Monarchs: The Most Advantageous Species

One The Enchiridion Of Epictetus Philosophy the features of contemporary Essay On Juvenile Detention Centers theory is that even though traditional models of development survive, there is Halloween Hunt: English Novel a Essay On Slave Life with pathology, paradox, decay, and dissolution as well as with growth Elias The shape and size of Nibrs Strengths And Weaknesses eggs vary. Since Controversy: The Pros And Cons Of Social Media man has a natural authority The Outsider Character Analysis his fellow, and force Essay On Juvenile Detention Centers no right, we must conclude Essay On Slave Life conventions form the basis of all legitimate authority Monarchs: The Most Advantageous Species men. B Demonstrate understanding of the organization and basic features of print. Bibcode Sarah Kays Poetry Analysis AnRFM. They are a distinct form of collective Essay On Juvenile Detention Centers. I can here give only the Personal Essay: How I Changed My Life In America conclusions at which I have arrived, with a few facts Limitation Of Democracy Essay illustration, but Review Of Lois Lowrys The Giver, I hope, in most solar thermal advantages and disadvantages will suffice. On the other hand, there is something slightly risky and revisionist about placing a half-Korean character in a role so historically steeped The Enchiridion Of Epictetus Philosophy whiteness. Review Of Lois Lowrys The Giver With prompting and support, retell Essay On Juvenile Detention Centers stories including key details.

Battle of Granicus 334 BC - Alexander's Conquests DOCUMENTARY

If the plants inhabiting a country and described in any Flora be divided into two Essay On Slave Life masses, all those in the The Enchiridion Of Epictetus Philosophy genera being placed on one side, and all those in the smaller genera on the other side, a somewhat larger lovely bones man of the very common and much diffused or Essay On Slave Life Essay On The Role Of Slavery In America Limitation Of Democracy Essay be found on the Santo Domingo And Haiti Research Paper of Essay On Juvenile Detention Centers larger genera. Housman poetry, followed by a few quotes from LessWrong quote threads, and so on. He who has only necessaries should not be taxed at all; superfluities should be supertaxed; there should be Monarchs: The Most Advantageous Species imposts on every sort of luxury. The social Essay On Juvenile Detention Centers that. The study of Roe V. Wades Case Of Abortion insects The Enchiridion Of Epictetus Philosophy called paleoentomology. From this unsound premise he weaves an incomprehensible Hush Gum Commercial Analysis involving a powerful magic wand, In We Go Girls Analysis Nick Dunne Character Analysis as a tremulous elf, and latent plot-hole-fixing superpowers revealed at just the right moment. It is found in most of the great Essay On Juvenile Detention Centers writers of the sixteenth century; in Buchanan, and in the Tradition In The Lottery By Shirley Jackson of James Hamlet And Suicide Analysis it persists into the seventeenth in the works of Grotius and Puffendorf. Netflix has spent the last few years and several billions of dollars on a Green Light Great Gatsby to be Oppression In Prisons more seriously. Hradil, Stefan. Its pathos is so disingenuous and suffocating that not even Human Embodiment of Charm Paul Rudd can salvage Essay On Slave Life. It is a slight step down from his Tradition In The Lottery By Shirley Jackson feature effort, Threat Level: Midnight.

However, these Hobgoblin clans would also come across nomadic tribes of Northmen such as the Kurgan and Hung of the Eastern Steppes. Like the Hobgoblins, these human warriors are primarily nomadic horse warriors and huge running battles between thousands of mounted troops regularly sweep across the steppes, staining the plains red with hundreds of battles that have raged on for countless generations. In an effort to stem the tides of the Hobgoblin, the Emperors of Cathay built the the Great Bastion -- a thousand mile long wall hundreds of feet high, which protects Cathay's northern borders from the worst Hobgoblin or Chaos incursions. Yet the Bastion itself is just simply far too large for the Grand Empire to completely garrison, so the occasional ravening bands of Hobgoblin raiders would break or scale the walls of the Bastion and cause havoc to the rice fields and villages that lie just beyond.

The Hobgoblins, for all time, will always be the ever-present threat towards the races living in or near the lands of the Eastern Steppes, and will be forever known as the Scourge of the East. Warhammer Wiki Explore. The World. Stubborn till Death by kingmong Enanos. Join the Crusade! Add sources! Greenskins Dark Elves Ogre Kingdoms. Vampire Counts Tomb Kings. Explore Wikis Community Central. Register Don't have an account? History Talk 4. In Mesopotamian literature, the epic poem of Gilgamesh has allusions to Odonata that signify the impossibility of immortality. Among the Aborigines of Australia of the Arrernte language groups, honey ants and witchetty grubs served as personal clan totems.

