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2009-2010 – Master (updated 10/27/09)
LEARNING OUTCOMES
ST. PAUL’S ACADEMY
3000 Northwest Avenue
Bellingham Washington 98225
sp-
St. Paul’s is a relatively new and growing PK-10 school. These Learning Outcomes and Washington State Essential Academic Learning Requirements (EALRs) or Performance Expectations (PEs) constitute expectations for what is taught in our classrooms – the faculty determines how. Our students usually exceed the EALRs and PEs because of our small class size and challenging curriculum. Please consult the faculty and administration for further detail.
A teaching approach called "Central Subject" is the organizing force behind St. Paul’s curriculum. It is a yearlong topic around which each grade focuses its work in language and social studies. It is the study of a people, a period of history, an idea or movement. It is a way of organizing subject matter that is flexible, inclusive, frequently changing in its application, yet constant in its commitment to certain approaches to study. Other academic activities—science, Spanish, French, art, math, and athletics—frequently become parts of the Central Subject theme. This integrated approach to learning turns all students into scholars and researchers.
LANGUAGE ARTS 2
MATHEMATICS 143
SOCIAL STUDIES 251
SCIENCE 339
TECHNOLOGY 438
FRENCH 458
SPANISH 468
FINE ARTS 479
RELIGIOUS STUDIES 494
PHYSICAL EDUCATION 498
LANGUAGE ARTS
Toddler – Language Arts
Central subject: CELEBRATIONS
T-1 CARES FOR BOOKS AND MATERIALS
T-2 Demonstrates an interest in picture books
T-3 Listens to and enjoys stories
T-4 Names a range of implements (pencil, crayon)
T-5 Learns to hold implements
T-6 Makes representations on paper following directions
T-7 Waits turn to share responses and opinion
Pre-Kindergarten 3 – Language Arts
Central subject: ANIMALS
P3-1 IS AWARE OF RESPONSIBILITIES IN CARING FOR BOOKS
P3-2 Is an attentive listener during oral reading
P3-3 Is able to retell main events
P3-4 Is able to identify main characters
P3-5 Is able to ask and answer questions about a story
P3-6 Is able to join in discussions about a story
P3-7 Can dictate a story
Pre-Kindergarten 4 – Language Arts
Central subject: The Seasons
READING
P4-1 Is aware of responsibilities in caring for books
P4-2 Is an attentive listener during oral reading
P4-3 Is able to retell main events
P4-4 Is able to identify main characters
P4-5 Is able to ask and answer questions about a story
P4-6 Is able to join in discussions about a story
P4-7 Can dictate a story
Writing
P4-8 Sept. - Recognizes letters of the alphabet
P4-9 Sept. - Recites letters of the alphabet
P4-10 April - Can trace and stencil letters and short words
P4-11 April - Writes simple words and gives their meaning (own name)
P4-12 Jan. - Can play with words, offering rhyme and repetition
Support Skills
P4-13 Sept. - Waits turn to share material, answers and opinion
P4-14 Sept. - Describes objects by shape, size and color
P4-15 Dec. - Participates in drama and puppetry presentations
P4-16 Feb. - Follows directions sequentially
P4-17 Sept. - Understands that words convey messages
Kindergarten – Language Arts
CENTRAL SUBJECT: LIFE CYCLES
READING
In kindergarten, students understand and apply concepts of print, phonological, and phonemic awareness. They expand their oral language skills and gain meaningful vocabulary for reading. Students demonstrate comprehension through a variety of responses when listening to or viewing informational and literary text. They are interested in a variety of books.
EALR 1: The student understands and uses different skills and strategies to read.
|Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.1 Understand and apply concepts of print.
• Use directionality when listening to or following text.
• Identify front cover, back cover, and title of books.
• Recognize that print represents spoken language (e.g., environmental print and own name).
• Recognize letters and spaces between words.
1.1.2 Understand and apply phonological awareness and phonemic awareness.
• Substitute auditorially one phoneme for another to make a new word (e.g., beginning and ending sounds; oddity tasks).
• Discriminate auditorially rhyme and identify rhyming words in response to an oral prompt.
• Manipulate and segment words orally by onset and rime.
• Segment and blend two and three phoneme words orally.
1.1.3 Apply understanding of oral language skills to develop reading skills.
• Participate orally in discussions/interactions (e.g., contribute descriptions, explanations, and details) when listening to stories read aloud and/or during shared reading.
1.1.4 Apply understanding of phonics.
• Identify letters of the alphabet.
• Identify common consonant sounds and short vowel sounds.
• Use common consonant sounds with short vowel sounds to decode three- and four-letter words.
• Use knowledge of phonics to read unfamiliar words in isolation and in context.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand how to use resources to learn new word meanings.
• Use simple resources with teacher guidance (e.g., picture dictionaries).
1.2.2 Apply vocabulary strategies in grade-level text.
• Use oral language structure, letters, and pictures to predict and confirm word meaning with teacher guidance.
• Use prior knowledge and context in read aloud and/or shared reading to predict meaning of unfamiliar words.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Use oral vocabulary gained through listening to a variety of read alouds from informational/expository text and literary/narrative text, including text from a variety of cultures and communities.
1.3.2 Understand and apply content/academic vocabulary.
• Use content/academic vocabulary during class discussions.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.1 Know common sight words appropriate to grade-level.
• Read selected sight words in isolation/lists.
• Recognize common sight words in text.
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.1 Understand how to ask questions about text.
• Ask and answer questions before, during, and after read aloud and/or shared reading.
2.1.2 Understand how to create mental imagery.
• Compose visual images from what is read aloud and/or during shared reading. (e.g., draw a picture to represent something that was read in a story).
2.1.3 Understand that some parts of the text are more important than others.
• Identify important parts of informational/expository text and literary/narrative text in a group discussion.
2.1.4 Understand how to use prior knowledge.
• Make connections or identify similarities between self and text from a variety of cultures and communities after read alouds and/or shared reading.
2.1.5 Understand how to infer/ predict meaning.
• Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text.
• Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and prediction.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand story sequence.
• Retell familiar stories using a beginning, middle, and end. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first. )
2.2.2 Understand features of printed text and electronic sources.
• Identify page numbers and titles in text.
• Identify and use icons.
2.2.3 Understand story elements.
• Identify story elements of character, setting, and important events with teacher guidance.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Understand similarities within and between informational/expository text and literary/narrative text.
• Identify similarities in characters and settings within and between culturally relevant literary/narrative texts read aloud and/or during shared reading.
• Identify common information about a topic within and between texts (e.g., all birds in the text build their nests on the ground).
2.3.2 Understand concept of categories.
• Sort objects by various attributes such as color, size, and purpose.
• Orally sort words by various attributes (e.g., food, animals, colors, shapes).
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
2.4.1 Understand how to give personal responses and make connections to text.
• Generate a personal response or make connections to text based on a teacher prompt using information from a culturally relevant read aloud and/or shared reading.
2.4.2 Understand purposes of simple text.
• Identify the purpose of everyday printed materials (e.g., signs, labels, newspapers, story books, lists, etc.).
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand that resources contain information needed to answer questions and solve problems.
• Listen to and talk about information from a variety of types of informational/expository text.
• Participate in whole-group discussions to generate questions and listen to informational/expository text for answers to those questions.
Component 3.2 Read to perform a task.
3.2.1 Understand that signs and labels convey information.
• Explain the meaning of labels and environmental print.
Component 3.4 Read for literary/narrative experience in a variety of genres.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition and generate a personal response.
3.4.2 Understand traditional and contemporary literature written in a variety of genres.
• Listen to and provide a personal response to literature including culturally relevant texts from a variety of genres by drawing, performing, and explaining.
3.4.3 Understand that literature represents different cultures and traditions.
• Identify and discuss the culture and/or traditions represented in a story (with teacher guidance).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Understand how readers choose books.
• Choose books and share with others with teacher guidance.
Writing
In kindergarten, students use pictures and print to convey meaning. They realize that ideas and thoughts are communicated in symbols. Students learn to form letters and show increasing knowledge of letters, sounds, and patterns. They copy signs, labels, names, and words in environmental print. They draft simple sentences, often with the same structure repeated within a piece or used in several pieces. As they choose to write for their own satisfaction, much of their writing will be about themselves, their families, pets, and friends.
EALR 1: The student understands and uses a writing process.
Component 1.1 Pre-writes to generate ideas and plan writing.
1.1.1 Uses pictures and talk for thinking about and planning writing.
• Uses drama, visuals, and concrete objects (e.g., puppets, toys) to plan writing.
• Uses multicultural literature (fiction and nonfiction) to stimulate ideas.
NOTE: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
Component 1.2: Produces draft(s).
1.2.1 Produces a draft of words, captions, and/or sentences.
• Writes a caption or sentences to explain a drawing.
• Labels pictures.
Component 1.3: Revises to improve text.
1.3.1 Understands that writing can be changed.
• Finds something that can be improved in own and others’ writing.
• Adds details to change drawing and writing to better represent ideas (e.g., adds clothing to change drawing of self).
Component 1.4: Edits text.
1.4.1 Understands that there are conventions of punctuation and capitalization in writing.
• Calls out places where ending punctuation and capitalization are needed during shared writing.
• Works with partner to edit writing for punctuation and capitalization.
Component 1.5: Publishes text to share with audience.
1.5.1 Publishes own writing.
• Shares published work (e.g., card for family member, drawing for bulletin board, author’s chair, class books).
Component 1.6: Adjusts writing process as necessary.
1.6.1 Proficiency in this GLE is not expected until grade 3.
1.6.2 Proficiency in this GLE is not expected until grade 3.
1.6.3 Proficiency in this GLE is not expected until grade 3.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences.
2.1.1 Knows that an audience exists outside of self.
• Draws and writes for self, family, friends, and teacher.
• Identifies the intended audience for a picture or written piece.
Component 2.2: Writes for different purposes.
2.2.1 Demonstrates understanding that writing has different purposes.
• Draws and writes to communicate with others (e.g., notes, cards, books).
• Draws and writes to retell, inform, and entertain.
Component 2.3: Writes in a variety of forms/genres.
2.3.1 Understands there is more than one form/genre of writing.
• Identifies and uses more than one form/genre.
Examples:
- experiential stories
- labels
- classroom books
- cards
Component 2.4: Writes for career applications.
2.4.1 Knows important personal information.
• Writes own name.
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing.
3.1.1 Analyzes ideas, selects topic, and adds detail.
Draws and labels pictures.
• Dictates ideas that match pictures to a scribe when necessary.
• Uses words and pictures to express ideas.
• Uses multicultural picture books as models to generate ideas.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Understands that writing is organized around one topic.
• Organizes ideas on one topic orally.
• Writes a story in pictures and in words following a pattern from literature (e.g., Grandfather’s Journey by Allen Say or The Hungry Caterpillar by Eric Carle).
Component 3.2: Uses appropriate style.
3.2.1 Understands concept of personal voice.
• Uses detail and color in drawings (e.g., larger shapes for more important elements).
• Listens for and discusses voice in multicultural read-alouds.
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Uses a variety of words.
• Builds a rich vocabulary through talking, listening, and language activities.
• Uses words from environmental print (e.g., stop signs, cereal boxes, logos).
• Uses classroom resources (e.g., word walls, name charts, labels, other student/teacher-generated resources).
3.2.3 Understands sentence fluency.
• Listens to and discusses different sentence structures in read-alouds (e.g., “Do you notice that some sentences are short and some are long?”).
• Participates in shared reading/writing of poems, songs, chants, and prose.
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Understands and applies directionality and spacing of letters.
• Writes uppercase and lowercase letters.
• Writes letters reasonably close to one another.
• Writes left to right and top to bottom.
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Uses phonemes and letter knowledge in phonetic spelling.
• Spells some high-frequency one- to three-letter words (e.g., I, me, cat).
• Uses beginning and ending sounds to write words.
• Understands that the sequence of letters in a word matches the sequence of sounds.
• Uses classroom resources (e.g., word walls) to find and check known words.
3.3.3 Applies capitalization rules.
• Capitalizes first letter in first and last name.
• Capitalizes pronoun “I.”
• Identifies capital letters during shared reading and writing.
3.3.4 Understands use of end marks in writing.
• Observes and discusses use of ending punctuation in shared writing.
3.3.5 Applies usage rules.
• Uses pronouns as substitutes for nouns orally.
• Uses correct singular and plural nouns orally.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Understands criteria are used to select a preferred piece of writing.
• Discusses preferred stories and authors (e.g., student authors, adult authors) and gives reasons for preferences (e.g., colorful illustrations, rhymes).
4.1.2 Uses specific criteria for analyzing own writing.
• Participates in developing classroom criteria (e.g., “Does it make sense?”).
Component 4.2: Sets goals for improvement. W
4.2.1 Identifies general goals for own writing.
• Confers with teacher to set goals (e.g., add color or detail to drawing).
• Monitors progress with a goal sheet (e.g., T-chart — I can … I am learning to …).
• Selects pieces that demonstrate new learning (e.g., portfolio entries, collections of drafts).
Support Skills
K-1 Listens attentively
K-2 Follows simple oral instructions
K-3 Speaks clearly and audibly
K-4 Uses basic grammar when speaking
K-5 Speaks in turn
K-6 Volunteers to share ideas, opinions and answers
K-7 Participates in language activities (songs, poems, story telling)
K-8 Begins to use appropriate language in responses
Grade One – Language Arts
CENTRAL SUBJECT: Families
READING
In first grade, students apply concepts of print, phonological and phonemic awareness, oral language skills, and phonics. They continue to expand their reading vocabulary and demonstrate comprehension by participating in a variety of responses. Students choose and read a variety of books for pleasure.
EALR 1: The student understands and uses different skills and strategies to read.
|Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.1 Understand and apply concepts of print.
• Use directionality when reading independently.
• Identify title page, table of contents, author, and illustrator of books.
• Recognize that print represents spoken language.
• Recognize the difference between words and sentences (e.g., know sentences start with capital letters and end with punctuation).
• Identify a word and its beginning and ending letters.
1.1.2 Understand and apply phonological awareness and phonemic awareness.
• Identify syllables in a word auditorially.
• Identify and generate rhyme.
• Segment and blend multi-syllabic words, including compound words.
• Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word.
• Segment and blend words orally containing three to five phonemes.
• Generate words that begin or end with the same sound or different sounds.
• Blend and segment onset and rime.
1.1.3 Apply understanding of oral language skills to develop reading skills.
• Participate orally in discussions about stories listened to and read (e.g., contribute who, what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).
1.1.4 Apply understanding of phonics.
• Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).
• Use onset and rime/word families to decode words in isolation and in context.
• Decode words in isolation and in context following common vowel patterns.
• Use knowledge of phonics to read unfamiliar words in isolation and in context.
• Read compound words, contractions, and words with common inflectional endings in isolation and in context.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand how to use resources to learn new vocabulary/word meanings.
• Use simple resources with teacher guidance (e.g., word banks, alphabet books or charts).
1.2.2 Apply vocabulary strategies in grade-level text.
• Use common inflectional endings to understand the meaning of words: -s, -ed, -ing, -er, -est.
• Use strategies including context and re-reading to self-correct.
• Use prior knowledge, context, pictures, illustrations, and diagrams to predict and confirm word meaning with teacher guidance.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Use oral and reading vocabulary gained by listening to and reading informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
1.3.2 Understand and apply content/academic vocabulary.
• Use content/academic vocabulary during class discussions and/or writing (e.g., ethnic and native language terminology; terms specific to geographical settings; terms specific to literature, science, math, and writing).
