Sci.4.3.6 Explain that different plants and animals have features that help them survive in different kinds of environments. VLA.1.hs.2 View a variety of presentations, recall important information and critique from a cultural perspective. Sci.2.8.2 Describe some of the uses of energy in mechanical and living systems and explain the conversion of one form to another. How am I influenced by institutions? Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. Mth.3.hs.8 Solve linear equations and inequalities with two variables using algebraic methods, manipulatives or models. Mth.3.hs.1 Represent a variety of patterns, including recursive patterns, with tables, graphs, words and symbolic rules. Sci.5.4.3 Compare and contrast ways their ancestors used the oceans to sustain life on islands with ways currently used. What are our personal roots and how can they be viewed as part of human history? The citation is from page 2 of the statement, accessible online at. Sci.2.3.6 Use available materials to build simple measuring tools for measuring length, area, volume, mass, time and temperature. As they move from the middle grades to high school, students continue to think analytically about the consequences of change and how we can manage science and technology to increase benefits to all. ** Typically a Snapshot illustrates a particular Theme and one or more Learning Expectations; however, the Snapshot may also touch on other related Themes and Learning Expectations. How do individuals develop over time? In the example above, which illustrates the use of the NCSS standards to teach about the U.S. Civil War, national history standards and state standards could be used to identify specific content related to the topic of the U.S. Civil War. In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. (For example, students will be able to use terms such as number of edges and faces, number and size of angles and number of vertices. "The Links between the C3 Framework and the NCSS National Curriculum Standards for Social Studies" (Social Education, November/December 2013) describes the ways in which the C3 Framework corresponds with the national standards and identifies the distinctive contribution made by the C3 Framework. Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
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