GIStandards
https://trbaker.github.io/GIStandards/
A machine analysis of geospatial language in US K-12 state curriculum standards
New York
Report date: 2021-07-08
The frequency of all keywords found in this state's standards: 22
Comparable state score: 0.243 (median: .303, SD: .324)
The frequency above is the sum of all keywords found in all of this state's four core academic standards and the state's CTE/career standards. This total count is broken down by keyword and discipline area below.
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
Frequencies by keyword or phrase:- spatial: 13
- Geographic Information System: 3
- geospatial: 2
- GIS: 4
Frequencies by discipline area: - SS: 7
(Comp: 0.467) - SC: 2
(Comp: 0.102) - MA: 3
(Comp: 0.19) - ELA: 1
(Comp: 0.117) - CTE: 9
(Comp: 0.286)
Support files: Examples of keyword use by discipline area (and document): - CTE
- AFNR Career Cluster Content Standards.pdf, page:31, position:976
types of geographic data used in AFNR systems.CS.02.01.01.b. Analyze and interpret AFNR related geographic data using a variety of systems and technologies (e.g., GIS, GPS, etc.).CS.02.01.01.c. Evaluate geographic - AFNR Career Cluster Content Standards.pdf, page:74, position:3339
CONNECTIONS TO OTHER PATHWAYS:For additional content standards on energy, see Natural Resource Systems NRS.02 and NRS.03.For additional content standards on precision technology, speci˜cally Geographic Information Systems, see Natural Resource Systems NRS.03.For additi - AFNR Career Cluster Content Standards.pdf, page:84, position:49
- AFNR Career Cluster Content Standards.pdf, page:95, position:3581
additional content standards on the topic of climate change, see Environmental Service Systems ESS.03.For additional content standards on the topic of precision technologies, speci˜cally Geographic Information Systems, see Environmental Service Systems ESS.05.For a - AFNR Career Cluster Content Standards.pdf, page:104, position:34
- AFNR Career Cluster Content Standards.pdf, page:119, position:3334
attainment of each level of pro˜ciency based upon local CTE program structures.CONNECTIONS TO OTHER PATHWAYS:For additional content standards on the topic of precision technologies, speci˜cally Geographic Information Systems, see Environmental Service Systems ESS.05 and N - AFNR Career Cluster Content Standards.pdf, page:126, position:815
the cost of operat-ing an electrical motor.PST.04.04.02.c. Plan and wire electrical circuits (i.e., single pole switch, three-way switch, duplex outlet, etc.).PST.05. Use control, monitoring, geospatial and other technologies in AFNR power, structural - AFNR Career Cluster Content Standards.pdf, page:127, position:1659
the above performance indicator. The topics represented by each strand are not all-encompassing.PST.05.03.01.a. Research and summarize the impact of utilizing geospatial technologies (i.e., GPS, GIS, remote sensing, telematics, etc. ) in AFNR syst - AFNR Career Cluster Content Standards.pdf, page:127, position:1251
agricultural production and manu-facturing.PST.05.02.03.c. Develop and implement AFNR power, structural and technical control systems using programmable logic controllers PST.05.03. Apply geospatial technologies to solve problems and increase the e
- ELA
- nys-next-generation-ela-standards.pdf, page:52, position:791
(e.g., knew, believed, suspected, heard, wondered). 3L6: Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner t
- MA
- nys-next-generation-mathematics-p-12-standards.pdf, page:9, position:1835
(e.g., shape and special relations) using appropriate vocabulary; identify and name basic two-dimensional shapes, such as triangles, rectangles, squares, and circles; and use basic shapes and spatial reasoning to model objects in their everyday en - nys-next-generation-mathematics-p-12-standards.pdf, page:16, position:484
time should focus on two areas: (1) developing a sound sense of numbers by representing and comparing numbers, initially using sets of objects; (2) recognizing and describing shapes and using spatial relations. More learning time in Kindergarten sh - nys-next-generation-mathematics-p-12-standards.pdf, page:33, position:1818
examples that decomposing into more equal shares creates smaller shares. Coherence: NY-1.G.3 NY-2.G.3 Within-Grade Connections: Composing shapes to create a new shape (NY-1.G.2) is the spatial analogue of composing numbers to create new numb
- SC
- p-12-science-learning-standards.pdf, page:46, position:1749
half-lives, and defining index fossils.] MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth™s surface at varying temporal and spatial scales. [Clarification Statement: Emphasis - p-12-science-learning-standards.pdf, page:74, position:1901
of solar system objects, and the impact cratering record of planetary surfaces.] HS-ESS2-1. Develop a model to illustrate how Earth™s internal and surface processes operate at different spatial and temporal scales to form continental and oce
- SS
- ss-framework-k-8a2.pdf, page:66, position:2887
and regions. Characterize and analyze changing connections between places and regions. Recognize that boundaries and definition of location are historically constructed. Describe the spatial organization of place considering the historic - ss-framework-k-8a2.pdf, page:80, position:296
of regions affect the history of societies in the Eastern Hemisphere. 5. Describe how human activities alter places and regions in the Eastern Hemisphere. 6. Describe the spatial organization of place, considering the historical - ss-framework-k-8a2.pdf, page:90, position:1030
economic, and physical-environmental) of regions affect the history of the United States. 5. Characterize and analyze changing interconnections between places and regions. 6. Describe the spatial organization of place, considering the historic - ss-framework-k-8a2.pdf, page:101, position:125
- ss-framework-9-12.pdf, page:2, position:3472
to the locations of other places and people. 2. Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context. Grades 9-12 Page 2 - ss-framework-9-12.pdf, page:11, position:766
such as 9.5 Political Powers and Achievements, 9.9 Transformation of Western Europe and Russia and 9.10 Interactions and Disruptions. While the course emphasizes the importance of historical and spatial thinking, all of the social studies practices an - ss-framework-9-12.pdf, page:20, position:682
