The STANDARDS CORRELATION chart suggests which Texas Essential Knowledge and Skills for Science standards you can cover using PASSPORT TO THE RAINFOREST in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO THE RAINFOREST.
PASSPORT TO WEATHER AND CLIMATE
Elementary Standards: Kindergarten, Grade 1,
Grade 2, Grade 3,
Grade 4, Grade 5,
Middle School Standards: Grade 6, Grade 7,
Grade 8,
High School Standards: Biology, Environmental Science,
(K.1)
Scientific processes. The student participates in classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (K.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations using information; and
video (E)
communicate findings about simple investigations.
video (K.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and propose a solution.
video (K.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
identify and use senses as tools of observation; and
video (B)
make observations using tools including hand lenses, balances, cups, bowls, and
computers.
video (K.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
describe properties of objects and characteristics of organisms;
video (B)
observe and identify patterns including seasons, growth, and day and night and
predict what happens next; and
video (C)
recognize and copy patterns seen in charts and graphs.
video (K.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects into groups according to their parts and describe how
the groups are formed;
video (B)
record observations about parts of plants including leaves, roots, stems, and
flowers;
video (C)
record observations about parts of animals including wings, feet, heads, and tails;
video (D)
identify parts that, when separated from the whole, may result in the part or the
whole not working, such as cars without wheels and plants without roots; and
video (K.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, describe, and record changes in size, mass, color, position, quantity,
time, temperature, sound, and movement;
video (K.8)
Scientific concepts. The student knows the difference between living
organisms and nonliving objects.
(A)
identify a particular organism or object as living or nonliving; and
video (B)
group organisms and objects as living or nonliving.
video (K.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify basic needs of living organisms;
video (B)
give examples of how living organisms depend on each other; and
video (C)
identify ways that the Earth can provide resources for life.
video (1.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (1.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations and draw conclusions; and
video (E)
communicate explanations about investigations.
video (1.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (1.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including hand lenses, clocks, computers,
thermometers, and balances;
video (B)
record and compare collected information; and
video (C)
measure organisms and objects and parts of organisms and objects, using
non-standard units such as paper clips, hands, and pencils.
video (1.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
sort objects and events based on properties and patterns; and
video (B)
identify, predict, and create patterns including those seen in charts, graphs, and
numbers.
video (1.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects according to their parts and characteristics;
video (B)
observe and describe the parts of plants and animals;
video (1.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, and record changes in size, mass, color, position, quantity,
sound, and movement;
video (1.8)
Scientific concepts. The student distinguishes between living organisms and
nonliving objects. video (A)
group living organisms and nonliving objects; and
video (B)
compare living organisms and nonliving objects.
video (1.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify characteristics of living organisms that allow their basic needs to be
met; and
video (B)
compare and give examples of the ways living organisms depend on each other for
their basic needs.
video (2.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and dispose of materials.
video (2.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
compare results of investigations with what students and scientists know about the
world;
video (D)
gather information using simple equipment and tools to extend the senses;
video (E)
construct reasonable explanations and draw conclusions using information and prior
knowledge; and
video (F)
communicate explanations about investigations.
video (2.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (2.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including rulers, meter sticks, measuring cups,
clocks, hand lenses, computers, thermometers, and balances; and
video (B)
measure and compare organisms and objects and parts of organisms and objects, using
standard and non-standard units.
video (2.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
classify and sequence organisms, objects, and events based on properties and
patterns; and
video (B)
identify, predict, replicate, and create patterns including those seen in charts,
graphs, and numbers.
video (2.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
manipulate, predict, and identify parts that, when separated from the whole, may
result in the part or the whole not working, such as flashlights without batteries and
plants without leaves;
video (B)
manipulate, predict, and identify parts that, when put together, can do things they
cannot do by themselves, such as a guitar and guitar strings;
video (C)
observe and record the functions of plant parts; and
video (D)
observe and record the functions of animal parts.
video (2.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, record, analyze, predict, and illustrate changes in size, mass,
temperature, color, position, quantity, sound, and movement;
video (2.8)
Scientific concepts. The student distinguishes between living organisms and
nonliving objects.
(A)
identify characteristics of living organisms; and
video (B)
identify characteristics of nonliving objects.
video (2.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify the external characteristics of different kinds of plants and animals that
allow their needs to be met; and
video (B)
compare and give examples of the ways living organisms depend on each other and on
their environments.
video (2.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, water, and gases of the atmosphere.
(B)
identify uses of natural resources.
video (3.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (3.2)
Scientific processes.The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine and evaluate
information.
video (3.3)
Scientific processes. The student knows that information, critical
thinking, and scientific problem solving are used in making decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (3.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses,
meter sticks, rulers, balances, magnets, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (3.5)
Scientific concepts. The student knows that systems exist in the world.
(A)
observe and identify simple systems such as a sprouted seed and a wooden toy car;
and
video (B)
observe a simple system and describe the role of various parts such as a
yo-yo and string.
video (3.8)
Scientific concepts. The student knows that living organisms need food,
water, light, air, a way to dispose of waste, and an environment in which to live.