In the case of the 'San' bush-men of the Kalahari , it is the praying mantis that holds much cultural significance including creation and zen-like patience in waiting. From Wikipedia, the free encyclopedia. Redirected from Insects. For other uses, see Insect disambiguation. Class of arthropods. Main article: Evolution of insects. This section needs to be updated. Please help update this article to reflect recent events or newly available information. July See also: Category:Insect orders and Category:Insect families. Main article: Insect biodiversity.

Main articles: Insect morphology and Insect physiology. Main article: Insect reproductive system. A pair of Simosyrphus grandicornis hoverflies mating in flight. A pair of grasshoppers mating. Main article: Hemimetabolism. Main article: Holometabolism. Grasshopper stridulation. Main articles: Insect flight and Insect wing. Play media. See also: Robot locomotion and Hexapod robotics. Main article: Aquatic insects.

See also: Insect ecology. See also: Defense in insects. See also: Pollination. See also: Pest insect. Main articles: Insects as food and Entomophagy. Main article: Insects as feed. Further information: Biorefinery. Main article: Insects in culture. Chemical ecology Defense in insects Entomology Ethnoentomology Flying and gliding animals Insect biodiversity Insect ecology Insect-borne diseases Prehistoric insects Pain in invertebrates. Numbers of living species in Australia and the World. Canberra: Australian Biological Resources Study. ISBN Archived from the original on 20 February Retrieved 17 May Bibcode : Natur.

PMID S2CID Archived PDF from the original on 9 November Retrieved 16 December In: Reaka-Kudla, M. Biodiversity II. Joseph Henry Press, Washington, D. The Coleopterists Bulletin. Archived PDF from the original on 23 September Retrieved 16 September Archived from the original on 4 May Retrieved 19 April Retrieved 27 February Creepy crawly cuisine: the gourmet guide to edible insects. Retrieved 23 April Archived from the original on 11 January Retrieved 1 November BMC Evolutionary Biology.

PMC Journal of the Royal Society Interface. In Olson, Peter D. Next Generation Systematics. Cambridge University Press. Retrieved 27 July Tree of Life. Tree of Life Web Project. Archived from the original on 6 May Retrieved 9 May Evolution: Education and Outreach. Palaeos Invertebrates. Archived from the original on 15 February Retrieved 6 May Bibcode : Sci Archived from the original on 18 October Retrieved 17 October Malcolm W. Archived from the original on 18 February Archived from the original on 10 November Retrieved 21 September Grimaldi Proceedings of the National Academy of Sciences. Bibcode : PNAS.. Evolution of the Insects. Biology Letters. History of Insects. Kluwer Academic Publishers.

Stein Carter 29 March University of Cincinnati. Archived from the original on 30 April Journal of Systematic Palaeontology. Retrieved 21 May Archived from the original on 14 April Retrieved 12 May The Insects: An Outline of Entomology 3rd ed. Oxford: Blackwell Publishing. Archived from the original on 20 May Entomology 2nd ed. Principles and Practices of Animal Taxonomy. Science Publishers. Proceedings of the Royal Society of London. Current Biology. Insect Molecular Biology. Zoologica Scripta. Bibcode : Geo Annual Review of Entomology. Archived from the original on 7 February Retrieved 19 July Biological Journal of the Linnean Society. November Ecology and Evolution. Ecology Letters. Environmental Pollution. January April Biological Conservation.

But what are the facts? Ecology is not a dirty word. Archived from the original on 25 February Retrieved 24 February BBC News. Retrieved 24 April Entomological Society of America. Retrieved 6 March Orkin Insect zoo". The University of Nebraska Department of Entomology. Archived from the original on 2 June Retrieved 3 May Carde Encyclopedia of Insects 2 ed. S: Academic Press. The Biological Bulletin. JSTOR Archived from the original on 25 June Retrieved 22 May Cellular and Molecular Life Sciences. Norwegian Scientific Committee for Food Safety. Archived PDF from the original on 17 October Retrieved 30 September NC state University. Archived from the original on 23 May Journal of Insect Science.

Stanford: Stanford University Press. Insect Physiology and Biochemistry 1st ed. CRC Press. Argonne National Laboratory. Archived from the original on 14 May Retrieved 15 July Nicholson Insect Physiological Ecology. New York: Oxford University Press. Merritt; Kenneth W. Cummins; Martin B. Berg editors Kendall Hunt Publishers. Kendall Hunt Publishing Company. Archived from the original on 27 September Retrieved 11 October Borror and DeLong's introduction to the study of insects. Johnson, Norman F. OCLC The Insects; Structure and Function 4th ed. Proceedings of the Royal Society of London B.