and attention. For example, 10.1 The World in 1750 is a brief introduction and will not require as much time as other Key Ideas. While the course emphasizes the importance of historical and spatial thinking, all of the social studies practices an
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
(Comp: 0.467)
(Comp: 0.102)
(Comp: 0.19)
(Comp: 0.117)
(Comp: 0.286)
- AFNR Career Cluster Content Standards.pdf, page:31, position:976
types of geographic data used in AFNR systems.CS.02.01.01.b. Analyze and interpret AFNR related geographic data using a variety of systems and technologies (e.g., GIS, GPS, etc.).CS.02.01.01.c. Evaluate geographic - AFNR Career Cluster Content Standards.pdf, page:74, position:3339
CONNECTIONS TO OTHER PATHWAYS:For additional content standards on energy, see Natural Resource Systems NRS.02 and NRS.03.For additional content standards on precision technology, speci˜cally Geographic Information Systems, see Natural Resource Systems NRS.03.For additi - AFNR Career Cluster Content Standards.pdf, page:84, position:49
- AFNR Career Cluster Content Standards.pdf, page:95, position:3581
additional content standards on the topic of climate change, see Environmental Service Systems ESS.03.For additional content standards on the topic of precision technologies, speci˜cally Geographic Information Systems, see Environmental Service Systems ESS.05.For a - AFNR Career Cluster Content Standards.pdf, page:104, position:34
- AFNR Career Cluster Content Standards.pdf, page:119, position:3334
attainment of each level of pro˜ciency based upon local CTE program structures.CONNECTIONS TO OTHER PATHWAYS:For additional content standards on the topic of precision technologies, speci˜cally Geographic Information Systems, see Environmental Service Systems ESS.05 and N - AFNR Career Cluster Content Standards.pdf, page:126, position:815
the cost of operat-ing an electrical motor.PST.04.04.02.c. Plan and wire electrical circuits (i.e., single pole switch, three-way switch, duplex outlet, etc.).PST.05. Use control, monitoring, geospatial and other technologies in AFNR power, structural - AFNR Career Cluster Content Standards.pdf, page:127, position:1659
the above performance indicator. The topics represented by each strand are not all-encompassing.PST.05.03.01.a. Research and summarize the impact of utilizing geospatial technologies (i.e., GPS, GIS, remote sensing, telematics, etc. ) in AFNR syst - AFNR Career Cluster Content Standards.pdf, page:127, position:1251
agricultural production and manu-facturing.PST.05.02.03.c. Develop and implement AFNR power, structural and technical control systems using programmable logic controllers PST.05.03. Apply geospatial technologies to solve problems and increase the e
- nys-next-generation-ela-standards.pdf, page:52, position:791
(e.g., knew, believed, suspected, heard, wondered). 3L6: Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner t
- nys-next-generation-mathematics-p-12-standards.pdf, page:9, position:1835
(e.g., shape and special relations) using appropriate vocabulary; identify and name basic two-dimensional shapes, such as triangles, rectangles, squares, and circles; and use basic shapes and spatial reasoning to model objects in their everyday en - nys-next-generation-mathematics-p-12-standards.pdf, page:16, position:484
time should focus on two areas: (1) developing a sound sense of numbers by representing and comparing numbers, initially using sets of objects; (2) recognizing and describing shapes and using spatial relations. More learning time in Kindergarten sh - nys-next-generation-mathematics-p-12-standards.pdf, page:33, position:1818
examples that decomposing into more equal shares creates smaller shares. Coherence: NY-1.G.3 NY-2.G.3 Within-Grade Connections: Composing shapes to create a new shape (NY-1.G.2) is the spatial analogue of composing numbers to create new numb
- p-12-science-learning-standards.pdf, page:46, position:1749
half-lives, and defining index fossils.] MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth™s surface at varying temporal and spatial scales. [Clarification Statement: Emphasis - p-12-science-learning-standards.pdf, page:74, position:1901
of solar system objects, and the impact cratering record of planetary surfaces.] HS-ESS2-1. Develop a model to illustrate how Earth™s internal and surface processes operate at different spatial and temporal scales to form continental and oce
- ss-framework-k-8a2.pdf, page:66, position:2887
and regions. Characterize and analyze changing connections between places and regions. Recognize that boundaries and definition of location are historically constructed. Describe the spatial organization of place considering the historic - ss-framework-k-8a2.pdf, page:80, position:296
of regions affect the history of societies in the Eastern Hemisphere. 5. Describe how human activities alter places and regions in the Eastern Hemisphere. 6. Describe the spatial organization of place, considering the historical - ss-framework-k-8a2.pdf, page:90, position:1030
economic, and physical-environmental) of regions affect the history of the United States. 5. Characterize and analyze changing interconnections between places and regions. 6. Describe the spatial organization of place, considering the historic - ss-framework-k-8a2.pdf, page:101, position:125
- ss-framework-9-12.pdf, page:2, position:3472
to the locations of other places and people. 2. Identify, describe, and evaluate the relationships between people, places, regions, and environments by using geographic tools to place them in a spatial context. Grades 9-12 Page 2 - ss-framework-9-12.pdf, page:11, position:766
such as 9.5 Political Powers and Achievements, 9.9 Transformation of Western Europe and Russia and 9.10 Interactions and Disruptions. While the course emphasizes the importance of historical and spatial thinking, all of the social studies practices an - ss-framework-9-12.pdf, page:20, position:682
and attention. For example, 10.1 The World in 1750 is a brief introduction and will not require as much time as other Key Ideas. While the course emphasizes the importance of historical and spatial thinking, all of the social studies practices an