Component 1.4 Apply word recognition skills and strategies to read fluently.
1. Know common sight words appropriate to grade-level.
• Read selected sight words with automaticity.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud familiar grade-level text with accuracy in a manner that sounds like natural speech.
• Read aloud unpracticed grade-level text at a fluency rate of 50–65+ words correct per minute.
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.1 Understand how to use questioning when reading.
• Ask and answer questions before, during, and after read aloud, instruction/practice time, and independent reading.
2.1.2 Understand how to create mental imagery.
• Compose visual images from what is read aloud and/or read by self (e.g., draw a picture to represent something that was read in a story).
2.1.3 Understand and identify important or main ideas and important details in text.
• State main idea and list important details in informational/expository text, verbally or by using graphic organizers.
• State the gist of the story or poem with teacher guidance.
2.1.4 Understand how to use prior knowledge.
• Make connections or identify similarities between self and text and text-to-text including text from a variety of cultures and communities, after read aloud and independent reading.
2.1.5 Understand how to infer/predict meaning.
• Make and confirm predictions based on information from culturally relevant text (through support of teacher questions).
• Make inferences before, during, and after hearing or reading a culturally relevant story using prior knowledge, story structure, and prediction.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand story sequence.
• Retell stories with correct sequence of events. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)
2.2.2 Understand and apply features of printed text and electronic sources to locate and understand information.
• Identify and use title pages, table of contents, glossary, diagrams, and maps to find information.
• Identify and use icons, pull-down menus, and toolbars.
2.2.3 Understand story elements.
• Identify and explain story elements.
2.2.4 Understand simple organizational structures of text.
• Predict text patterns using attribute and/or concept books.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.
2.3.1 Understand similarities and differences within and between informational/expository and literary/narrative text.
• Explain similarities and differences in character, setting, and important events within and between culturally relevant literary/narrative texts which are read or listened to.
• Identify similar information about a topic contained in more than one informational/expository text.
2.3.2 Understand concept of categories.
• Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
2.4.1 Understand how to give personal or text-based responses and make connections to text.
• Generate a personal or text-based response and/or make connections to text based on teacher prompt using information from a culturally relevant reading or read aloud.
2.4.2 Understand purposes of text.
• Identify the purpose of printed materials (e.g., everyday materials, including lists, signs, cereal boxes; fairy tales; fables; and informational/expository trade books).
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand that resources answer questions and solve problems.
• Listen to and/or read a variety of types of informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.
Component 3.2 Read to perform a task.
3.2.1 Understand how to read for information.
• Read and explain labels and environmental print.
• Read and follow simple directions.
• Use cover and title page information, page numbers, and simple maps to perform a task.
Component 3.4 Read for literary/narrative experience in a variety of genres.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.
3.4.2 Understand traditional and contemporary literature written in a variety of genres.
• Identify the characteristics of a variety of genres.
• Listen, read, and respond to literature from a variety of genres, including culturally relevant texts, by drawing, writing about, performing, and presenting.
3.4.3 Understand that literature represents different cultures and traditions.
• Identify and discuss the culture and/or traditions represented in a story with teacher guidance.
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.1 Understand how to monitor reading progress.
• Explain own reading behaviors in teacher-led discussions/questioning.
4.1.2 Understand how to set reading goals.
• Explain why setting a reading goal is important and set a reading goal with teacher guidance.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Understand how readers choose books.
• Identify favorite books and share reasons for the choice with others.
• Self-select books at an independent level and an instructional level.
Writing
In first grade, students are able to develop an idea or item of information beyond one sentence, adding some details of description or explanation. Simple sentences are sequenced with some logical development. Students use some prewriting strategies with support from the teacher. Although phonetic spelling is common, there is a marked increase in the number of words spelled accurately, and students demonstrate an awareness of some spelling patterns. As understanding of revising and editing develops, students reread what they write, and the clarity and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter formation ensure work is legible.
EALR 1: The student understands and uses a writing process.
|Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Applies at least one strategy for generating ideas and planning writing.
• Brainstorms, makes lists, and sometimes formulates first sentence before writing.
• Talks or draws to generate ideas and rehearse writing (e.g., class brainstorm, individual drawing).
• Uses multicultural literature (fiction and nonfiction) to stimulate ideas.
|Component 1.2: Produces draft(s). |
1.2.1 Produces a draft in sentences.
• Uses a plan from prewriting to write a draft.
• Writes a draft that includes more than one sentence.
|Component 1.3: Revises to improve text. |
1.3.1 Revises text by adding words and/or phrases to draft.
• Reads own work and makes some revisions in response to teacher questions or peer feedback (e.g., “My dog went for a walk” becomes “My spotted dog went for a long walk” in response to the teacher’s questions: “What does the dog look like? What kind of walk is it?”).
• Rereads draft to self, peers, or adults.
• Asks others (e.g., librarian, principal, paraprofessionals, day-care provider, family members) to read and make comments.
• Recognizes overused words and makes substitutions (e.g., yelled for said).
|Component 1.4: Edits text. |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Edits shared text with teacher guidance.
• Reads own work and makes some changes, especially punctuation.
• Uses a simple checklist for editing.
|Component 1.5: Publishes text to share with audience. |
1.5.1 Publishes own writing.
• Shares writing with others (e.g., author’s chair, bulletin board, Young Authors’ Day).
• Illustrates work (e.g., drawings, computer graphics, collages).
• Shares writing in self-published books.
|Component 1.6: Adjusts writing process as necessary. |
1.6.1 Proficiency in this GLE is not expected until grade 3.
1.6.2 Proficiency in this GLE is not expected until grade 3.
1.6.3 Proficiency in this GLE is not expected until grade 3.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
|Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Knows that an audience exists outside of self.
• Writes for self, family, friends, and teacher.
• Identifies the intended audience for a written piece.
|Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding that writing has different purposes.
• Writes to express own ideas (e.g., scientific observations).
• Writes to communicate with others (e.g., notes, cards).
• Writes to explain how to do something
• (e.g., how to walk down the hall at school).
• Writes to retell in some detail and in correct sequence.
• Writes to inform (e.g., answers to questions, cultural customs).
• Writes to entertain (e.g., jokes, riddles, funny stories).
|Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Understands there is more than one form/genre of writing.
• Identifies and uses a variety of new forms/genres.
Examples:
- notes to others
- scientific observations
- answers to questions
- patterned poetry
- stories
|Component 2.4: Writes for career applications. |
2.4.1 Knows important personal information.
• Writes first and last names and contact address.
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.
• Develops ideas for topics orally and visually (e.g., discusses, draws, and/or writes to develop ideas).
• Develops and chooses from a list of general topics for writing (e.g., pets, friends, favorite places).
• Elaborates on ideas using descriptive words and phrases (e.g., My yellow striped cat jumped on my bed.).
• Selects title for a piece of writing.
3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.
• Uses simple conjunctions as transitions (e.g., then, now, and).
• Writes to follow the organization of a mentor text (e.g., It Looked Like Spilt Milk by Charles Shaw or Tops and Bottoms by Janet Stevens).
Component 3.2: Uses appropriate style. W
3.2.1 Understands concept of personal voice.
• Uses detail and color in drawings.
• Uses exclamation points (e.g., I love pizza!).
• Uses size and shape of word for emphasis (e.g., WOW, scary).
• Discusses voice of author in read-alouds (e.g., “Bill Martin, Jr., sounds like he’s singing.”).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Uses a variety of words.
• Builds a rich vocabulary through listening, talking, signing, writing, and language activities.
• Uses descriptive words (e.g., color words, sensory words, size words).
• Uses classroom resources (e.g., personal dictionaries, word walls, other student/teacher-generated resources).
3.2.3 Understands sentence fluency.
• Participates in shared reading/writing of poems, songs, chants, and prose.
• Uses simple and some compound sentences.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Understands and applies spacing and directionality; writes legibly.
• Writes uppercase and lowercase letters.
• Uses spaces between words and sentences.
• Writes from left to right and top to bottom.
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells phonetically using some conventional spelling.
• Uses spelling rules and patterns from kindergarten.
• Spells first-grade high-frequency words correctly (e.g., the, of, was, they).
• Includes beginning, middle, and ending sounds in phonetic spelling.
• Writes using grade level appropriate spelling patterns.
Examples:
- Onset and rime (e.g., bat, cat, fat; man, fan, can)
- Short vowel patterns (e.g, hat, pet, sip, mop, cut)
- Blends (e.g., st, tr, dr, br)
- Digraphs (e.g., sh, th, ch)
- Long vowel silent e (e.g., make, like)
• Uses classroom resources (e.g., word walls, word banks, word charts, peers).
3.3.3 Applies capitalization rules.
• Uses capitalization rules from kindergarten.
• Capitalizes first word in a sentence.
• Capitalizes days of the week and months of the year.
• Capitalizes names of people.
3.3.4 Applies punctuation rules.
• Uses end marks correctly (e.g., periods, question marks, exclamation points).
3.3.5 Applies usage rules.
• Explains and uses pronouns as substitutes for nouns.
• Uses singular and plural nouns correctly (e.g., tooth and teeth, boy and boys).
3.3.6 Uses complete sentences in writing.
• No Evidence of Learning identified at this level.
3.3.7 Proficiency in this GLE is not expected until grade 2.
3.3.8 Proficiency in this GLE is not expected until grade 3.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Understands criteria are used to select a preferred piece of writing.
• Identifies criteria for why stories and authors are preferred (e.g., characters and plots).
4.1.2 Uses specific criteria for analyzing own writing.
• Participates in developing classroom criteria or checklist (e.g., color words, descriptive details, action words).
• Compares own writing to checklist.
Component 4.2: Sets goals for improvement. W
4.2.1 Identifies general goals for own writing.
• Confers with teacher to set goals (e.g., add details to writing, write for a new purpose).
• Monitors progress with a goal sheet (e.g., T-chart — I can … I am learning to …).
• Selects pieces that demonstrate new learning (e.g., portfolio entries, collections of drafts).
Support Skills
1. Listens attentively and remains involved during instruction and class activities
2. Responds positively to instruction and advice
3. Volunteers responses willingly, spontaneously and frequently
4. Speaks in a confident and clear voice
5. Joins in with speaking, singing and acting activities
6. Begins to self-evaluate work, using criteria established by the teacher
7. Is receptive to the efforts, opinions, contributions and work of fellow students
8. Can recite story-like, real life events and personal experiences
9. Readily blends sounds into words
10. Employs sight vocabulary and deals with “ outlaw words “ (e.g. “the”)
11. Expands vocabulary with basic spelling lists
12. Prints legibly, in both upper and lower case, every letter of the alphabet
13. Understands full use of capitalization, and the comma and period
14. Understands the first elements of the parts of speech, ( nouns and verbs )
15. Understands syllabification and blending, and how these aid in reading and writing
16. Can syllabify given words
17. Recognizes vowels, their long/short sounds and their combinations
18. Recognizes consonants as well as their sounds and combinations
Grade Two – Language Arts
CENTRAL SUBJECT: cultures around the world
READING
In second grade, students become fluent as readers and apply comprehension and vocabulary strategies to a wide variety of literary and informational text. They demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. Reading for pleasure continues to be an enjoyable habit.
EALR 1: The student understands and uses different skills and strategies to read.
|Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.4 Apply understanding of phonics.
• Use knowledge of phonics to read unfamiliar words in grade-level text.
• Read words in isolation and in context containing complex letter patterns/word families
(e.g., -ought, -aught).
• Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Apply reference skills to determine word meanings
• Use glossaries and dictionaries to find word meanings.
1.2.2 Apply vocabulary strategies in grade-level text.
• Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text.
• Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.
• Use prior knowledge and context to predict and confirm meanings of unknown words.
• Use pictures, illustrations, and diagrams to clarify/expand word meaning.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
1.3.2 Understand and apply content/academic vocabulary.
• Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance.
• Use new vocabulary in oral and written communication.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.1 Know common sight words appropriate to grade-level.
• Read with automaticity an increasing number of common sight words.
1.4.2 Apply fluency to enhance comprehension.
• Read grade-level text aloud fluently with expression.
• Read aloud unpracticed grade-level text with fluency in a range of 90–100+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text. W
• Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance.
• Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.
• Complete graphic organizers with teacher guidance to organize main ideas and supporting details.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
• Explain connections between self and characters and events encountered in culturally relevant text.
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.
• Predict text content using prior knowledge and text features.
• Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions.
• Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.
2.1.6 Apply comprehension monitoring strategies.
• Use monitoring strategies to increase comprehension, including work recognition strategies, re-reading, and looking forward in the text.
2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.
• Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).
• Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.
• Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand story sequence.
• Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)
2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.
• Identify and use grade-level-appropriate text features with teacher guidance.
• Interpret information from graphs and charts with teacher guidance.
• Identify and use icons and pull-down menus.
2.2.3 Understand story elements.
• Describe physical traits of characters and tell how they act.
• Retell the important events of a story.
• Describe the setting of a story.
• Identify the speaker/narrator in a story.
2.2.4 Understand text organizational structures.
• Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text.
• Identify text written in the text organizational structures of simple listing and sequential order.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
• Compare and contrast literary/narrative text elements in one story or between two stories.
• Compare and contrast facts in one text or between two informational/expository texts.
• Explain simple cause and effect relationships in informational/expository text and literary/narrative text.
2.3.2 Understand how to locate specific information.
• Use alphabetical and numerical systems to locate information in dictionary or book.
2.3.3 Understand literary/narrative devices.
• Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
2.4.1 Understand how to draw simple conclusions and give a response to text.
• Give a personal or text-based response to a passage using a teacher-generated prompt.
• Draw a simple conclusion from grade-level text with teacher guidance.
2.4.2 Understand that there are purposes of writing.
• Identify common types of informational/expository text and literary/narrative text and explain why they are read.
2.4.3 Understand there are facts and opinions.
• Explain the difference between a fact and an opinion with teacher guidance.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand how to select and use appropriate resources.
• Identify print and non-print resource materials available to complete a task (with teacher assistance), such as informational text and/or illustrations and graphics.
• Identify one resource and use it to answer a question with teacher assistance.
Component 3.2 Read to perform a task.
3.2.1 Understand information gained from reading to perform a specific task.
• Use signs, labels, and instructions to answer questions or complete a task using grade-level text.
• Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).
3.2.2 Understand a variety of functional documents.
• Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).
Component 3.4 Read for literary/narrative experience in a variety of genres.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.
3.4.2 Understand traditional and contemporary literature written in a variety of genres.
• Identify and explain the characteristics of a variety of genres.
• Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content.
3.4.3 Understand a variety of literature representing different cultures and traditions.
• Identify and discuss the culture and/or traditions represented in a story with teacher guidance.
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.1 Understand how to monitor own reading progress.
• Explain what good readers do and identify own good reader behaviors.
• Graph progress (e.g., keep a fluency chart of rate and accuracy).
4.1.2 Understand how to set a grade-level appropriate reading goals.
• Set a reading goal and create a plan to meet that goal with teacher assistance.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Understand that readers have favorite books.
• Select favorite subjects, authors, and/or books to share with others.
• Self-select books at an instructional level and an independent level.
Writing
In second grade, students make significant progress as they move from single-idea and patterned sentences to more detailed and sequential text, often including more than one event or descriptive element. Students demonstrate a considered approach to their writing by planning purposefully and working toward accuracy and effectiveness by making some conscious word choices. Sentence structures are varied within a single piece of writing. Students write in a variety of forms, including nonfiction, while maintaining the basic conventions of writing. Students notice mistakes while rereading and revise by adding details.
