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Education
Web
 history_pub2000
etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as maps, globes, and photographs (e.g., physical, politi...
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etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps). i • Identifying and using basic elements of a map. • Using grid systems to locate places on maps and globes (e.g., longitude and latitude
29
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=29
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
• Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as <span class="highlight">maps</span>, globes, and photographs (e.g., physical, political, <span class="highlight">topographic</span>, computer generated, and special purpose <span class="highlight">maps</span>). i • Identifying and using basic elements of a map. • Using grid systems to locate places on <span class="highlight">maps</span> and globes (e.g., longitude and latitude). • Using appropriate
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as <span class="highlight">maps</span>, globes, and photographs (e.g., physical, political, <span class="highlight">topographic</span>, computer generated, and special purpose <span class="highlight">maps</span>). i • Identifying and using basic elements of a map. • Using grid systems to locate places on <span class="highlight">maps</span> and globes (e.g., longitude and latitude
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
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret <span class="highlight">topographic</span> and geologic <span class="highlight">maps</span>. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need <span class="highlight">for</span> controlled tests. k. Recognize the cumulative nature of
Earth Science : Embedded Inquiry
and human activities. #0;93204.3.15 Construct a geological cycle for a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret topographic maps. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to e...
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and human activities. #0;93204.3.15 Construct a geological cycle for a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret topographic maps. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to events that occurred during the earth’s distant past. Earth Science : Standard 4 – Geologic History Conceptual Strand 4 The earth has changed over a long period and global change is a continuation of this
8
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http://www.state.tn.us/education/ci/sci/doc/SCI_3204.pdf#page=8
www.state.tn.us/education/ci/sci/doc/SCI_3204.pdf#page=8
and human activities. #0;93204.3.15 Construct a geological cycle <span class="highlight">for</span> a physiographic region or geologic time period in Tennessee. #0;93204.3.16 Interpret <span class="highlight">topographic</span> <span class="highlight">maps</span>. #0;93204.3.17 Relate current global patterns such as sea level change and geographic climate shifts to events that occurred during the earth’s distant past. Earth Science : Standard 4 – Geologic History Conceptual Strand 4 The earth has changed over a long period and global change is a continuation of this
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
Science Curriculum Framework
Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns usi...
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Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns using a map of the United States ESS.8.8.7 Use topographic maps to identify surface features of Earth
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=43
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=43
Investigate and map patterns of earthquake and volcanic activity ESS.8.7.8 Identify the causes and effects of weather-related phenomena: • thunderstorms • tornadoes/ hurricanes/cyclones/ typhoons • drought • acid precipitation ESS.8.7.9 Explain tornado belt weather patterns using a map of the United States ESS.8.8.7 Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to identify surface features of Earth
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=61
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=61
destructive forces on Earth Investigate types of weathering Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to identify surface features Create map of the six natural divisions of Arkansas to explain their formation Model rivers and predict changes Compare local soil types with standard soil profiles Demonstrate soil formation Investigate organic and inorganic components Investigate soil permeability Demonstrate how rock sequences can be disturbed Demonstrate how the moon’s gravity affects Earth’s ocean tides
Microsoft Word - sciencesol.doc
evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations for a set of observations about the Earth; d) explaining that observation and logic are essential for reaching a conclusion; and e) evaluating evidence for scientific the...
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evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations for a set of observations about the Earth; d) explaining that observation and logic are essential for reaching a conclusion; and e) evaluating evidence for scientific theories. ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include a) maps (bathymetric, geologic, topographic, and weather) and star charts; b) imagery
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=31
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=31
evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations <span class="highlight">for</span> a set of observations about the Earth; d) explaining that observation and logic are essential <span class="highlight">for</span> reaching a conclusion; and e) evaluating evidence <span class="highlight">for</span> scientific theories. ES.3 The student will investigate and understand how to read and interpret <span class="highlight">maps</span>, globes, models, charts, and imagery. Key concepts include a) <span class="highlight">maps</span> (bathymetric, geologic, <span class="highlight">topographic</span>, and weather) and star charts; b) imagery
Microsoft Word - MathStandards--Approved05-17-04.rtf
177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the abs...
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177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. Algorithm An organized sequential procedure for performing a given type of calculation or
45
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=45
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and <span class="highlight">digital</span> clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and <span class="highlight">digital</span> clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute using analog and <span class="highlight">digital</span> clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the
177
0
http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=177
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number <span class="highlight">line</span>. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. <span class="highlight">Algorithm</span> An organized sequential procedure <span class="highlight">for</span> performing a given type of calculation or
Colorado Model Content Standards
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors,...
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others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=28
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used <span class="highlight">for</span> thematic world <span class="highlight">maps</span>. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into <span class="highlight">digital</span> form <span class="highlight">for</span> transmission to ground receiving stations. The data can be reconverted
Microsoft Word - GLEsciALL.doc
locations (ESS-M-A8) 21. Read and interpret topographic maps (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, a...
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locations (ESS-M-A8) 21. Read and interpret topographic maps (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle (ESS-M-A10) 24. Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-M-A10) 25. Explain and give
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http://www.doe.state.la.us/lde/uploads/3937.pdf#page=25
www.doe.state.la.us/lde/uploads/3937.pdf#page=25
locations (ESS-M-A8) 21. Read and interpret <span class="highlight">topographic</span> <span class="highlight">maps</span> (ESS-M-A9) 22. Compare ocean floor topography to continental topography by using <span class="highlight">topographic</span> <span class="highlight">maps</span> (ESS-M-A9) 23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle (ESS-M-A10) 24. Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-M-A10) 25. Explain and give
Draft
Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7...
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Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing maps Identify maps and globes as geographic tools a. Read maps Construct maps with title and key Read and construct maps Construct and interpret maps
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#page=19
dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#pa...
Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing <span class="highlight">maps</span> Identify <span class="highlight">maps</span> and globes as geographic tools a. Read <span class="highlight">maps</span> Construct <span class="highlight">maps</span> with title and key Read and construct <span class="highlight">maps</span> Construct and interpret <span class="highlight">maps</span>
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