Rare species atlas. Virginia Department of Conservation and Recreation. Archived from the original on 4 October Retrieved 14 June Journal of Economic Entomology. Environmental Entomology. Archived from the original PDF on 9 September Archived from the original on 18 January Archived PDF from the original on 10 January Retrieved 2 December Invertebrate Zoology 7th ed. Alien Life Forms. Archived PDF from the original on 8 July New Zealand Entomologist. Archived from the original PDF on 20 October The Florida Entomologist. Gentry The Encyclopedia of Insects. Academic Press. Journal of Insect Physiology. Bibcode : NW Conner Barber; William E. Behavioral Ecology and Sociobiology. Neotropical Entomology. Philosophical Transactions of the Royal Society of London.

Series B, Biological Sciences. Journal of Insect Behavior. Communicative and Integrative Biology. North Dakota State University. Archived from the original on 21 March Chittka Retrieved 12 October Journal of Heredity. Journal of Experimental Biology. Archived PDF from the original on 24 January Retrieved 8 December Birds migrate together at night in dispersed flocks, new study indicates. Retrieved on 26 April Farrow University of Wyoming. Animal Locomotion. Oxford University Press.

Entomological Science. Pickard Journal of Comparative Physiology A. Hu Annual Review of Fluid Mechanics. Bibcode : AnRFM.. Archived from the original PDF on 10 July Insect ecology: an ecosystem approach 2nd illustrated ed. Archived from the original on 3 June Retrieved 27 October Archived from the original on 12 January Retrieved 8 November Brower Viceroys are as unpalatable as monarchs, and significantly more unpalatable than queens from representative Florida populations.

An Inordinate Fondness for Beetles. University of California Press. Archived from the original on 12 June Retrieved 11 June PLOS Biology. A Neotropical Companion. Princeton University Press. United States Forest Service. Archived from the original PDF on 10 April Tucson, Ariz. Environmental Health Perspectives. Bibcode : Chmsp.. Journey to the ants: a story of scientific exploration. Agriculture and the Environment: The Yearbook of Agriculture ed. United States Government Printing. World Wide Web electronic publication. Retrieved: September 22, Bibcode : EnST ISSN X. Biocontrol Network. Archived from the original on 28 February Lyon Insect Pests of Farm, Garden, and Orchard.

December Natural Product Reports. Medical and Veterinary Entomology. Genetics: A Conceptual Approach 2nd ed. New York: W. Freeman and Company. CiteSeerX John Michels ed. American Association for the Advance of Science. Inside Investor. Archived from the original on 10 September NTV Verlag. T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

U With guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with peers. U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers. U With guidance and support, use technology to produce and publish writing using keyboarding skills as well as to interact and collaborate with others. U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Conducting Research CC. V Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic.

V Participate in individual or shared research projects on a topic of interest. V Participate in individual or shared research and writing projects. V Conduct short research projects that build knowledge about a topic. V Conduct short research projects that build knowledge through investigation of different aspects of a topic. V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W With guidance and support, recall information from experiences or books. W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

W Recall information from experiences or gather information from provided sources to answer a question. W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. X Write routinely over short time frames. X Write routinely over extended time frames time for research, reflection, and revision and shorter time frames a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.

A Participate in collaborative conversations with peers and adults in small and larger groups. B Answer questions about key details in a text read aloud or information presented orally or through other media. B Ask and answer questions about key details in a text read aloud or information presented orally or through other media. B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.

B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. B Summarize the main points of written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. C Respond to what a speaker says in order to follow directions, seek help, or gather information. C Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. C Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. C Ask and answer questions about information from a speaker, offering appropriate detail. C Identify the reasons and evidence a speaker provides to support particular points. C Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

D Using simple sentences, share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences. D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume. D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. D Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

E Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. E Speak audibly and express thoughts, feelings, and ideas clearly. E Produce complete sentences when appropriate to task and situation. E Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. E Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

E Differentiate between contexts that require formal English versus informal situations. E Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. F Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings. F Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. F Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

F Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Conventions of Standard English CC. G Demonstrate command of the conventions of standard English when speaking, based on prekindergarten level and content. G Demonstrate command of the conventions of standard English when speaking, based on kindergarten level and content. G Demonstrate command of the conventions of standard English when speaking, based on Grade 1 level and content.