(A)
observe and describe the habitats of organisms within an ecosystem;
video (B)
observe and identify organisms with similar needs that compete with one another for
resources such as oxygen, water, food, or space;
video (C)
describe environmental changes in which some organisms would thrive, become ill, or
perish; and
video (D)
describe how living organisms modify their physical environment to meet their needs
such as beavers building a dam or humans building a home.
video (3.9)
Scientific concepts. The student knows that species have different
adaptations that help them survive and reproduce in their environment.
(A)
observe and identify characteristics among species that allow each to survive and
reproduce; and
video (B)
analyze how adaptive characteristics help individuals within a species to survive
and reproduce.
video (3.10)
Scientific concepts. The student knows that many likenesses between
offspring and parents are inherited from the parents.
(A)
identify some inherited traits of plants; and
video (B)
identify some inherited traits of animals.
video (3.11)
Scientific concepts. The student knows that the natural world includes earth
materials and objects in the sky.
(A)
identify and describe the importance of earth materials including rocks, soil,
water, and gases of the atmosphere in the local area and classify them as renewable,
nonrenewable, or inexhaustible resources;
video (B)
identify and record properties of soils such as color and texture, capacity to
retain water, and ability to support the growth of plants;
video (4.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (4.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.
video (4.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (4.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, safety goggles,
microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter
sticks, timing devices, balances, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (4.5)
Scientific concepts. The student knows that complex systems may not work if
some parts are removed.
(A)
identify and describe the roles of some organisms in living systems such as plants
in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and
video (B)
predict and draw conclusions about what happens when part of a system is removed.
video (4.7)
Scientific concepts. The student knows that matter has physical properties.
(A)
observe and record changes in the states of matter caused by the addition or
reduction of heat; and
video (B)
conduct tests, compare data, and draw conclusions about physical properties of
matter including states of matter, conduction, density, and buoyancy.
video (4.8)
Scientific concepts. The student knows that adaptations may increase the
survival of members of a species.
(A)
identify characteristics that allow members within a species to survive and
reproduce;
video (B)
compare adaptive characteristics of various species; and
video (C)
identify the kinds of species that lived in the past and compare them to existing
species.
video (4.10)
Scientific concepts. The student knows that certain past events affect
present and future events.
(A)
identify and observe effects of events that require time for changes to be
noticeable including growth, erosion, dissolving, weathering, and flow; and
video (5.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (5.2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement descriptive and simple experimental investigations including
asking well-defined questions, formulating testable hypotheses, and selecting and using
equipment and technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts using tools including computers
to organize, examine, and evaluate information.
video (5.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (5.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses,
balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety
goggles; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (5.5)
Scientific concepts. The student knows that a system is a collection of
cycles, structures, and processes that interact.
(A)
describe some cycles, structures, and processes that are found in a simple system;
and
video (B)
describe some interactions that occur in a simple system.
video (5.6)
Scientific concepts. The student knows that some change occurs in cycles.
(B)
identify the significance of the water, carbon, and nitrogen cycles; and
video (5.9)
Scientific concepts. The student knows that adaptations may increase the
survival of members of a species.
(A)
compare the adaptive characteristics of species that improve their ability to
survive and reproduce in an ecosystem;
video (B)
analyze and describe adaptive characteristics that result in an organism's unique
niche in an ecosystem; and
video (C)
predict some adaptive characteristics required for survival and reproduction by an
organism in an ecosystem.
video (5.10)
Scientific concepts. The student knows that likenesses between offspring and
parents can be inherited or learned.
(A)
identify traits that are inherited from parent to offspring in plants and animals;
and
video (B)
give examples of learned characteristics that result from the influence of the
environment.
video (5.11)
Scientific concepts. The student knows that certain past events affect
present and future events.
(A)
identify and observe actions that require time for changes to be measurable,
including growth, erosion, dissolving, weathering, and flow;
video (C)
identify past events that led to the formation of the Earth's renewable,
non-renewable, and inexhaustible resources.
video (6.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (6.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (6.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (6.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, analyze, and record information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot
plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes,
telescopes, thermometers, calculators, field equipment, compasses, computers, and computer
probes; and
video (B)
identify patterns in collected information using percent, average, range, and
frequency.
video (6.8)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(A)
define matter and energy;
video (B)
explain and illustrate the interactions between matter and energy in the water
cycle and in the decay of biomass such as in a compost bin; and
video (C)
describe energy flow in living systems including food chains and food webs.
video (6.9)
Scientific concepts. The student knows that obtaining, transforming, and
distributing energy affects the environment.
(A)
identify energy transformations occurring during the production of energy for human
use such as electrical energy to heat energy or heat energy to electrical energy;
video (C)
research and describe energy types from their source to their use and determine if
the type is renewable, non-renewable, or inexhaustible.
video (6.12)
Scientific concepts. The student knows that the responses of organisms are
caused by internal or external stimuli.
(A)
identify responses in organisms to internal stimuli such as hunger or thirst;
video (B)
identify responses in organisms to external stimuli such as the presence or absence
of heat or light; and
video (C)
identify components of an ecosystem to which organisms may respond.
video (7.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (7.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, make inferences, and predict trends from direct and indirect
evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine,Kindergarten
The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 1
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 2
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 3
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 4
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 5
The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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The student is expected to:
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Grade 6
The student is expected to:
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The student is expected to:
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The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
Grade 7
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online