EALR 1: The student understands and uses a writing process.
|Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Applies at least one strategy for generating ideas and planning writing.
• Talks to generate ideas and rehearse writing (e.g., class brainstorm).
• Uses visual tools for planning (e.g., word web, list, story frame, drawing).
• Uses multicultural literature (fiction and nonfiction) to stimulate ideas.
NOTE: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
|Component 1.2: Produces draft(s). |
1.2.1 Produces a draft of multiple sentences or several paragraphs over time.
• Uses a plan from prewriting to write a draft.
• Works on one draft over one to three days.
|Component 1.3: Revises to improve text. |
1.3.1 Revises text by adding and deleting words and phrases.
• Rereads own writing for meaning.
• Rereads work several times and has a different focus for each reading (e.g., first reading — looking for descriptive words and phrases; second reading —looking for active verbs).
• Participates in peer conferences (e.g.,“Trahn, please read this and help me see if it makes sense.”).
• Uses adult and peer suggestions to clarify and revise writing.
• Recognizes overused words and makes substitutions (e.g., whispered for said).
|Component 1.4: Edits text. |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in grade level conventions.
• Uses a simple checklist for editing.
• Uses spelling lists and a personal dictionary to check accuracy and meaning.
|Component 1.5: Publishes text to share with audience. |
1.5.1 Publishes own writing.
• Reads own work aloud (e.g., family night, writing buddy).
• Selects format for publishing (e.g., fonts, graphics, photos, colors) to enhance writing.
• Publishes text in various ways (e.g., posts on wall, reads from author’s chair).
• Publishes text with assistance (e.g., class books)
|Component 1.6: Adjusts writing process as necessary. |
1.6.1 Proficiency in this GLE is not expected until grade 3.
1.6.2 Proficiency in this GLE is not expected until grade 3.
1.6.3 Proficiency in this GLE is not expected until grade 3.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
|Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Understands that writing changes for different audiences.
• Writes letters using language appropriate to different audiences (e.g., Dear Officer Jones vs. Dear Mike).
• Writes instructions for different audiences (e.g., telling kindergarteners how to line up, telling a substitute teacher how to take attendance).
|Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to respond to literature in some detail (e.g., how I am like a character).
• Writes to tell stories (e.g., personal, “once upon a time” or “one day”).
• Writes to explain (e.g., effects of tooth brushing on health, how I found an answer to a mathematics problem).
|Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres.
• Explains the relationship between form and purpose (e.g., instructions — to explain how to).
• Maintains a log or portfolio to track variety of forms/genres used.
• Explains why one form is more appropriate than another.
• Uses a variety of new forms/genres.
Examples:
- journals
- fictional stories
- instructions (explains how to)
- graphs
- rhymes
- letters
|Component 2.4: Writes for career applications. |
2.4.1 Knows important personal information.
• Writes personal address and phone messages.
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.
• Develops list of specific topics for writing (e.g., playing with a pet or friend).
• Selects from a list of specific topics for writing.
• Maintains focus on a specific topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal).
• Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences).
• Selects appropriate title for a piece of writing.
3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.
• Groups related ideas, sometimes in paragraphs.
• Uses transitions frequently (e.g., next, first, after).
• Organizes narrative chronologically and sequentially.
• Organizes procedural writing sequentially.
• Organizes informational writing using categories.
Component 3.2: Uses appropriate style. W
3.2.1 Writes with voice.
• Uses word choice to show emotion and interest.
• Uses “book language” (e.g., fairy tale language — “once upon a time” or “in a faraway land”).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Uses a variety of words.
• Builds a rich vocabulary through listening, talking, writing, and language activities.
• Uses descriptive words (e.g., color words, sensory words, size words).
• Uses classroom resources (e.g., personal dictionaries, word walls, other student/teacher-generated resources).
3.2.3 Uses more than one sentence type and structure.
• Writes a variety of sentence beginnings (e.g., starts with a prepositional phrase:
• “After recess, we will start our writing workshop.”).
• Writes a variety of sentence structures (e.g., “My best friend sat by me at lunch. We talked as we ate our burritos.”).
• Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative).
• Writes poetry with patterns.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Uses legible handwriting.
• Maintains consistent size, spacing, and formation in handwriting, especially in published work.
3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically.
• Uses spelling rules and patterns from previous grades.
• Spells high-frequency words correctly (e.g., said, where, why, when).
• Uses phonetic approximations for challenging words (e.g., cuzin for cousin).
• Recognizes and uses grade level appropriate spelling patterns.
Examples:
- Digraphs (e.g., nt, ng)
- CVVC words (e.g., nail, bean, main)
- Two-syllable high-frequency words (e.g., funny, mother, happy)
• Indicates words that may be misspelled.
• Uses spelling resources (e.g., word walls, student dictionaries, high frequency word charts, peers).
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes local geographic names (e.g., Yakima).
• Capitalizes first word in greeting and closing of a letter.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from first grade.
• Uses comma after greeting and closing of friendly letter.
• Uses some quotation marks in dialogue.
• Uses colon when writing time (e.g., 12:30).
• Uses apostrophes correctly in contractions (e.g., don’t).
3.3.5 Applies usage rules.
• Applies usage rules from first grade.
• Maintains subject/verb agreement.
• Maintains consistent tense, especially past tense.
• Uses standard verb forms in past tense or past participle (e.g., He went home. We were going home.).
• Uses possessive pronouns (e.g., its, theirs).
• Uses subject pronouns (e.g., she vs. her).
• Uses contractions correctly (e.g., won’t, can’t, I’m).
6. Uses complete sentences in writing
• No Evidence of Learning identified at this level.
3.3.7 Understands paragraph conventions.
• Explains that paragraphs begin with indentation or skipped lines.
3.3.8 Proficiency in this GLE is not expected until grade 3.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Understands criteria are used to select a preferred piece of writing.
• Identifies criteria for why stories/authors are preferred (e.g., description, word choice).
4.1.2 Uses specific criteria for analyzing own writing.
• Identifies specific strengths in writing (e.g., ideas, organization, word choice).
• Compares own writing to anchor papers, checklist, or rubric.
Component 4.2: Sets goals for improvement. W
4.2.1 Identifies specific goals for next piece of writing.
• Confers with teacher to set goals (e.g., add description of a character, change the beginnings of sentences).
• Sets goals based on own writing and anchor or model papers.
• Maintains a written log of goals.
Support Skills
1. Listens attentively and remains involved during instruction and class activities
2. Responds positively to instruction and advice
3. Volunteers responses in a confident and clear manner
4. Shows consideration of others while actively participating in class activities
5. Self-evaluates against set criteria and responds positively to constructive criticism
6. Expands vocabulary and spelling skills with word lists/tests from assigned reading
7. Understands common definition of nouns and is able to give common/proper examples
8. Understands common definition of verbs, and gives basic/personal examples
9. Understands basic conjunctions and gives examples
10. Understands sentence elements ( incl. capitalization, punctuation & parts of speech)
11. Can identify and write a declarative ( statement) and interrogative sentence
12. Understands compound words and related hyphens
13. Punctuates with apostrophes( and uses for contractions, possessives and plurals)
14. Uses D’Nealian writing to print legibly
15. Develops skills in syllabification and blending
16. Develops skills with vowels and consonants
17. Understands elements of the writing program (word listing, topic & character selection)
18. Commits thoughts, ideas and past experiences to paper, then organizes them in sequence
19. Learns to organize and place in sequence, elements for writing
20. Learns to rough draft, edit, revise and second draft
Grade Three – Language Arts
CENTRAL SUBJECT: NATIVE PEOPLES
READING
In third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a wider variety of literary of literary genres and informational text. Students demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. They read for pleasure and choose books based on personal preference, topic, or author.
EALR 1: The student understands and uses different skills and strategies to read.
|Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.4 Apply understanding of phonics.
• Read words containing complex letter patterns and/or word families (e.g., -ieve, –eive, -ield) in isolation and in context.
• Apply multi-syllabic decoding when reading words in all text.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Apply reference skills to determine word meanings.
• Use glossaries and dictionaries to find and confirm word meanings.
1.2.2 Apply vocabulary strategies in grade-level text.
• Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.
• Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).
• Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.
• Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W
• Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.
• Select, from multiple choices, the meaning of words necessary to understand content/academic text.
• Explain that some words have a different meaning in different content/academic texts
(e.g., area in math and geography).
• Use new vocabulary in oral and written communication.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud familiar grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 110–120+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match difficulty of texts (e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.
• State the main idea of a literary/narrative text passage and support with two details from the story.
• Select, from multiple choices, the main idea of a passage, poem, or selection.
• Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.
• State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.
• Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
• Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts.
• Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text
2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer
from grade-level informational/expository text and/or literary/narrative text. W
• Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).
• Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.
• Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
• Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).
• Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.
2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions before, during, and after reading.
• Draw, write about, or verbally describe the mental imagery that occurs while reading.
• Organize images and information into a graphic organizer with teacher guidance, to enhance comprehension of text (e.g., add information to a partially completed organizer).
2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. W
• Summarize the events or ideas in literary/narrative text, citing text-based evidence.
• Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.
• Summarize the plot/message in culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.
• Organize summary information in a teacher-selected graphic organizer to enhance comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand sequence in informational/expository text and literary/narrative text. W
• Explain story ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)
• Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).
• Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).
2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text. W
• Identify and use grade-level appropriate text features.
• Explain how certain text features help you understand the selection.
• Interpret information from graphs, charts, diagrams, and tables.
• Identify, from multiple choices, where certain information/ideas might be found in the text.
• Use icons, pull-down menus, key word searches.
2.2.3 Understand story elements. W
• Describe characters’ physical traits and infer personality traits by what they say and do.
• Describe the problem faced by a character and how he/she/it solves the problem.
• Explain how the setting is important to the story.
• Identify the speaker (narrator) in a selection and explain first person point of view.
• Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).
2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures of simple listing and sequential order to aid comprehension.
• Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. W
• Compare and contrast information (e.g., facts and details, literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.
• Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).
• Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).
• Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.
• Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.
2.3.2 Apply understanding of systems for organizing information.
• Use alphabetical, numerical, and key word/topic systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.
2.3.3 Understand literary/narrative devices.
• Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text. W
• Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).
• Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.
2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W
• Decide on the author’s purpose for writing a selection and support the decision with evidence/details from the text.
• Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).
2.4.3 Understand the difference between fact and opinion. W
• Identify facts and opinions and explain the difference between them.
• Select, from multiple choices, a statement that is a fact or an opinion.
2.4.4 Evaluate author’s effectiveness for a chosen audience.
• Read an article and explain whether the author convinced the reader to think or act differently. W
2.4.5 Understand how to generalize from text. W
• Generalize about common characteristics of literary/narrative sub-genres.
• Generalize by comparing characters in similar stories from different cultures (e.g., Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand how to select and use appropriate resources.
• Identify two resources and use them to answer a question or solve a problem.
Component 3.2 Read to perform a task.
3.2.1 Understand information gained from reading to perform a specific task.
• Use signs, labels, and instructions to answer questions or complete a task, using grade-level text.
• Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text).
3.2.2 Understand a variety of functional documents.
• Explain the information in functional documents that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules).
Component 3.4 Read for literary experience in a variety of genres.
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.
3.4.2 Understand contemporary and traditional literature written in a variety of genres.
• Explain the characteristics of a variety of genres.
• Respond to literature from multiple genres using teacher prompts appropriate to the text and content.
3.4.3 Understand a variety of literature representing different cultures and traditions.
• Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.1 Apply strategies to monitor reading progress.
• Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.
• Track progress in reading achievement with graphs, charts, and checklists.
4.1.2 Understand how to set grade-level appropriate reading goals.
• Set two reading goals and create a plan to meet those goals with teacher assistance.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate authors and books to select favorites.
• Develop a list of favorite authors and books, including the reason each was selected for the list, and share with others.
• Self-select books to read at an instructional level and an independent level.
Writing
In third grade, students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They listen to others’ writing, offer feedback, and begin to consider suggestions from others about their own writing.
EALR 1: The student understands and uses a writing process.
|Component 1.1: Prewrites to generate ideas and plan writing. W |
1.1.1 Applies at least one strategy for generating ideas and planning writing.
• Talks to generate ideas and rehearse writing (e.g., dialogue with a partner, role playing, talking into a tape recorder).
• Plans intentionally with some detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers).
• Gathers information from more than one source and takes notes.
The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
|Component 1.2: Produces draft(s). W |
1.2.1 Produces a draft of multiple paragraphs over time.
• Uses a prewriting plan to draft text.
• Works on one draft on a single topic over several days.
|Component 1.3: Revises to improve text. W |
1.3.1 Revises text by adding, deleting, substituting, and moving words and phrases.
• Rereads own writing for meaning orally or silently.
• Rereads work several times and has a different focus for each reading (e.g., first reading — checking for repetitious beginnings; second reading — looking for specific nouns).
• Participates in peer conference (e.g., “I improved on ____.” “I was confused by ____.”).
• Makes decisions about writing based on feedback.
• Collects additional data and revises.
|Component 1.4: Edits text. W |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in grade level conventions.
• Uses checklist for editing.
• Uses references when editing (e.g., word wall, dictionary, friend).
|Component 1.5: Publishes text to share with audience. W |
1.5.1 Publishes own writing.
• Publishes work crediting author and illustrator, sometimes including dedication.
• Includes text features (e.g., title, headings, information about the author, illustrations, captions).
• Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video).
|Component 1.6: Adjusts writing process as necessary. W |
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Contributes to different parts of the process when writing a class book (e.g., class develops ideas together, small group or partners collaborate to produce each page).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Works on one draft over several days or weeks adjusting work to fit the time frame.
• Allots amount of time for each stage of writing process for on-demand writing.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
|Component 2.1: Adapts writing for a variety of audiences. W |
2.1.1 Understands that writing changes for different audiences.
• Writes for community (business people) and distant peers (pen pals).
• Demonstrates knowledge of specific audiences (e.g., formal greeting and closing when writing to a firefighter).
|Component 2.2: Writes for different purposes. W |
2.2.1 Demonstrates understanding of different purposes for writing.
• Identifies purpose of writing (e.g., to reflect, to request information).
• Writes for own purposes (e.g., communicates with friends, reminders to self).
• Writes to respond to literature in some detail (e.g., connections to self, text, and the world).
• Writes stories (e.g., fictional narrative).
• Writes to learn (e.g., science notebooks, class notes, summaries of nonfiction or literary passages).
• Writes to explain (e.g., tells which grade was a favorite and explains why, explains why a bar graph is a better choice than a pie chart to display data, explains why an apple is a better snack than a candy bar).
|Component 2.3: Writes in a variety of forms/genres. W |
2.3.1 Uses a variety of forms/genres.
• Selects form to match purpose (e.g., a report to explain).
• Maintains a log or portfolio to track variety of forms/genres used.
• Uses a variety of new forms/genres.
Examples:
- comics
- fairy tales
- reports
- charts
- procedures (e.g., science experiment)
- summaries (e.g., story, social studies passage)
- directions (to a location)
- free verse
|Component 2.4: Writes for career applications. W |
2.4.1 Produces documents used in a career setting.
• Fills out forms (e.g., library card application, contest entry, survey).
• Writes invitations (e.g., party, family night, open house).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.
• Selects from a wide range of topics (e.g., friendship, volcanoes).
• Maintains focus on specific topic.
• Provides details and/or support (e.g., examples, descriptions, reasons).
• Uses personal experience and observation to support ideas.