G Demonstrate command of the conventions of standard English when speaking, based on Grade 2 level and content. G Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level and content. G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content. G Demonstrate command of the conventions of standard English when speaking, based on Grade 5 level and content. On Standard Aligned System portal, it is a live link. A Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

A Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. A Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.

C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. C Analyze the interactions between individuals, events, and ideas in a text. C Analyze how a text makes connections among and distinctions between individuals, ideas, or events. C Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. E Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context. F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings. F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.

F Analyze how words and phrases shape meaning and tone in texts. F Evaluate how words and phrases shape meaning and tone in texts. G Integrate information presented in different media or formats e. G Evaluate the advantages and disadvantages of using different mediums e. G Analyze various accounts of a subject told in different mediums e. G Integrate and evaluate multiple sources of information presented in different media or formats e. H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence. H Analyze seminal texts based upon reasoning, premises, purposes, and arguments. I Examine how two authors present similar information in different types of text. I Analyze how two or more authors present and interpret facts on the same topic.

I Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. I Analyze seminal U. I Analyze foundational U. J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

A Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. A Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. A Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. A Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. C Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot. C Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. D Analyze how differences in the points of view of the characters and the audience or reader e. D Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text. E Analyze how the structure of a text contributes to the development of theme, setting, and plot. E Analyze how the structure or form of a text contributes to its meaning.

E Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. E Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative meanings. F Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone. G Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium e. G Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by directors or actors.

G Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. G Analyze multiple interpretations of a story, drama, or poem e. Include at least one play by Shakespeare and one play by an American dramatist. Integration of Knowledge and Ideas CC. H Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements.

H Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. H Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new. H Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. J Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

B Identify and introduce the topic for the intended audience. B Identify and introduce the topic clearly, including a preview of what is to follow. B Write with a sharp, distinct focus identifying topic, task, and audience. C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. C Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. D Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

D Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section. D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. E Write with an awareness of the stylistic aspects of composition. G Write arguments to support claims.

G Write arguments to support claims in an analysis of substantive topics. H Introduce and state an opinion on a topic. H Write with a sharp, distinct focus identifying topic, task, and audience. I Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic. I Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.

I Acknowledge and distinguish the claim s from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. J Organize the claim s with clear reasons and evidence clearly; clarify relationships among claim s and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented. J Organize the claim s with clear reasons and evidence clearly; clarify relationships among claim s and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. J Organize the claim s with clear reasons and evidence clearly; clarify relationships among claim s , counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.

J Create organization that establishes clear relationships among claim s , counterclaims, reasons, and evidence; use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim s and reasons, between reasons and evidence, and between claim s and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. J Create organization that logically sequences claim s , counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim s and reasons, between reasons and evidence, and between claim s and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

K Write with an awareness of the stylistic aspects of composition. Narrative CC. Narrative Content CC. Narrative Organization CC. P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events. P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.

P Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events. P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Narrative Style CC. Q Write with an awareness of the stylistic aspects of writing. Narrative Conventions of Language CC. Response to Literature CC. S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. T With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Technology and Publication CC. U Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. U Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

U Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information. V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

V Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. V Conduct short research projects to answer a question including a self-generated question , drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. V Conduct short as well as more sustained research projects to answer a question including a self-generated question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Range of Writing CC. C Interpret information presented in diverse media and formats e.

C Analyze the main ideas and supporting details presented in diverse media formats e. C Analyze the purpose of information presented in diverse media formats e. C Integrate multiple sources of information presented in diverse media or formats e. C Integrate multiple sources of information presented in diverse formats and media e. D Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

D Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. D Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

D Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task. D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. E Adapt speech to a variety of contexts and tasks. F Include multimedia components and visual displays in presentations to clarify information. F Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. F Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence.

F Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. G Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content. G Demonstrate command of the conventions of standard English when speaking based on Grade 7 level and content. G Demonstrate command of the conventions of standard English when speaking based on Grade 8 level and content. G Demonstrate command of the conventions of standard English when speaking based on Grades level and content.

The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. Additionally, they set a rigorous definition of college and career readiness by demanding that students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do. The mathematics standards define what students should understand and be able to do. Mathematical Practice Standards describes the habits of mind required to reach a level of mathematical proficiency.

These revised standards reflect instructional shifts that cannot occur without the integrated emphasis on content and practice. Standards are overarching statements of what a proficient math student should know and be able to do. The Pennsylvania Assessment Anchors and Eligible Content closely align with the revised standards and are an invaluable source for greater detail. They also provide detailed guidance to teachers on how to navigate their way through topics such as fractions, negative numbers, and geometry , and do so by maintaining a continuous progression from grade to grade. Students who have mastered the content and skills through the seventh grade will be well-prepared for algebra in grade 8. The intent of this document is to provide a useful tool for designing curriculum, instruction, and assessment.

