|
Education
Web
 Core Content For Mathematics Assessment
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr...
1
0
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
21
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works <span class="highlight">for</span> expressive purposes and responding to artworks. Each process is critical and relies on others <span class="highlight">for</span> completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
Standard Five: Earths Dynamic Systems AS OF 5-9-05
understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use topographic maps to locate Dela...
1
0
understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. Conduct tests including temperature, pH, salinity
16
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. Conduct tests including temperature, pH, salinity
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
1
0
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
44
0
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
45
0
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
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...
1
0
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
13
0
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
null
dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and digital...
1
0
dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. Communication Skills 7.2.7 Incorporate circle charts, bar and line graphs
4
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade07.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and <span class="highlight">digital</span> meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. Communication Skills 7.2.7 Incorporate circle charts, bar and <span class="highlight">line</span> graphs
null
2.2 Employ knowledge of basic weather symbols to read and interpret weather and topographic maps. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations us...
1
0
2.2 Employ knowledge of basic weather symbols to read and interpret weather and topographic maps. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations using metric measurements. S:ESS4:8:2.3 Describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data. 3. LOCAL AND GLOBAL ENVIRONMENTAL
58
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=58
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
2.2 Employ knowledge of basic weather symbols to read and interpret weather and <span class="highlight">topographic</span> <span class="highlight">maps</span>. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations using metric measurements. S:ESS4:8:2.3 Describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data. 3. LOCAL AND GLOBAL ENVIRONMENTAL
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...
1
0
⇛ 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
27
0
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
60
0
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>
Science
or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on topographic maps PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouach...
1
0
or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on topographic maps PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouachita Mountains • Coastal Plain • Mississippi Alluvial Plain (Delta) • Crowley’s Ridge PD.1.ES.11 Describe the physical and chemical properties of water PD.1.ES.12 Compare and contrast characteristics of the oceans: • composition • physical
4
0
http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=4
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=4
or weathering) and tectonic forces: • volcanoes • earthquakes PD.1.ES.9 Construct and interpret information on <span class="highlight">topographic</span> <span class="highlight">maps</span> PD.1.ES.10 Describe the characteristics of each of the natural divisions of Arkansas: • Ozark Plateau • Arkansas River Valley • Ouachita Mountains • Coastal Plain • Mississippi Alluvial Plain (Delta) • Crowley’s Ridge PD.1.ES.11 Describe the physical and chemical properties of water PD.1.ES.12 Compare and contrast characteristics of the oceans: • composition • physical
Microsoft Word - bio1.doc
Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student...
1
0
Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation. Supplemental Topics Indicator 4: The student will use tables, graphs, and
16
0
http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=16
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=16
Voluntary State Curriculum - Biology 7/11/2007 NTB Denotes an indicator not tested on the Biology assessment. 16 Skills & Processes Voluntary State Curriculum (VSC) Pre-requisites Summarized from Voluntary State Curriculum Skills & Processes Grades 3 – 8 Expectation 1.5: The student will use appropriate methods <span class="highlight">for</span> communicating in writing and orally the processes and results of scientific investigation. Supplemental Topics Indicator 4: The student will use tables, graphs, and
science_pub2003
Vermont ecosystem and tracing its succession before and after a damaging event, showing how the eco- system has been restored through the maintenance of at- mosphere quality, generation of soils, control of the water cycle, disposal of wastes and recycling of nutrients (e.g., flooding, former...
1
0
Vermont ecosystem and tracing its succession before and after a damaging event, showing how the eco- system has been restored through the maintenance of at- mosphere quality, generation of soils, control of the water cycle, disposal of wastes and recycling of nutrients (e.g., flooding, former mining sites, glacial impact, deforesta- tion, recovery of rivers from sewage/chemical dumping, burning of fossil fuels). AND • Explaining a natural chemical cycle that has been dis- rupted by human activity and
122
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=122
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont ecosystem and <span class="highlight">tracing</span> its succession before and after a damaging event, showing how the eco- system has been restored through the maintenance of at- mosphere quality, generation of soils, control of the water cycle, disposal of wastes and recycling of nutrients (e.g., flooding, former mining sites, glacial impact, deforesta- tion, recovery of rivers from sewage/chemical dumping, burning of fossil fuels). AND • Explaining a natural chemical cycle that has been dis- rupted by human activity and
|