• Develops characters, setting, and events in narratives.
• Selects appropriate title for a piece of writing.
3.1.2 Organizes writing with a beginning, middle, and ending.
• Organizes ideas into logical chunks of information (e.g., paragraphs, tables, verses in poetry).
• Writes a variety of beginnings and endings (e.g., begins with an amazing fact or background information; ends with something new to think about or a cliffhanger).
• Uses transitions to connect episodes, descriptions, explanations, or facts (e.g., afterward, later on, in addition, also).
• Organizes narratives with an evident problem and solution.
• Describes procedures sequentially (e.g., steps in a scientific experiment).
• Organizes expository writing logically (e.g., grouped by category; hypothesis and results; reasons and details/examples).
Component 3.2: Uses appropriate style. W
3.2.1 Writes with voice.
• Uses word choice to show emotion and interest.
• Uses “book language” (e.g., mimics the voice of a character in a book).
• Demonstrates commitment to topic (e.g., sustains writing, elaborates, shows knowledge of topic).
3.2.2 Uses language appropriate for a specific audience and purpose.
• Selects specific words (e.g., hollered vs. said) and specialized vocabulary (e.g., transparent vs. clear).
• Selects interesting and effective words from various sources (e.g., multicultural literature, television, environmental print, cultural background).
• Uses literary devices (e.g., onomatopoeia, alliteration).
3.2.3 Uses more than one sentence type and structure.
• Writes a variety of sentence beginnings (e.g., starts with an adverb: “Quickly, the snake slithered away.”).
• Writes a variety of sentence lengths.
• Writes a variety of sentence structures (e.g., “I went outside. The streets were muddy after the storm ended.”).
• Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative).
• Writes free verse poems with repeated sentence beginnings.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Uses legible handwriting.
• Maintains consistency in printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
3.3.2 Spells words appropriate for the grade level accurately.
• Uses spelling rules and patterns from previous grades.
• Spells high-frequency words (e.g., because, there, their).
• Uses phonetic spelling for challenging words.
• Recognizes and uses grade level appropriate spelling patterns.
Examples:
- Unusual vowel patterns (e.g., aw,ou, oy)
- Affixes (e.g., un-, pre-, -ed)
- Plurals rules (e.g., cat to cats, glass to glasses, carry to carries)
- Double consonant rules (e.g., bunny, hopping, hotter, hottest)
• Recognizes words that may be misspelled and makes corrections.
• Uses resources to find correct spelling for words identified as misspelled (e.g., word walls, student dictionaries, peers).
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes person’s title (e.g., President Smith vs. the president).
• Capitalizes first word inside quotation marks.
• Capitalizes all proper nouns.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses period after an abbreviation or initial (e.g., Dr. Georgia Scott, M.D.).
• Uses comma between the day of the month and the year (e.g., March 2, 2000).
• Uses comma between city and state (e.g., Seattle, Washington).
• Uses commas in a series (e.g., She bought red socks, white shoes, and a blue dress. OR She bought red socks, white shoes and a blue dress.).
• Uses comma in compound sentences.
• Uses commas in numbers greater than four digits (e.g., 10,000).
• Uses quotation marks in dialogue.
• Uses apostrophe in possessive nouns (e.g., the dog’s house, the dogs’ houses).
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Uses would have instead of would of.
• Uses correct pronoun as subject (e.g., I vs. me).
• Uses consistent verb tense.
• Uses future tense correctly, especially in dialogue.
• Does not use double negatives.
• Uses appropriate homonym (e.g., it’s vs. its, your vs. you’re, their vs. there vs. they’re, to vs. two vs. too).
3.3.6 Uses complete sentences in writing.
• Does not use “run-together” sentences (e.g., They went to the store they bought groceries.).
• Does not use sentence fragments (e.g., Going into town.).
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
3.3.8 Applies conventional forms for citations.
• Cites sources (e.g., lists titles and authors).
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Identifies professional authors’ styles and techniques (e.g., use of details, word choice, voice).
• Critiques a peer’s writing and supports the opinion using established criteria (e.g., content, organization, style, conventions).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Identifies specific strength in writing (e.g., sentence beginnings, spelling).
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, scoring guides).
• Chooses written work for a portfolio (e.g., selects best piece from each grading period) and justifies the decision with criteria.
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Confers with teacher to set goals (e.g., make my words more interesting, change the beginnings of sentences, examine transitions for effectiveness).
• Sets goals comparing own writing to rubric and anchor papers (e.g., WASL rubric, state and district anchor papers).
• Evaluates own use of writing process and sets goals (e.g., “My prewrite helped me because ______.”).
• Maintains a written log of goals.
Support Skills
1. Listens attentively and remains involved during instruction and class activities
2. Responds positively to instruction and advice
3. Volunteers timely and reasoned responses clearly and concisely
4. Is considerate and helpful to others, while actively participating in class activity
5. Self-evaluates against set criteria & responds positively to constructive criticism
6. Expands vocabulary & spelling with word lists/tests from assigned reading
7. Understands and uses nouns in singular and regular plural form
8. Understands and uses basic pronouns (replacing nouns)
9. Understands and uses adjectives in three forms (What kind of? which one? How many?)
10. Understands & uses verbs in main and (up to three in a sentence) helping form
11. Uses the correct subject/verb agreement
12. Uses irregular plurals correctly (children, feet, geese)
13. Understands & uses a range of coordinating conjunctions (and, nor, but, for, yet, so, or)
14. Extends knowledge of punctuation (e.g. contractions & possessives)
15. Can identify and write declarative, interrogative, imperative & exclamatory sentences
16. Understands the basics of a paragraph
17. Can identify and write a topic sentence for a paragraph
18. Writes an “introduction” by assembling a paragraph of descriptive sentences
19. Begins to use legible D’Nealian cursive writing
20. Develops editing skills to eliminate mistakes (e.g. repetition, wandering & spelling)
Grade Four – Language Arts
CENTRAL SUBJECT: WASHINGTON STATE
READING
In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author.
EALR 1: The student understands and uses different skills and strategies to read.
|Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.4 Apply understanding of phonics.
• Use multi-syllabic decoding when reading words in all texts.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Apply reference skills to define, clarify, and refine word meanings.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
1.2.2 Apply vocabulary strategies in grade-level text.
• Use word origins to determine the meaning of unknown words.
• Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.
• Explain how to derive word meaning from knowledge of affixes and roots (e.g., port: transportation, porter, import, report).
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W
• Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.
• Explain that some words have a different meaning in different content areas (e.g., concept of shade in science and art).
• Select, from multiple choices, the meaning of words necessary to understand.
• Use new vocabulary in oral and written communication and content/academic text.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text at a fluency rate of 115–125 words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas).
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State the main idea of an informational/expository text passage and provide three or more text-based details that support it.
• State the main idea of a literary/narrative text passage and support with three details from the story.
• Select, from multiple choices, the main/major idea of a passage, poem, or selection.
• State the theme/message in culturally relevant literary/narrative text and support with text-based evidence.
• Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
• Explain connections between self and characters, events, and information occurring within a text or among multiple texts.
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W
• Predict text content using prior knowledge and text features.
• Use text and prior knowledge to make, confirm, or revise inferences and predictions.
• Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
• Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).
• Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.
2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions before, during, and after reading.
• Draw, write about, or verbally describe the mental imagery that occurs while reading.
• Organize information to monitor for meaning; generate and answer questions in a teacher-selected graphic organizer to enhance comprehension.
2.1.7 Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W
• Summarize the events, information, or ideas in an informational/expository text (e.g., causes of an event like a war or a tornado, steps in building a snow cave).
• Summarize culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or informational selection.
• Organize summary information in a teacher-selected graphic organizer to enhance comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Understand sequence in informational/expository text and literary/narrative text. W
• Explain ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)
• Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures).
• Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).
• Select, from multiple choices, the order of ideas, facts or events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).
2.2.2 Apply features of printed and electronic text to locate and comprehend text. W
• Identify and use grade-level appropriate text features.
• Explain how certain text features help you understand the selection.
• Interpret information from graphic features.
• Identify, from multiple choices, where certain information/ideas might be found in the text.
• Use icons, pull-down menus, key word searches on an electronic device.
2.2.3 Understand and analyze story elements. W
• Use knowledge of situation and characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits.
• Identify the main events in a plot, including the cause and effect relationship in problem solving.
• Describe the components of setting and explain how and why setting is important to the story.
• Differentiate between first and third person point of view in a selection and explain the difference.
• Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and contrast) to aid comprehension.
• Identify and use text written in the text organizational structure of chronological order to find and organize information and comprehend text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. W
• Compare and contrast plots, characters, and settings in multiple texts.
• Compare and contrast information (e.g., similar topics written in different genres such as a short story and a poem or magazine article and encyclopedia).
• Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two selections).
• Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).
• Recognize and explain cause and effect relationships in informational/expository text and literary/narrative text, using evidence from the text.
• Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.
2.3.2 Apply understanding of systems for organizing information and analyze appropriate sources.
• Use multiple organizational systems to locate information from reference and content area materials.
• Select appropriate resources for locating information (e.g., thesaurus, website, directory) on a specific topic or for a specific purpose.
2.3.3 Understand literary/narrative devices. W
• Explain the meaning of simile, personification, metaphor, idiom, and humor in literary/narrative passages.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. W
• Give a personal response that demonstrates insight about text, using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).
• Draw conclusions from text, citing text-based information to support the conclusion (e.g., how the story or information might be useful; to whom a story or information might be useful).
2.4.2 Analyze the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W
• Determine the author’s purpose and support decision with evidence/details from text.
• Identify and explain how the author’s use of word choice, sentence structure and length, and/or literary/narrative devices affects the reader, using a variety of texts.
2.4.3 Understand the difference between fact and opinion. W
• Identify facts and opinions; provide evidence from the text to support your answer.
• Select, from multiple choices, a statement that is a fact or an opinion.
2.4.4 Evaluate author’s effectiveness for a chosen audience. W
• Read an article and decide if a chosen audience (e.g., teachers, parents, classmates) would agree or disagree with what the author says.
2.4.5 Understand how to generalize from text. W
• Generalize about a topic after reading more than one text (e.g., make generalizations about life on the prairie after reading several informational/expository and literary/narrative accounts of the migration west).
• Generalize about characters and characteristics in similar stories from different cultures (e.g., the “trickster” type tales such as Coyote in Native American literature; animals in African folk tales like Ananzi (the spider); and Br’er Rabbit stories of the Deep South).
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Understand how to select and use appropriate resources.
• Collect and use information from a variety of resources to solve a problem or answer a question.
Component 3.2 Read to perform a task.
3.2.1 Understand information gained from reading to perform a specific task.
• Interpret information from common environmental print to solve a problem or perform a task (e.g., use a catalog to choose items within a budget).
3.2.2 Understand a variety of functional documents.
• Explain the information in functional documents related to hobbies or interests (e.g., skate boarding magazines, books about animals, e-mail, and letters from friends).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Understand contemporary and traditional literature written in a variety of genres.
• Explain the characteristics of a variety of genres.
• Respond to literature from a variety of genres using teacher or self-generated prompts appropriate to the text and content.
3.4.3 Analyze a variety of literature representing different cultures and traditions.
• Compare and contrast cultures and traditions from a variety of literature.
• Generalize about traditions after reading literature from various cultures (e.g., customs, ceremonies, celebrations).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.1 Apply strategies to monitor reading progress.
• Identify reading strengths and weaknesses and select targets on which to work.
• Track progress in reading achievement with graphs, charts, and checklists.
4.1.2 Apply strategies for setting grade-level appropriate reading goals.
• Set reading goals, create a plan to meet those goals, and monitor progress toward implementing the plan with teacher assistance.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate authors, books, and genres to select favorites.
• Discuss and share favorite authors, books, and genres with others. Explain reason for choices.
Writing
In fourth grade, students write for a range of purposes, including describing, telling a story, and explaining. They are able to produce writing that goes beyond the formulaic.
Because they are aware of the interdependence of the topic, audience, purpose, and form, they are able to select and sometimes adapt basic forms to meet specific requirements. Their understanding and use of figurative language introduces imagery to their writing.
Informational writing reflects understanding of specific purpose, often requiring gathering and synthesizing information from a number of resources to express and justify an opinion. Students are more aware of the conventions of writing as they reflect on their strengths and weaknesses and strive to improve.
EALR 1: The student understands and uses a writing process.
|Component 1.1: Prewrites to generate ideas and plan writing. W |
1.1.1 Applies more than one strategy for generating ideas and planning writing.
• Explains the difference between generating and organizing ideas and adjusts prewriting strategies accordingly (e.g., brainstorms list for generating ideas and narrowing topic, uses a graphic organizer for organizing ideas, story boards).
• Records information or ideas at prewriting and/or drafting stages (e.g., notes, lists, free writing, webs, or graphic organizers).
• Gathers information from more than one resource and synthesizes ideas to plan writing (e.g., uses information from the Internet and from books for a report).
NOTE: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
|Component 1.2: Produces draft(s). W |
1.2.1 Produces more than one draft of multiple paragraphs.
• Uses a prewriting plan to draft text.
• Works on more than one draft on a single topic over several days.
|Component 1.3: Revises to improve text. W |
1.3.1 Revises text by adding, deleting, substituting, and moving text.
• Rereads work several times and has a different focus for each reading (e.g., first reading — adding specific details for support; second reading — substituting words for clarity; third reading — moving text by combining sentences for variety).
• Records feedback using writing group procedure (e.g., specific example from text in one column, suggestions in another column, and notes in margin).
• Makes decisions about writing based on feedback.
• Revises content based on new information.
• Uses different methods to delete or move text (e.g., cross out and rewrite or “cut and paste”).
• Uses more than one resource to revise (e.g., word wall or bank, writing guide, peer, adult, thesaurus).
|Component 1.4: Edits text. W |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in grade level conventions.
• Uses more than one resource (e.g., dictionary, writing guide, spell check, peer, adult).
• Proofreads final draft for errors.
|Component 1.5: Publishes text to share with audience. W |
1.5.1 Publishes in more than one format for specific audiences and purposes.
• Publishes pieces and explains choice of format, graphics, and illustrations.
• Publishes for a wide range of purposes (e.g., to inform, to tell a story) in different forms and formats (e.g., letter, poem).
• Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video).
|Component 1.6: Adjusts writing process as necessary. W |
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Contributes to different parts of writing process when working on a class newspaper (e.g., group plans together; partners pre-write and compose article on classroom computer; individuals illustrate and format; group revises, edits, and publishes).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Works on one draft over several days or weeks adjusting work to fit the time frame.
• Allots amount of time for each stage of writing process for on-demand writing.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
|Component 2.1: Adapts writing for a variety of audiences. W |
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Writes to a diverse community audience (e.g., an informative newspaper article, a thank you letter after a field trip).
• Identifies and includes information a diverse audience needs to know (e.g., background information on the topic, definitions for specialized and/or culturally relevant vocabulary).
|Component 2.2: Writes for different purposes. W |
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes for different purposes (e.g., to learn, to tell a story, to explain, to reflect, to respond to a question, to summarize, to analyze informational text and data).
• Incorporates more than one purpose using a form (e.g., a letter can be used to explain, to request, or to persuade).