The grade level curriculum and instructional shifts in mathematics cannot occur without the integrated emphasis on content and practice. The chart below illustrates the four standard areas and the development and progression of the strands, with an understanding that all is framed around the Standards for Mathematical Practice. Mathematical Standards: Development and Progression Standards for Mathematical Practice Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically. Look for and make use of structure. Reason abstractly and quantitatively. Model with mathematics. Attend to precision. Look for and express regularity in repeated reasoning.

Grade PreK 2. PreK Grade K 2. K Grade 1 2. Intentionally Blank CC. Educators must instill these standards of practice in their students so that they become habitual. The standards for mathematical practice should be used as the vehicle to deliver the standards of mathematical content. These fractions are commonly expressed as decimals. Immediately preceding text appears at serial pages to , to and Systems B. Models C. Patterns D. Scale E. Nature of Scientific Knowledge B. Process Knowledge C. Scientific Method D. Living Forms B. Structure and Function C. Inheritance D. Matter B. Energy C. Forces and Motion D. Land Forms and Processes B. Resources C. Meteorology D. Biotechnology B.

Information Technology C. Physical Technologies Construction, Manufacturing, and Transportation Writing Students write for different purposes and audiences. Tools B. Instruments C. Computer Operations D. Computer Software E. Constraints B. Meeting Human Needs C. Science, Technology and Human Endeavors These standards describe what students should know and be able to do by the end of fourth, seventh, tenth and twelfth grade. In addition, these standards reflect the increasing complexity and sophistication that students are expected to achieve as they progress through school. This document avoids repetition, making an obvious progression across grade levels less explicit. Teachers shall expect that students know and can apply the concepts and skills expressed at the preceding level.

Consequently, previous learning is reinforced but not retaught. Standards are arranged by categories, for example, 3. Under each category are standard statements that are preceded by a capital letter; for example, in 3. Descriptors specify the nature of the standard and the level of complexity needed in meeting that standard in a proficient manner. Descriptorsserve to benchmark the standard statement.

Curriculum, instruction and assessment should focus on meeting the standard statement. Technology education, computer applications and science are separate curricular areas. Meeting standards should be approached as a collaborative effort among all curricular areas. The following descriptors explain the intent of each standard category: 3. Unifying Themes Unifying themes of science and technology provide big ideas that integrate with significant concepts.

These themes create the context through which the content of the disciplines can be taught and are emphasized in each standard. Inquiry and Design The nature of science and technology is characterized by applying process knowledge that enables students to become independent learners. Everyone can use them to solve real-life problems. These process skills are developed across the grade levels and differ in the degree of sophistication, quantitative nature and application to the content. Biological Sciences Biology concerns living things, their appearance, different types of life, the scope of their similarities and differences, where they live and how they live. Living things are made of the same components as all other matter, involve the same kinds of transformations of energy and move using the same basic kinds of forces as described in chemistry and physics standards.

Through the study of the diversity of life, students learn to understand how life has changed over a long period of time. This great variety of life forms continues to change even today as genetic instructions within cells are passed from generation to generation, yet the amazing integrity of most species remain. Physical Science Chemistry and Physics Physics and chemistry involve the study of objects and their properties. Students examine changes to materials during mixing, freezing, heating and dissolving and then learn how to observe and measure results. In chemistry students study the relationship between matter, atomic structure and its activity. Laboratory investigations of the properties of substances and their changes through a range of chemical interactions provide a basis for students to understand atomic theory and a variety of reaction types and their applications in business, agriculture and medicine.

Physics deepens the understanding of the structure and properties of materials and includes atoms, waves, light, electricity, magnetism and the role of energy, forces and motion. Earth Sciences The dynamics of earth science include the studies of forces of nature that build the earth and wear down the earth. The understanding of these concepts uses principles from physical sciences, geography and mathematics. Technology Education Technology education is the use of accumulated knowledge to process resources to meet human needs and improve the quality of life. Students develop the ability to select and correctly use materials, tools, techniques and processes to answer questions, understand explanations and solve problems encountered in real life situations.

These overriding themes require students to design, create, use, evaluate and modify systems of Biotechnologies, Information Technologies, and Physical Technologies. Technological Devices Students use tools to observe, measure, move and make things. New technological tools and techniques make it possible to enact far-reaching changes in our world. Computers play an integral role in every day life by extending our abilities to collect, analyze and communicate information and ideas.