</span> exercise, quality <span class="highlight">of</span> air, and kinds <span class="highlight">of</span> food) affect parts <span class="highlight">of</span> the human body and the organism as a whole.
Standard 2 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland
relationship of United States politics and government to world affairs. Topic B. Cultural Diffusion : Foreign Policy Indicator 1. The student will analyze economic, political, social issues and their effect on foreign policies of the United States (2.1.1) Assessment limits: Poli...
Microsoft Word - RI_Civics_GSEs_MS-_5-8__Final_Version
products come from? How are people in the world interconnected? Who am I in relation to the world? • Model United Nations, NAFTA, NATO • Internet, Red Cross • Destruction of rainforest • Legal and Illegal Trade (oil, drug, human trafficking) • Irish and Portugu...
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products come from? How are people in the world interconnected? Who am I in relation to the world? • Model United Nations, NAFTA, NATO • Internet, Red Cross • Destruction of rainforest • Legal and Illegal Trade (oil, drug, human trafficking) • Irish and Portuguese relief programs • Local units or chapters b. locating where different nations are in the world in relation to the U.S. b. identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and
6
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_MS-_5-8__Final_Version.pdf#page=6
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_MS-_5-8__Final_Ver...
products come from? How are people in the world interconnected? Who am I in relation to the world? • Model United Nations, NAFTA, NATO • Internet, Red Cross • Destruction <span class="highlight">of</span> rainforest • Legal and Illegal Trade (oil, <span class="highlight">drug</span>, human trafficking) • Irish and Portuguese relief programs • Local units or chapters b. locating where different nations are in the world in relation to the U.S. b. identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and
untitled
become independent members of society (e.g., self-discipline, self-governance, and a sense of individual responsibility) and thought to foster respect for individual worth and human dignity (e.g., respect for individual rights and choice, and concern for the well-being of others...
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become independent members of society (e.g., self-discipline, self-governance, and a sense of individual responsibility) and thought to foster respect for individual worth and human dignity (e.g., respect for individual rights and choice, and concern for the well-being of others). 5.5.2 Describe the dispositions thought to encourage citizen involvement in public affairs (e.g., “civic virtue” or attentiveness to and concern for public affairs; patriotism or loyalty to values and principles underlying
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=60
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=60
become independent members <span class="highlight">of</span> society (e.g., self-discipline, self-governance, and a sense <span class="highlight">of</span> individual responsibility) and thought to foster respect for individual worth and human dignity (e.g., respect for individual rights and choice, and concern for the well-being <span class="highlight">of</span> others). 5.5.2 Describe the dispositions thought to encourage citizen involvement in public <span class="highlight">affairs</span> (e.g., “civic virtue” or attentiveness to and concern for public <span class="highlight">affairs</span>; patriotism or loyalty to values and principles underlying
science_pub2003
how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the...
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how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/drug use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems of the body are continually working to
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=90
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
how the human body may be af- fected by the state <span class="highlight">of</span> the internal environment and by he- redity and by life experience (e.g., effects <span class="highlight">of</span> malnutrition). AND • Predicting and explaining how the effect <span class="highlight">of</span> various physiological factors influences the continuation <span class="highlight">of</span> the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/<span class="highlight">drug</span> use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems <span class="highlight">of</span> the body are continually working to
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