• Includes more than one mode within a piece (e.g., descriptive or narrative anecdotes within an explanation to elaborate).
|Component 2.3: Writes in a variety of forms/genres. W |
2.3.1 Uses a variety of forms/genres.
• Selects form/genre to meet requirements of task or content area (e.g., book report or science report).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- fictional stories (e.g., fantasy, realistic)
- procedures (e.g., process for problem solving in math)
- tables
- newspaper articles
- scientific explanations
- multiparagraph explanatory letters
- song lyrics for an established melody
|Component 2.4: Writes for career applications. W |
2.4.1 Produces documents used in a career setting.
• Collaborates with a partner on a writing project (e.g., newspaper article).
• Writes in forms associated with specific tasks or careers (e.g., letters, directions to house, charts or tables within a report).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
• Narrows topic (e.g., from general topic, such as “pets,” to specific topic, such as “My dog is smart.”).
• Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples).
• Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).
• Develops character, setting, and events within plot when writing a narrative.
3.1.2 Organizes writing using a logical organizational structure.
• Writes in a logically organized progression of unified paragraphs.
• Constructs a recognizable introduction and conclusion.
• Uses a variety of transitional words and phrases to make connections between and within paragraphs.
- chronological (e.g., next, after)
- spatial (e.g., over, under, next to)
- ordinal (e.g., first, second, third)
• Structures plot in narratives using problem-solution-outcome.
• Describes procedures sequentially (e.g., steps in problem solving in mathematics).
• Organizes explanations (e.g., describes fitness activity and then explains why it is a favorite) and comparisons logically (e.g., writes a point-by-point comparison, such as about housing, agriculture, or clothing of the cultures of coastal and plateau Native Americans).
• Structures poetry (e.g., syllabic patterns, rhyme scheme).
Component 3.2: Uses appropriate style. W
3.2.1 Understands that different audiences and purposes affect writer’s voice.
• Adjusts voice for different audiences (e.g., letter to principal vs. letter to best friend).
• Adjusts voice for different purposes (e.g., a scientific explanation vs. a narrative).
• Writes in own voice in personal narrative (e.g., “spinach makes me gag”).
• Writes in authentic voice in expository writing, i.e., the writing sounds real as opposed to stilted.
3.2.2 Uses language appropriate for a specific audience and purpose.
• Uses precise words (e.g., vivid verbs —screeched, hovered, absorbed; specific nouns — granite, longhouse, cedar).
• Uses specialized vocabulary in informational writing (e.g., tessellate, parallelogram, butte, carbohydrate).
• Uses literary and sound devices (e.g., similes, personification, alliteration).
3.2.3 Uses a variety of sentences.
• Writes a variety of sentence beginnings (e.g., starts with an introductory adverb clause: “If you want to see an ant up close, you should use a magnifying glass.”).
• Writes a variety of sentence lengths.
• Writes a variety of sentence structures (e.g., “My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.”).
• Writes song lyrics with a specific rhythm.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Uses legible handwriting.
• Maintains consistency in printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
3.3.2 Spells words appropriate for the grade level accurately.
• Uses spelling rules and patterns from previous grades.
• Spells high-frequency words correctly (e.g., people, water).
• Recognizes and uses grade level appropriate spelling patterns.
Examples:
- Affixes (e.g., -en, -in, -on, -an at end of words)
- Rules such as -ge after long vowel, -dge after short vowel (e.g., rage and edge)
• Self-corrects spelling errors.
• Develops a personal spelling list.
• Uses resources to find correct spelling for words identified as misspelled (e.g., electronic spellers, dictionaries, personal dictionaries).
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes important words in a title of a book or article (e.g., Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.).
• Capitalizes abbreviations correctly (e.g., Calif. or CA, Mr., Dr.).
• Uses resources to correct capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses comma to set off titles or initials (e.g., Dr. Smith, M.D.).
• Uses comma in complete address (e.g., 12345 67th Ave., Spokane, WA).
• Uses comma after an introductory phrase (e.g., After the scary movie, she wished she had read the book.) or clause (e.g., After she went to the movie, she wanted to read the book.).
• Uses italics, underlining, or quotation marks for titles.
• Uses colon after greeting in a business letter.
• Uses hyphen between syllables at line breaks.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Uses single/plural agreement between nouns and modifiers (e.g., one child and two children).
• Uses correct placement of pronouns.
Correct examples:
- Juanita and I went to the store.
- She gave candy to Juanita and me.
Incorrect examples:
- Me and Juanita went to the store.
- She gave candy to me and Juanita.
- She gave the candy to Juanita and I.
• Uses among (more than two) vs. between (two).
• Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.).
• Uses prepositions correctly (e.g., in the past, from one to another).
• Uses collective nouns (e.g., cache, herd).
3.3.6 Uses complete sentences in writing.
• Does not use comma splices (e.g., They went to the store, they bought groceries.).
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
3.3.8 Applies conventional forms for citations.
• Cites sources (e.g., lists titles and authors alphabetically).
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Identifies professional authors’ styles and techniques (e.g., word choice, introductions, endings, points of view).
• Critiques a peer’s writing and supports the opinion using established criteria (e.g., content, organization, style, conventions).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, 6-trait scoring guides).
• Selects written work for a portfolio and justifies the decision with criteria.
• Provides evidence that goals have been met (e.g., “This piece demonstrates how well I now elaborate.”).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Sets goals by comparing own writing to rubric and anchor papers (e.g., WASL rubric and anchor papers, writing continuum).
• Writes reflection about growth in writing and creates an improvement plan (e.g., across several pieces of writing or in response to a specific piece of writing).
• Evaluates own use of writing process and sets goals (e.g., “When I edit, I need to use a dictionary to check for spelling.” “When revising, I need to re-read my writing to see if it makes sense.”).
• Maintains a written log of goals.
Support Skills
1. Listens attentively and demonstrates commitment
2. Responds positively to instruction and advice
3. Is aware of text components (e.g. stories/ chapters, poems/verse, reports/points)
4. Locates material and extracts required information
5. Is familiar with: charts, illustrations, captions and glossaries
6. Closely examines charts and illustrations and recognizes their significance
7. Can quote information that was extracted from a glossary/index
8. Studies for comprehension tests and secures progressive results
9. Becomes adept at recall by memorizing key points and details
10. Responds to instruction in voice modulation, poise and body language
11. Learns to contribute and listen during group discussion
12. Can restate main idea by evidencing theme, recurring events, message & detail
13. Defends inferences by quoting from the texts & comparisons with other books
14. Clearly evidences the distinction between fact and fiction for given text
15. Understands nouns (irregular plurals), pronouns (personal), adjectives (common)
16. Understands verbs (tense) adverbs (how/where) conjunctions (subordinating)
17. Develops vocabulary from assigned reading and weekly spelling tests
18. Uses legible D’Nealian cursive writing
19. Can write simple and compound sentences and build these into paragraphs
20. Employs the planning, introduction and main body components of the writing program
21. Edits from writing, spelling mistakes, misused words, double negatives, run-on sentences
22. Can apply strategies to avoid double negatives
Grade Five – Language Arts
CENTRAL SUBJECT: AmericaN SETTLEMENT
READING
In fifth grade, students broaden and deepen their understanding of informational and literary text. Students reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure, choosing books based on personal preference, topic, genre, theme, or author.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.
• Use text evidence to verify dictionary or glossary meaning.
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., collide, collision).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
• Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W
• Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science and social studies).
• Select, from multiple choices, the meaning of words necessary to understand content area text.
• Use new vocabulary in oral and written communication.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 125–135+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key words, close/careful reading for understanding new or complex ideas).
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State the main idea of a passage and provide several text-based details supporting it.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Organize main ideas and supporting details in a graphic organizer to enhance comprehension.
• Select, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.
• Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text. W
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend predictions and inferences.
• Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
• Organize information to support a prediction or inference in a graphic organizer.
• Select, from multiple choices, a prediction or inference that could be made from the text.
2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions about the text before, during, and after reading to aid comprehension.
• Use questioning strategies to comprehend text.
• Draw, write about, or verbally describe the mental images that occur while reading.
• Organize information in a graphic organizer appropriate to the text and purpose for reading to organize information and comprehend text.
• Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., prediction guides, KWL charts, DRTA).
2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W
• Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text (e.g., newspaper or magazine articles).
• Summarize the plot/message in culturally relevant literary/narrative texts.
• Select, from multiple choices, a sentence that best summarizes the story or selection.
• Organize information using a graphic organizer appropriate for summarizing informational/expository text and literary/narrative text.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Apply understanding of time, order, and/or sequence to comprehend text. W
• Explain the use of flashbacks to convey meaning in literary/narrative text.
• Explain the use of steps in a process to convey meaning in an information text (e.g., how a bill becomes law, stages in the colonization of early America).
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a table of precipitation and temperatures across the country, draw a conclusion about which cities would receive snow).
• Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
• Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
2.2.3 Understand and analyze story elements. W
• Use knowledge of the situation, characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits.
• Identify the major actions that define the plot and how actions lead to conflict or resolution.
• Explain the influence of setting on character and plot.
• Identify the narrator and explain which point of view is used in the text.
• Explain how a story would change if a different character narrated it.
• Identify the stated theme/message in text and support with evidence from the text.
• Identify common recurring themes/messages in books by the same author.
• Select, from multiple choices, words or selections that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and contrast, chronological order) to aid comprehension.
• Identify and use text written in the text organizational structures of cause and effect and order of importance to find and organize information and comprehend text.
• Differentiate between text organizational structures of informational/expository text and literary/narrative text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
• Find similarities and differences within and between texts using text-based evidence (e.g., facts and opinion in newspaper vs. poetry; authors’ points of view in different works).
• Identify and interpret cause and effect relationships within a text using evidence from the text (e.g., how the transcontinental railroad influenced the development of the West).
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).
• Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).
2.3.2 Analyze sources for information appropriate to a specific topic or for a specific purpose.
• Select appropriate resources such as an atlas, newspaper, magazine, memos, directories, and/or schedules, to locate information on a specific topic or for a specific purpose.
• Sort information gathered from various sources by topic and judge the utility of the information for a specific purpose.
2.3.3 Understand a function (which makes the story more interesting) of literary devices. W
• Recognize previously learned literary devices and explain how they make the story more interesting.
• Identify literary/narrative devices such as imagery, exaggeration, and dialogue and explain how they make the story more interesting.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.
2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. W
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2 Analyze an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience. W
• Identify and explain the author’s purpose (e.g., entertain, inform, explain, persuade).
• Identify and explain how author’s use of word choice, sentence structure and length, and/or literary devices influences an audience.
2.4.3 Analyze text for fact and opinion. W
• Distinguish between fact and opinion and provide supporting evidence from the text.
• Select, from multiple choices, a statement that is a fact or an opinion.
2.4.4 Analyze the author’s effectiveness for different audiences. W
• Identify the author’s target audience(s) and cite examples of details and/or arguments that appeal to that audience.
• Interpret the author’s tone and support the answer with text-based evidence.
• Cite and explain examples of author’s use of persuasive devices and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonials/endorsements).
2.4.5 Understand how to extend information beyond the text to another text or to a broader idea or concept by generalizing.
• Generalize after reading multiple texts (e.g., how characters show bravery or misuse power).
• Explain how information in a text could be used to solve a problem and cite text-based examples (e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store).
2.4.6 Understand ideas and concepts in multiple texts. W
• Explain an idea and/or concept, which occur in multiple texts (e.g., bravery, misused power).
2.4.7 Understand author’s perspective.
• Recognize author’s perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting literary/narrative text details or information text facts.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Locate, select, and use a variety of library and Internet materials appropriate to a task or best suited to investigate a topic.
• Follow multi-step written directions (e.g., explain the process for becoming a U.S. citizen, follow a recipe, build a model, complete a project).
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents (e.g., informational/expository posters, advertisements, brochures).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Understand and analyze a variety of literary/narrative genres.
• Examine and explain the characteristics of genres.
• Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast literary/narrative elements in texts written in different genres).
3.4.3 Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
• Identify similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., laws in different cultures or historical periods).
• Identify and discuss recurring themes in literature (e.g., friendship, conflict).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.
• Set reading goals and create a plan to meet those goals.
• Monitor progress toward implementing the plan, making adjustments and corrections as needed.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate books and authors to share common literary experiences.
• Recommend books to others and explain the reason for the recommendation.
• Discuss common reading selections and experiences with others.
Writing
In fifth grade, students have developed a strong personal voice in their writing. This is demonstrated by the way they sometimes inject humor into their narratives and how they add emphasis or opinion into informational and persuasive writing. Students use precise, specialized vocabulary appropriately in content-area writing. They experiment with sentence length and complex sentence structures and vary leads and endings. Collaborative writing efforts are taken seriously, often with assigned responsibilities and checklists. Scoring guides, often student-initiated, provide criteria for critiquing their own work and that of others. These guides are often detailed, addressing content, organization, style, and conventions.
EALR 1: The student understands and uses a writing process.
Component 1.1: Prewrites to generate ideas and plan writing. W
1.1.1 Applies more than one strategy for generating ideas and planning writing.
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses a story board).
• Gathers information from a range of sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and/or synthesize to plan writing.
Note: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides
students with examples of exemplary writing.
Component 1.2: Produces draft(s). W
1.2.1 Produces multiple drafts.
• Refers to a prewriting plan.
• Drafts by hand and/or electronically.
• Rereads text and continues drafting over time.
• Rereads text, puts it away, and returns to it later.
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
• Rereads work several times and has a different focus for each reading (e.g., first reading — adding details for elaboration; second reading — deleting sentences or phrases to achieve paragraph unity; third reading — reorganizing ideas for meaning).
• Records feedback using writing group procedure (e.g., partner underlines telling sentences, such as “I had fun,” and writer changes to show detail, “I squealed as the roller coaster sped around a corner.”).
• Makes decisions about writing based on feedback (e.g., revision before final draft).
• Uses multiple resources to identify needed changes (e.g., writing guide, peer, adult, computer, thesaurus).
Component 1.4: Edits text. W
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in grade level conventions.
• Uses multiple resources regularly (e.g., dictionary, peer, adult, available technology, writing guide).
• Proofreads final draft for errors.
Component 1.5: Publishes text to share with audience. W
1.5.1 Publishes in more than one format for specific audiences and purposes.
• Publishes using a variety of publishing options (e.g., book, poster).
• Publishes multipage pieces and attends to format, graphics, illustrations, and other text features (e.g., captioned photos, maps).
• Publishes for a wide range of purposes, in different forms and formats.
• Uses a variety of available technology as part of publication (e.g., slide show, overhead projector, publication software).
Component 1.6: Adjusts writing process as necessary. W
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Contributes to different parts of writing process when working on a class poetry book (e.g., individuals draft poem; group plans format together; individuals submit word processed poems; team edits; class publishes).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Works on one draft over several days or weeks adjusting work to fit the time frame.
• Allots amount of time for each stage of writing process for on-demand writing.
• Adjusts the number of drafts for on demand tasks.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Identifies and includes information a diverse audience needs to know (e.g., explains prior events, makes no assumptions about audience’s prior knowledge, such as defining an ollie in skateboarding).
• Anticipates readers’ questions and writes accordingly.
Component 2.2: Writes for different purposes. W
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
• Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
• Writes for more than one purpose using the same form (e.g., a letter used to explain, to request, or to persuade).
• Includes more than one mode within a piece to address purpose (e.g., descriptive details or narrative anecdote within an explanation).
Component 2.3: Writes in a variety of forms/genres. W
2.3.1 Uses a variety of forms/genres.
• Includes more than one form/genre in a single piece (e.g., a report about salmon that includes a poem, fact box, and story).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- interviews
- autobiographies
- business letters
- expository essays
- persuasive advertisements
- field observation notes
- book reviews
- rhyming couplets
- raps
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.
Component 2.4: Writes for career applications. W
2.4.1 Produces documents used in a career setting.
• Collaborates with peers on writing projects (e.g., social studies reports, science lab reports).
• Writes in forms associated with specific tasks or careers (e.g., fund-raising receipts, student council applications, data collection forms).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
• Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
• Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
• Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in math, science, or social studies; appropriate anecdotes to explain or persuade).
• Varies method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a character) in narratives.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Uses an effective organizational structure.
• Writes in a logically organized progression of unified paragraphs.
• Develops an interesting introduction in expository writing (e.g., leads with the five W’s, an interesting fact).
• Develops an effective ending that goes beyond a repetition of the introduction (e.g., summary, prediction).
• Varies leads and endings in narratives.
• Sequences ideas and uses transitional words and phrases to link events, reasons, facts, and opinions within and between paragraphs (e.g., order of importance — least, most).
• Organizes clearly:
- comparisons (e.g., point-by-point)
- explanations (e.g., save most important point for last)
- persuasion (e.g., if-then)
- narratives (e.g., problem-solution-outcome)
Component 3.2: Uses appropriate style. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
• Writes with a clearly defined voice appropriate to audience (e.g., informal versus formal voice).
• Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., a “how to” paper vs. a persuasive piece).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Uses language appropriate for a specific audience and purpose.
• Uses precise language (e.g., powerful verbs, specific descriptors).
• Uses formal, informal, and specialized language (e.g., photosynthesis, ratio, expedition) appropriate for audience and purpose.
• Uses literary and sound devices (e.g., similes, personification, rhythm).
• Selects words for effect.
3.2.3 Uses a variety of sentences.
• Writes a variety of sentence lengths.
• Writes a variety of sentence beginnings (e.g., starts with a participial phrase: “Laughing loudly, they walked down the hall.”).
• Writes a variety of sentence structures (e.g., “Tran, busy with his homework, didn’t hear the telephone at first. Although he wanted to keep working, Tran took the call. He kept it short.”).
• Writes with a rhythm pattern.
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
3.3.1 Uses legible handwriting.
• Maintains consistency in printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells words appropriate for the grade level accurately.
• Uses spelling rules and patterns from previous grades.
• Spells high-frequency words correctly.
• Uses multiple strategies to spell.
Examples:
- Visual patterns (e.g., -ion endings)
- Sound patterns (e.g., easily confused endings -able / -ible, -ant /-ent)
- Affixes (e.g., pre-, in-, un-, -ed, -ing, -graph)
- Rules (e.g., “i” before “e” rule)
• Self-corrects spelling errors.
• Develops a personal spelling list.
• Uses resources to find correct spelling for words identified as misspelled.
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes brand names (e.g., Nike).
• Capitalizes geographic regions (e.g., the West).
• Uses resources to correct capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses periods in abbreviations (e.g., pg., ft.).
• Uses commas to set off interjections (e.g., Okay, if you say so.) or explanatory phrases (e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.).
• Uses comma after date or address within text (e.g., June 1, 1993, was an important day in my life.).
• Uses quotation marks in dialogue correctly (e.g., “How’s it going?” the boy asked.).
• Uses hyphen in numbers (e.g., twenty-three).
• Uses hyphen to join numbers (e.g., pages 1-3, The Mariners won, 17-6.).
• Uses ellipsis ( . . . ) correctly:
- to show omitted words
- to show a pause
• Uses semicolon correctly between two independent clauses.
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Uses subject vs. object pronouns correctly (e.g., I vs. me).
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Uses new paragraphs to change speakers in dialogue.
3.3.8 Applies conventional forms for citations.
• Cites sources in research using a bibliographic format.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Identifies professional authors’ styles and techniques (e.g., leads, conclusions, word choice, purpose, character, and plot development).
• Critiques peers’ writing and supports the opinion using established criteria (e.g., content, organization, style, conventions).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., in science — looking for conclusions drawn from data).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, 6-trait scoring guides).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., “My sentence fluency has improved because I now vary the beginnings of my sentences.”).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Writes reflection about growth in writing and creates an improvement plan (e.g., “My introductions are getting better, but I need to learn about different kinds of conclusions.”).
• Evaluates own use of writing process and sets goals (e.g., “After I brainstorm, I need to organize my ideas so my writing flows in a logical order.”).
• Maintains a written log of goals.
Support Skills
1. Listens attentively and demonstrates effort and commitment
2. Responds positively to instruction and advice
3. Can locate a range of varied material (scientific, historical, novels, fiction, non-fiction)
4. Adapts for reading development: Readers’ Theatre, skits, songs, etc.
5. Can quote from texts, evidencing facts, sequences and details
6. Scores well on weekly reading comprehension texts
7. Creates, independently or in groups, adaptations from reading (plays, skits & songs)
8. Becomes adept at recall by memorizing key points and details
9. Adjusts reading speed, voice modulation and volume to suit different audiences
10. Learns to contribute and listen during group discussion
11. Reads the Lesson to daily chapel with understanding
12. Improves sentence writing (avoiding run-ons, fragmentation)
13. Can develop sentences into descriptive and narrative paragraphs
14. Employs nouns (concrete/abstract) pronouns (subject/object) adjectives (demonstrative)
15. Understands verbs (linking) adverbs (when) conjunctions (correlative)
16. Develops skills in note-taking and bibliography assembly
17. Develops vocabulary from assigned reading and weekly spelling tests
18. Skillfully writes, neatly and legibly, stories and reports
19. Responds critically to texts and authors, evidences opinion & suggests alternatives
20. Masters different components (stories – conclusion, letter – salutation)
21. Plans, researches, drafts, edits and final drafts in writing
Grade Six – Language Arts
CENTRAL SUBJECT: RIVERS
READING
In sixth grade, students are aware of the author's craft. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.
• Use text evidence to verify meaning from reference source.
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
• Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text. W
• Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
• Select, from multiple choices, the meaning of words or phrases identified in the text.
• Use new vocabulary in oral and written communication.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
EALR 2: The student understands the meaning of what is read.
Component 2:1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.
• Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. W
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend predictions and inferences.
• Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
• Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text.
2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions about the text before, during, and after reading to aid comprehension.
• Use questioning strategies to comprehend text.
• Organize images and information into a self-created graphic organizer to enhance comprehension of text.
• Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide).
2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W
• Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
• Summarize the plot/message in culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or selection.
• Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Apply understanding of time, order, and/or sequence to aid comprehension of text.
• Explain the use of foreshadowing to convey meaning in literary/narrative text.
• Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process).
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).
• Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
• Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
• Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary).
2.2.3 Understand and analyze story elements. W
• Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character’s action might contribute to the problem.
• Identify the major actions that define the plot and how actions lead to conflict or resolution.
• Explain the influence of setting on character and plot.
• Identify the point of view used (first, third, or omniscient point of view) in a story.
• Compare and contrast the same conflict from the point of view of two different characters.
• Identify the stated themes in text and support with evidence from the text.
• Identify common recurring themes in books by the same or different authors and support with evidence from the text.
• Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension.
• Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
• Find similarities and differences within and between texts using text-based evidence (e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial).
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).
• Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text (e.g., how the time period [setting] of a novel determines a character’s behavior, how a situation affected a character, what events either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt).
• Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).
2.3.2 Analyze sources for information appropriate to a specific topic or for a specific purpose.
• Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.
• Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose.
2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices. W
• Recognize previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message.
• Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. W
• Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer.
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2 Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience. W
• Identify and explain the author’s purpose.
• Explain how author’s use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience.
2.4.3 Understand how to verify content validity. W
• Identify and explain when an author uses opinion to make a point.
• Verify facts by checking sources for date of publication, bias, and accuracy.
2.4.4 Analyze the effectiveness of the author’s tone and use of persuasive devices for a target audience. W
• Determine the author’s target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience.
• Interpret the author’s tone and support the answer with text-based evidence.
• Describe the intended effects of persuasive devices and propaganda techniques.
2.4.5 Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept. W
• Generalize about common themes, conflicts, and situations after reading multiple texts.
• Explain how information in a text could be used to understand a similar situation or concept in another text and cite text-based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs).
2.4.6 Analyze ideas and concepts in multiple texts. W
• Find the similarities and differences in how an idea or concept is expressed in multiple texts.
• Compare the feeling of the authors and/or character as expressed in multiple texts.
• Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.
2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions. W
• Determine author’s perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts.
• Infer and explain the author’s beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
• Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic.
• Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).
• Follow multi-step written directions (e.g., read a manual, complete a project or assignment).
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Understand and analyze a variety of literary genres.
• Examine and explain various sub-genres of literary fiction based upon their characteristics.
• Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres).
3.4.3 Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
• Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities).
• Identify and discuss recurring themes in literature (e.g., identity, struggle).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.
• Set reading goals and create a plan to meet those goals.
• Monitor progress toward implementing the plan, making adjustments and corrections as needed.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate books and authors to share common literary experiences.
• Recommend books to others and explain the reason for the recommendation.
• Discuss common reading selections and experiences with others.
writing
In sixth grade, students approach writing with purpose and maintain their focus. They use form, content, technique, and conventions flexibly to meet their own purposes or assignment requirements. Competence is evident in skills of paragraphing, summarizing, and synthesizing in exposition, persuasion, and content-area writing, whereas fiction writing reflects an awareness of its role to entertain, explore human relationships, and persuade. Students work toward precision in spelling in all writing and evaluate honestly both their own work and the work of others, making a concerted effort to improve weak traits. Students consider writing to be an important and effective tool for furthering their own learning.
EALR 1: The student understands and uses a writing process.
Component 1.1: Prewrites to generate ideas and plan writing. W
1.1.1 Applies more than one strategy for generating ideas and planning writing.
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing).
• Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing.
• Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).
• Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
Note: The reading aloud of well-written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
Component 1.2: Produces draft(s). W
1.2.1 Produces multiple drafts.
• Refers to prewriting plan.
• Drafts by hand and/or electronically.
• Rereads text and continues drafting over time.
• Rereads text, puts it away, and returns to it later.
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
• Rereads work several times and has a different focus for each reading (e.g., first reading — adding transitions; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information).
• Seeks and considers feedback from adults and peers.
• Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings).
• Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”).
• Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, thesaurus).
Component 1.4: Edits text. W
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in conventions.
• Uses multiple resources regularly (e.g., dictionary, peer, adult, available technology, writing/style guide, textbook).
• Proofreads final draft for errors.
Component 1.5: Publishes text to share with audience. W
1.5.1 Publishes in a format that is appropriate for specific audiences and purposes.
• Selects from a variety of publishing options (e.g., tri-fold display, brochure, informational posters).
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, diagrams, maps).
• Publishes material in appropriate form (e.g., slide show) and format (e.g., slide layout, color, font, keywords and phrases instead of whole sentences) for visual and dramatic presentations.
• Uses different available technologies to produce a finished product (e.g., word processor, spreadsheets, multimedia).
Component 1.6: Adjusts writing process as necessary. W
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Delegates parts of writing process to team members (e.g., during prewriting, one team member gathers Internet information while another uses the library periodicals).
• Collaborates on drafting, revising, and editing.
• Collaborates on final layout and publishing/presenting.
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Writes for both on-demand and extended writing projects.
• Writes to meet a deadline.
• Adjusts the number of drafts to compensate for time allotted.
• Adapts amount of time spent prewriting in response to on-demand prompt.
• Creates a management timeline, flow chart, or action plan for written projects (e.g., research paper).
• Increases time for prewriting, drafting, revising, and editing, while working for clarity and effective presentation.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
• Identifies audience’s interest and knowledge of topic to determine emphasis.
• Anticipates readers’ questions and writes accordingly.
Component 2.2: Writes for different purposes. W
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to pursue a personal interest, to explain, or to persuade.
• Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
• Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
• Writes for more than one purpose using the same form (e.g., uses a poem to persuade, to tell a story, or to entertain).
• Includes more than one mode within a piece to address purpose (e.g., descriptive details or a narrative anecdote used as an example within an explanation).
Component 2.3: Writes in a variety of forms/genres. W
2.3.1 Uses a variety of forms/genres.
• Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pictures, charts/graphs, and a journal excerpt).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- persuasive essays
- narrative essays
- biographies
- literary analyses (e.g., explains about character or main idea)
- research reports
- business letters
- lab reports
- quatrains
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.
Component 2.4: Writes for career applications. W
2.4.1 Produces documents used in a career setting.
• Collaborates with peers on long-term writing projects (e.g., class newspaper).
• Writes in forms associated with specific tasks or careers (e.g., application for student body office, presentation software as a visual aid).
• Selects and synthesizes information from technical and job-related documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
• Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic — “The ancient Romans contributed to technology in many ways.”).
• Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
• Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in mathematics, science, social studies, and literature; appropriate anecdotes to explain or persuade).
• Varies method of developing character (e.g., how the character looks, talks, acts, and thinks) and setting (e.g., develops setting as character changes location) in narratives.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Uses an effective organizational structure.
• Writes unified, cohesive paragraphs (e.g., topic sentence with logically presented details; spatial order; chronological order).
• Constructs an introduction using varying approaches (e.g., question, statistics/interesting facts, brief history).
• Constructs an ending/conclusion that goes beyond a repetition of the introduction (e.g., a summary, an interesting fact, echo from the beginning of the piece).
• Varies leads, endings, and types of conflicts in narratives.
• Sequences ideas and uses transitions to link events, reasons, facts, and opinions (e.g., degree transitions, such as most important and least important, within and between paragraphs).
Organizes clearly:
- explanations (e.g., cause and effect, point-by-point comparisons)
- persuasion (e.g., least to most important arguments)
- narratives (e.g., flashback)
- poetry (e.g., stanzas/chorus)
Component 3.2: Uses appropriate style. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
• Writes with a clearly defined voice appropriate to audience.
• Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., informal vs. formal voice).
• Writes expository text using either first or third person.
• Supports a position in persuasive text from first-person or third-person point of view (e.g., I think vanilla ice cream is the best; According to an expert, vanilla ice cream is the best.).
• Writes in a character’s voice (e.g., retells a story using the point of view and voice of a character in the story; explains a historic event in the voice of a participant in that event).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
• Selects and uses precise and specialized language in content writing (e.g., hypothesis in both science and social studies, hydration in health and fitness).
• Selects and uses persuasive techniques (e.g., testimonials, bandwagon).
• Selects and uses literary devices (e.g., simile, metaphor, and personification).
• Selects and uses poetic devices (e.g., repetition, rhythm, rhyme schemes).
• Searches for alternatives to commonly used words, particularly in persuasive writing and poetry.
3.2.3 Uses a variety of sentences.
• Writes a variety of sentence lengths.
• Writes a variety of sentence structures (e.g., uses phrases and clauses: “In the beginning, I liked ice cream. That summer, after working at the store, I didn’t want to eat ice cream again.”).
• Uses rhythm and cadence in sentences and lines to influence meaning in prose and poetry (e.g., “The drums / beat on and on and on.”).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies appropriate grade level writing conventions. W
3.3.1 Uses legible handwriting.
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells accurately in final draft.
• Uses spelling rules and patterns from previous grades.
• Uses multiple strategies to spell.
Examples:
- visual patterns (e.g., tough/enough/rough, right/night)
- homophones (e.g., read and reed)
- affixes (e.g., in-, im-, -spect, -fer)
- roots (e.g., biology, telegraph)
• Uses resources to correct own spelling.
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes languages, races, nationalities, and religions correctly.
• Uses resources to correct capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses commas in appositives (e.g., Bob, the dog, was fun.).
• Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”).
• Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “).
• Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical component of a scientific investigation.”).
• Uses a semi-colon between two independent clauses connected by a conjunctive adverb (e.g., I studied late into the night; consequently, I passed the test.).
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Shows agreement of pronoun and its referent (e.g., A person needs his or her own space.).
• Maintains consistent person.
• Uses parallel construction when listing verbs particularly in informational and technical writing.
- parallel: A scientist observes, hypothesizes, and analyzes.
- not parallel: A scientist observes, hypothesized, and analyzed.
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Provides detailed labeling, captions, headings, and subheadings when appropriate.
3.3.8 Applies conventional forms for citations.
• Cites sources according to prescribed format.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Identifies aspects of the author’s craft (e.g., sentence variation, voice, word choice).
• Identifies persuasive elements in a peer’s writing and critiques the effectiveness (e.g., firm position, statistics as support, persuasive word choice).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., why ancient peoples settled along rivers).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, content scoring guides).
• Rereads own work for the craft of writing (e.g., sentence openings, sentence variety) as well as the content (e.g., clear and accurate information).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., selects pieces that demonstrate growth).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Evaluates and writes reflection about growth in writing and sets goals to create an improvement plan (e.g., “My word choice needs to improve. I will use more specific words to improve from a 3 to a 4 on the rubric.”).
• Monitors and evaluates progress and adjusts goals over time (e.g., “My word choice has improved. Now I have to think about my conclusions.”).
• Maintains a written log of goals and a portfolio of work.
Grade Seven – Language Arts
CENTRAL SUBJECT: AfricA
READING
In seventh grade, students are aware of their responsibility as readers. They continue to reflect on their skills and adjust their comprehension and vocabulary strategies. Students refine their understanding of the author's craft. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.
|Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades
of meaning.
• Use text evidence to verify meaning from reference source.
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
• Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text.
Component 1.3 Build vocabulary through wide reading.
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W
• Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
• Select, from multiple choices, the meanings of words or phrases identified in the text.
• Use new vocabulary in oral and written communication.
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.
• Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. W
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend prediction and inferences.
• Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
• Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension.
2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions about the text before, during, and after reading to aid comprehension.
• Use questioning strategies to comprehend text.
• Create and describe mental images to understand text.
• Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.17 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W
• Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
• Summarize the plot in culturally relevant literary/narrative texts.
• Select, from multiple choices, a sentence that best summarizes the story or selection.
• Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Apply understanding of time, order, and/or sequence to aid in comprehension.
• Explain an author’s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures.
• Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered).
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. W
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time).
• Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
• Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature.
• Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes).
2.2.3 Understand and analyze story elements. W
• Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time.
• Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution.
• Explain the influence of setting on mood, character, and plot.
• Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text.
• Explain how a story would change if the narrator’s perspective changed.
• Identify implied themes in text and support with evidence from the text.
• Compare/contrast common recurring themes in books by the same or different authors.
• Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem.
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.
• Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
• Find similarities and differences within and between texts using text-based evidence (e.g., the author’s feelings and the poet’s feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story).
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts).
• Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad).
• Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).
2.3.2 Analyze and synthesize information for a specific topic or purpose.
• Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem).
2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices. W
• Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message.
• Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. W
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2 Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience. W
• Identify and explain the author’s purpose.
• Explain how the author’s style of writing impacts the reader’s enjoyment and/or comprehension of the text.
• Examine ways in which author’s style contributes to imagery, suggests a mood, or otherwise influences an audience.
2.4.3 Evaluate the author’s reasoning and the validity of the author’s position. W
• Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion.
• Decide if the author’s ideas are solid and support your position.
2.4.4 Analyze and evaluate the effectiveness of the author’s tone and use of persuasive devices. W
• Judge the effectiveness of the author’s details and arguments for a particular audience and cite examples to justify the decision.
• Identify the author’s tone and support the answer with text-based evidence.
• Describe the intended effects of persuasive devices and propaganda techniques.
2.4.5 Analyze ideas and concepts to generalize/extend information beyond the text. W
• Generalize about processes, concepts, and common themes after reading multiple texts.
• Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art).
2.4.6 Analyze ideas and concepts in multiple texts. W
• Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts.
• Compare the feelings of the authors and/or characters as expressed in multiple texts.
• Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.
2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions. W
• Infer and explain the author’s beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
• Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection..
• Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy).
• Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a webpage).
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Analyze a variety of literary genres.
• Respond to literature written in a variety of genres.
• Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader.
3.4.3 Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
• Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present).
• Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.
• Set reading goals and create a plan to meet those goals.
• Monitor progress toward implementing the plan, making adjustments and corrections as needed.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate books and authors to share common literary experiences.
• Recommend books to others and explain the reason for the recommendation.
• Discuss common reading selections and experiences with others.
Writing
In seventh grade, students present legible, cohesive, and interesting writing in a form, format, and style appropriate for the purpose and audience. Claims and opinions are well-researched and supported with sufficient examples or facts to produce a response from the reader. They address a range of issues within a variety of forms and modes. Language is descriptive, incorporating details and imagery to enhance ideas. Students use complex sentence structures and complex punctuation with increased accuracy. They revise for specific traits and include suggestions from others to improve writing. Students see writing as a means to an end, as well as a worthwhile activity in itself, and enjoy exploring their ideas through writing and graphics.
EALR 1: The student understands and uses a writing process.
Component 1.1: Prewrites to generate ideas and plan writing. W
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms list, then creates graphic organizer – electronically or handwritten).
• Maintains a log or journal to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.
• Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).
• Gathers and paraphrases information from a variety of resources (e.g., interviews, multimedia, periodicals) and chooses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
• Explains purpose and selects effective form at prewriting stage.
Note: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides
students with examples of exemplary writing.
Component 1.2: Produces draft(s). W
1.2.1 Analyzes task and composes multiple drafts when appropriate.
• Refers to prewriting plan.
• Drafts according to audience, purpose, and time.
• Drafts by hand and/or electronically.
• Rereads text and decides to continue draft or to start a new draft.
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
• Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
• Rereads work several times and has a different focus for each reading (e.g., first reading — changing words to improve clarity; second reading —substituting more effective persuasive language; third reading — adding specific examples to support claim).
• Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).
• Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).
• Evaluates feedback and justifies the choice to use feedback (e.g., “I chose to change the word things because my group said it was confusing.”).
• Uses multiple resources regularly to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer).
Component 1.4: Edits text. W
1.4.1 Edits for conventions (see 3.3).
• Identifies and corrects errors in conventions.
• Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, conventions checklist, adult, peer).
• Proofreads final draft for errors.
Component 1.5: Publishes text to share with audience. W
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, bulletin board, contest).
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons).
• Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sentences) for visual and dramatic presentations (e.g., readers’ theater script).
• Uses different available technologies to produce, design, and publish a finished product (e.g., word processor, photo software, presentation software, publishing software).
Component 1.6: Adjusts writing process as necessary. W
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
• Delegates parts of writing process to team members (e.g., one member may interview; another may collect information from other resources).
• Collaborates on drafting, revising, and editing.
• Collaborates on final layout and publishing/presenting (e.g., travel brochure).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Adjusts the number of drafts to compensate for time allotted (e.g., on-demand, in-class writing or multi-week projects).
• Writes to meet a deadline.
• Adapts amount of time spent on prewriting in response to on-demand prompt.
• Creates a management timeline for written projects (e.g., portfolios, research papers, I-Search papers).
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects. (e.g., portfolios).
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
• Describes audience’s interest and knowledge of topic to determine emphasis.
• Anticipates readers’ questions and writes accordingly.
Component 2.2: Writes for different purposes. W
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
• Writes for self expression.
• Writes to analyze informational and literary texts.
• Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
• Writes for more than one purpose using the same form (e.g., a script used to entertain, to persuade, or to inform).
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote as an introduction to a persuasive piece of writing).
Component 2.3: Writes in a variety of forms/genres. W
2.3.1 Uses a variety of forms/genres.
• Integrates more than one form/genre in a single piece (e.g., a research paper about a local issue that includes caption with pictures, charts and graphs, and interviews).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- oral histories
- fictional journal entries
- film and drama reviews
- compare/contrast essays
- letters to the editor
- brochures
- web pages
- ballads
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.
Component 2.4: Writes for career applications. W
2.4.1 Produces documents used in a career setting.
• Collaborates with peers on long-term team writing projects (e.g., yearbook, literary magazine).
• Writes in forms associated with specific tasks or careers (e.g., class office résumé, persuasive letter requesting school funds).
• Selects and synthesizes information from technical documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
• Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., narrows the topic, uses an essential question to guide research and maintain focus).
• Selects specific details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, statistics, anecdotes, reasons).
• Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; personal knowledge of an illness to persuade the audience that water pollution is dangerous).
• Varies method of developing character (e.g., how the character acts, talks, thinks, and looks), setting (e.g., through the character’s point of view), and plot in narratives.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Analyzes and selects an effective organizational structure.
• Writes unified, cohesive paragraphs (e.g., supporting examples in order of importance, paragraph topic connected by transitions).
• Composes an engaging introduction (e.g., meaningful rhetorical question, interesting facts, relevant anecdote).
• Composes an ending/conclusion that is more than a repetition of the introduction (e.g., a re-connection to reader, a call for action, a statement of significance).
• Uses transitions to show relationships among ideas (e.g., if … then, cause/effect, either … or, meanwhile).
• Uses effective organizational patterns as determined by purpose:
- explanations (e.g., cause and effect)
- comparisons (e.g., point-by-point, similarities and then differences)
- persuasion (e.g., least to most important arguments)
- narratives (e.g., flashback, cliffhanger ending)
- poetry (e.g., stanzas/chorus, repetition, rhythm, rhyme scheme, line breaks)
Component 3.2: Uses appropriate style. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
• Writes with a clearly defined voice appropriate to audience.
• Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice).
• Writes from more than one point of view or perspective (e.g., cultural perspective for a character’s viewpoint in history or literature, third person for scientific reports, first or third person for persuasive writing).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
• Selects and uses precise language to persuade or inform.
• Selects and uses precise language in poetic and narrative writing.
• Uses the vernacular appropriately.
• Selects and uses specialized vocabulary relevant to specific content area (e.g., hypotenuse, quadratic, radius).
• Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions).
• Uses literary devices (e.g., simile, metaphor, personification).
• Uses poetic devices (e.g., repetition, rhythm, rhyme schemes).
3.2.3 Uses a variety of sentences.
• Writes a variety of sentence lengths for effect (e.g., “Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!”).
• Writes a variety of sentence structures (e.g., uses appositive phrases: “The 7th grade teacher, the busiest woman on the staff, still had time for all of her students.”).
• Uses a variety of line lengths and structures in poetry for effect (e.g., dialogue and ABCB rhyme scheme for a ballad).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
3.3.1 Uses legible handwriting.
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells accurately in final draft.
• Uses spelling rules and patterns from previous grades.
• Uses multiple strategies to spell.
Examples:
- homophones (e.g., principle and principal)
- affixes (e.g., re-, post-, -ous, -ology)
- Greek and Latin roots (e.g., telephone, chronologic, distract, persist)
- frequently misspelled words (e.g., occasion, recommendation, sincerely)
• Uses resources to correct own spelling.
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Uses capitals correctly in an outline or list.
• Uses consistent capitalization when formatting technical documents.
• Uses resources to check capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses commas to separate an interrupter (e.g., The teacher, however, was not impressed.).
• Uses semicolons to separate groups that contain commas (e.g., The Seahawks traveled to Washington, D.C.; New York, NY; and Oakland, CA.).
• Uses the hyphen to prevent confusion (e.g., re-elect).
• Uses bullets in technical writing when applicable.
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Uses adverbs vs. adjectives correctly.
- correct: He ran well in the race.
- incorrect: He ran good in the race.
• Uses comparative and superlative adjectives correctly.
- correct: The ruby is harder than the emerald. The diamond is the hardest gem.
- incorrect: The diamond is more harder than that ruby.
• Uses parallel construction of elements in a list.
- parallel: The lunchroom was immaculate: napkins in their holders, pop bottles in the recycle container, and trays in place for the next day.
- not parallel: The lunchroom was immaculate: napkins were put away, pop bottles in the recycle bins, and neatly stacked trays.
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Uses stanzas and other textual markers (e.g., table of contents, title and subtitle, bullets).
3.3.8 Applies conventional forms for citations.
• Cites sources according to prescribed format.
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Identifies aspects of the author’s craft (e.g., point of view, purpose, bias).
• Identifies persuasive elements in a peer’s writing and critiques the effectiveness (e.g., audience appeal, concession and rebuttal, call to action).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., description of scientific procedure during a class lab).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL, classroom-created, or 6-trait rubrics; scoring guides specific to purpose or form of assignment).
• Rereads own work for the craft of writing (e.g., point of view, figurative language) as well as the content (e.g., specific and relevant information).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., selects piece that shows improved introduction technique).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Writes reflection about growth in writing and creates an improvement plan (e.g., “In my next persuasive piece, I will include a personal anecdote.” “I will organize my prewrite into a logical plan before drafting.”).
• Monitors progress and adjusts goals (e.g., “I have three expository essays in my portfolio. I need to include a persuasive piece next trimester.”).
• Maintains a written log of long-term goals (e.g., “I will write in three or more new genres; I will use more logical evidence to persuade; I will elaborate with personal narrative; I will write to a government official or public personality.”) and a portfolio of work.
Grade Eight – Language Arts
Central subject: Connections –ENGLAND & the United states
READING
In eighth grade, students integrate a variety of comprehension and vocabulary strategies. They are able to adapt their reading to different types of text. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students refine their understanding of the author's craft, commenting and critically evaluating text. They continue to analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students continue to read for pleasure.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
1.2.2 Apply strategies to comprehend words and ideas.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., statistic, statistician).
• Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use graphic features to clarify and extend meaning (e.g., science processes, diagrams).
Component 1.3 Build vocabulary through wide reading.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
• Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities; (e.g., lift as used in England compared to the U.S.A.) into written and oral communication.
• Explain the meaning of content-specific vocabulary words (e.g., photosynthesis, democracy, algorithms).
• Select, from multiple choices, the meaning of a word identified in the text.
• Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., definition of solar in science transferred to understanding science fiction text).
Component 1.4 Apply word recognition skills and strategies to read fluently.
1.4.2 Apply fluency to enhance comprehension.
• Read grade-level and informational/expository text and literary/narrative text orally with accuracy, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.
1.4.3 Apply different reading rates to match text.
• Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and exposition: use prior knowledge.
• Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text).
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W
• Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences.
• Make, confirm, and revise predictions based on prior knowledge and evidence from the text (e.g., using main idea statements, predict what kind of information the author will present next).
• Select, from multiple choices, a prediction , inference, or assumption that could be made from the text.
• Organize information to support a prediction or inference in a self-created graphic organizer.
2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
• Use mental imagery while reading.
• Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W
• Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.
• Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
• Select, from multiple choices, a sentence that best summarizes the text.
• Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.1 Analyze an author’s use of time, order, and/or sequence to extend comprehension of text.
• Analyze an author’s development of time and sequence through the use of literary devices such as foreshadowing, flashbacks, dream sequences, parallel episodes and the use of traditional and/or cultural-based organizational patterns.
• Explain the use of order or steps in a process to convey meaning in an informational/expository text (e.g., scientific experiments, legislative processes, mathematical procedures, Native American talking circles and ceremonies).
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W
• Use text features to verify, support, or clarify meaning.
• Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
• Use the features of electronic information to communicate, gain information, or research a topic.
2.2.3 Understand and analyze story elements. W
• Interpret how situations, actions, and other characters influence a character’s personality and development.
• Explain how a story’s plots and subplots contribute to (or don’t advance) the conflict and resolution.
• Explain the influence of setting on mood, character, and plot.
• Explain the author’s point of view and interpret how it influences the text.
• Compare/contrast common recurring themes in books by the same or different authors.
2.2.4 Apply understanding of text organizational structures.
• Recognize and use knowledge of previously taught text organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, and problem/solution) to aid comprehension.
• Identify text written in episodic and generalization/principle organizational structure to find and/or organize information and comprehend text.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
• Compare and contrast information from multiple sources to gain a broader understanding of a topic (e.g., compare and contrast a variety of ecosystems using text-based evidence).
• Compare and contrast how characters react to the same event using text-based evidence.
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., characters, events, information/facts).
• Explain how certain actions cause certain effects (e.g., how the women’s suffrage movement changed the face of politics today or how Indian boarding schools contributed to the loss of Native American languages and culture; how the internment of Japanese Americans during World War II affected traditional Japanese family structure).
2.3.2 Analyze and evaluate informational materials for relevance in meeting a specific purpose.
• Examine information from a variety of sources, select appropriate information based on purpose, and defend selection citing evidence from text.
2.3.3 Evaluate the author’s use of literary devices to enhance comprehension. W
• Judge the effectiveness of the author’s use of literary devices and explain their use to convey meaning.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.
2.3.4 Synthesize information from a variety of sources.
• Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about character traits and/or author’s assumptions.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. W
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2 Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences. W
• Identify and discuss different authors’ use of sentence structure, literary devices, and word choice to impact tone, message, and/or reader’s reaction.
• Explain and provide examples of how an author uses a wide variety of language structures to create an intended effect (e.g., words or phrases from another language, dialect, simile, and metaphor).
• Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
• Select, from multiple choices, a sentence that explains why an author includes a specific technique.
2.4.3 Analyze and evaluate text for validity and accuracy. W
• Examine and critique the logic (reasoning, assumptions, and beliefs) and use of evidence (existing and missing information; primary and secondary sources) in an author’s argument or defense of a claim.
2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience. W
• Examine and explain the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence reader’s opinions or actions.
• Examine and explain the intended effects of propaganda techniques the author uses to influence readers’ perspectives.
• Judge the author’s effectiveness in the use of persuasive devices to influence an audience.
2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations. W
• Generalize about universal themes, human nature, cultural and historical perspectives, etc., from reading multiple texts.
• Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.
• Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article about fitness to design an exercise routine).
2.4.6 Analyze treatment of concepts within, among, and beyond multiple texts. W
• Compare and contrast treatments of similar concepts and themes within multiple texts (e.g., how the idea of coming of age is presented in multiple texts representing a variety of cultures).
• Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.
2.4.7 Analyze and evaluate the reasoning and ideas underlying an author’s beliefs and assumptions within multiple texts. W
• Examine informational/expository text and literary/narrative text to show how they reflect the heritage, traditions, and beliefs of the author.
• Compare and critique two author’s beliefs and assumptions about a single topic or issue, citing text-based evidence and decide which author presents the stronger argument.
• Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
• Select, from multiple choices, a sentence that identifies the author’s opinions, assumptions, and beliefs.
• Select, from multiple choices, a sentence that describes the faulty reasoning of the author or character.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
• Examine resource materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor).
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
• Use functional documents to perform a task (e.g., read applications, legal documents, and use that information to perform everyday life functions).
Component 3.3 Read for career applications.
3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
• Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
• Use professional-level materials, including electronic information, that match career or academic interests to make decisions.
• Select and use appropriate skills for reading a variety of documents (e.g., maps, graphs, blueprints, computer manuals).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Analyze traditional and contemporary literature written in a variety of genres.
• Respond to literature written in a variety of genres (e.g., explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader).
• Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms (e.g., epic, sonnet, ballad, haiku, free verse).
3.4.3 Understand and analyze recurring themes in literature.
• Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar conflicts.
• Identify and analyze recurring themes in literature across literary genres (e.g., themes of good vs. evil or heroism as expressed in plays, poetry, short stories).
3.4.4 Analyze how great literary works from a variety of cultures contribute to the understanding of self, others, and the world.
• Compare and contrast traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., uses of power, family and community structures; meaning of loyalty, freedom, and responsibility).
• Relate literary works to the traditions, themes, and issues of the era they represent (e.g., the generation gap, women and children in the workforce).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2 Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.
• Set goals for reading and develop a reading improvement plan.
• Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics, or strategy charts.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate books and authors to share reading experiences with others.
• Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others.
writing
In eighth grade, students competently write reports and explanations on a range of complex topics, maintaining focus on the theme or issue. The well-researched information is structured effectively in appropriate forms and style for a range of audiences and purposes. Students produce pieces that go beyond formulaic writing. They retrieve, select, organize, synthesize, and evaluate material from a variety of print and electronic resources. They craft a variety of literary texts with confidence. Students are able to manage time to complete a writing task on demand or over several weeks. Students reflect on their own writing and identify strategies to improve the quality of their written work.
EALR 1: The student understands and uses a writing process.
Component 1.1: Prewrites to generate ideas and plan writing. W
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., free write, outline, list, T-chart for comparing).
• Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.
• Gathers information (e.g., takes notes) from a variety of sources (e.g., Internet, interviews, multimedia, books, periodicals) and chooses an organizer to analyze, synthesize, and evaluate information to plan writing.
• Uses prewriting stage to determine purpose, analyze audience, select form, research background information, formulate theme (for narrative writing) or a thesis, and/or organize text.
Note: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides
students with examples of exemplary writing.
Component 1.2: Produces draft(s). W
1.2.1 Analyzes task and composes multiple drafts when appropriate.
• Refers to prewriting plan.
• Drafts according to audience, purpose, and time.
• Drafts by hand and/or electronically.
• Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
• Selects and uses effective revision tools or strategies based on project (e.g., referring to prewriting, checking sentence beginnings, combining sentences, using “cut and paste” word processing functions).
• Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration and persuasive language).
• Decides if revision is warranted.
• Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).
• Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).
• Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).
• Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).
• Uses multiple resources to improve text (e.g., writing guide, assignment criteria, peer, adult, electronic or other thesaurus).
Component 1.4: Edits text. W
1.4.1 Edits for conventions (see 3.3).
• Identifies and corrects errors in conventions.
• Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, adult, peer).
• Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., conventions or format guidelines).
• Proofreads final draft for errors.
Component 1.5: Publishes text to share with audience. W
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., e-portfolio, newsletter, contest, school announcement, yearbook).
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, time lines, diagrams, cartoons).
• Publishes material in appropriate form (e.g., multimedia presentation) and format (e.g., photos, graphs, text features).
• Publishes using visual and dramatic presentations (e.g., skits, interviews).
• Uses available technological resources to produce, design, and publish a professional-looking final product (e.g., charts, overheads, word processor, photo software, presentation software, publishing software).
Component 1.6: Adjusts writing process as necessary. W
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Delegates parts of process to team members (e.g., one team member publishes, one edits, and another presents).
• Collaborates on drafting, revising, and editing.
• Collaborates on final layout and publishing/presenting (e.g., presentation with slideshow).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Adapts time allotted for data gathering and number of drafts for shorter projects.
• Writes to meet a deadline.
• Creates a management timeline/flow chart for multi-week written projects (e.g., portfolios, research papers, I-Search papers).
• Decreases time for prewriting, drafting, revising, and editing when writing on-demand, in-class pieces.
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects (e.g., research papers, I-Search papers).
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience).
• Respects the cultural backgrounds of potential audiences (e.g., through word choice, topics).
• Describes how a particular audience may interpret a text (e.g., by defining terms, using formal language).
• Anticipates readers’ questions and writes accordingly.
Component 2.2: Writes for different purposes. W
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., writes to persuade community to build a skate park, includes narratives/poetry in portfolio).
• Writes for self expression.
• Writes to analyze informational and literary texts.
• Writes to learn (e.g., KWL Plus; summary; double-entry journal in math, science, social studies).
• Writes for more than one purpose using the same form (e.g., a newspaper article used to persuade, to entertain, or to inform).
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote to support a position in expository research paper).
• Writes to examine opposing perspectives (e.g., an argumentative paper examining how white settlement in the Pacific Northwest has had both positive and negative effects).
Component 2.3: Writes in a variety of forms/genres. W
2.3.1 Uses a variety of forms/genres.
• Integrates more than one form/genre in a single piece (e.g., a narrative told using an explanation, a character sketch, a free verse poem, a dialogue, a newspaper article, a document, and a diary entry).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- reflective journals
- fictional stories (e.g., science fiction)
- scripts (e.g., television, movie, radio)
- essays/speeches (e.g., cause/effect, problem/solution)
- application forms
- minutes
- debates
- scientific reports
- zines
- narrative poems
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.
Component 2.4: Writes for career applications. W
2.4.1 Produces documents used in a career setting.
• Collaborates with peers on long-term team writing projects (e.g., scientific investigation).
• Produces technical and nontechnical documents for career audiences (e.g., letters, applications, lab reports), taking into consideration technical formats (e.g., fonts, layout, style guides).
• Selects and synthesizes information from technical and career documents for inclusion in writing (e.g., lab report that includes data recorded on graphs).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
• Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”).
• Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other).
• Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate anecdotes to explain or persuade; information synthesized from a variety of sources to support an argument).
• Develops convincing characters (e.g., using details of thoughts, actions, appearance, and speech) and convincing settings (e.g., through the character’s point of view or described during action) within a range of plots (e.g., suspense, flashback) in narratives.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Analyzes and selects effective organizational structure.
• Writes unified, cohesive paragraphs (e.g., inverted pyramid: broad topic, narrowing focus, specific details).
• Develops a compelling introduction (e.g., startling statement, setting/description, quotation).
• Composes an effective ending/conclusion that is more than a repetition of the introduction (e.g., response to a “so what” question, connection to bigger picture).
• Uses transitional words and phrases between paragraphs to show logical relationships among ideas (e.g., moreover … , because of this issue … , equally important … , as opposed to … ).
• Selects and uses effective organizational patterns as determined by purpose:
- explanations (e.g., process description)
- comparison (e.g., all similarities grouped together and all differences grouped together)
- persuasion (e.g., vary sequence of arguments)
- narrative (e.g., problem-solution-outcome)
• Emphasizes key ideas through appropriate use of text features (e.g., headings, charts, diagrams, graphs, bullets).
Component 3.2: Uses appropriate style. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
• Writes with a clearly defined voice appropriate to audience.
• Writes in an individual, informed voice in expository, technical, and persuasive writing.
• Writes from more than one point of view or perspective (e.g., cultural perspective for a character’s viewpoint in history or literature, first person for I-Search papers, third person for mathematical communication, first or third person for persuasive writing).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
• Selects and uses precise language to persuade or inform.
• Selects and uses precise language in poetic and narrative writing.
• Uses the vernacular appropriately.
• Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
• Selects and uses persuasive techniques (e.g., powerful and emotional imagery).
• Selects and uses literary devices (e.g., metaphor, symbols, analogies).
• Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).
• Considers connotation and denotation when selecting works (plump vs. fat, shack vs. house).
3.2.3 Uses a variety of sentences consistent with audience, purpose, and form.
• Writes a variety of sentence structures and lengths to create a cadence appropriate for audience, purpose, and form.
• Writes a variety of sentence structures (e.g., inverts sentence to draw attention to the point being made in an essay: “Down the stream swam the salmon fingerlings.”).
• Uses a variety of line lengths and rhythms for effect in narrative poems.
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
3.3.1 Uses legible handwriting.
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells accurately in final draft.
• Uses spelling rules and patterns from previous grades.
• Uses multiple strategies to spell.
Examples:
- homophones (e.g., capital and capitol)
- affixes (e.g., dis-, ir-, -ist -ism)
- Greek and Latin roots (e.g., circus, spiral, vision)
- words from other languages (e.g., arena, buffet, souffle, lariat)
- frequently misspelled words (e.g., accommodation, cemetery, receive)
• Uses resources to correct own spelling.
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes the title of a specific course (e.g., History 9A as opposed to history).
• Uses resources to check capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses commas to enclose titles (e.g., Mohammed Abdul, M.D., is a pediatrician.).
• Uses commas for emphasis or clarity (e.g., What the cook does, does affect the meal.).
• Places commas and periods inside quotation marks.
• Uses apostrophes to form plurals of letters or numbers (e.g., Know your ABC’s.).
• Uses apostrophes in possessive compound nouns (e.g., the mother-in-law’s birthday).
• Uses a colon between title and subtitle (e.g., Write Source 2000: A Guide to Thinking, Writing and Learning).
• Uses diagonal slash (/) correctly:
- in a fraction
- to show choice
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Identifies and corrects past grammar and usage issues.
• Uses fewer vs. less correctly.
• Uses parallel construction when listing infinitive phrases.
- parallel: Jamillah likes to hike, swim, and ride a bicycle.
- not parallel: Jamillah likes to hike, to swim, and rides a bicycle.
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Uses textual markers (e.g., rows, columns, tables).
3.3.8 Applies conventional forms for citations.
• Cites sources according to prescribed format (e.g., MLA, APA).
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Critiques work, independently and in groups, according to detailed scoring guide, sometimes developed collaboratively (e.g., checklist, rubric, continuum).
• Identifies persuasive elements in a peers’ writing and critiques the effectiveness (e.g., preponderance of evidence, rhetorical questions).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., math-specific words when justifying a strategy used during estimation involving integers).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., rubrics specific to purpose or form of assignment, WASL or 6-trait rubrics).
• Rereads own work for the craft of writing (e.g., logic, transitional phrases) as well as the content (e.g., selected, relevant supporting detail).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., selects piece that shows complex organizational structure).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Monitors progress toward goals over time (e.g., “After every piece of writing, I need to check to make sure I am supporting my claims with evidence.”).
• Analyzes progress (e.g., “I have been supporting my claims with evidence.”).
• Evaluates goals (e.g., “I should find more relevant evidence to support my claim.”).
• Adjusts goals (e.g., “I will change my goal from supporting claims with more evidence to supporting claims with better evidence.”).
• Maintains a written log of long-term goals (e.g., “I will write to multiple audiences, improve and vary my introductions and conclusions, and try a new persuasive technique.”) and a portfolio of work.
Grade Nine/Ten – Language Arts
Reading
In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of comprehension and vocabulary strategies being employed especially when encountering difficult text and/or reading for a specific purpose. They continue to increase their content and academic vocabulary. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Readers have greater ability to make connections and adjust understandings as they gain knowledge. They challenge texts, drawing on evidence from their own experience and wide reading. Students continue to read for pleasure.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade-levels.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
1.2.2 Apply strategies to comprehend words and ideas.
• Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use graphic features to clarify and extend meaning.
Component 1.3 Build vocabulary through wide reading.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication.
• Explain the meaning of content-specific vocabulary words (e.g., regeneration, isolationism, emancipation, polarized).
• Select, from multiple choices, the meaning of a word identified in the text.
• Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism).
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.
• Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy from one text to another).
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences. W
• Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences.
• Make predictions and inferences about an author’s beliefs and cite text-based evidence to support prediction/inference (e.g., find text passages that support an inference that the author advocates economic change).
• Read several accounts of the same event and make inferences about the impact each would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier’s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle).
• Select, from multiple choices, a prediction, inference, or assumption that could be made from the text.
• Organize information to support a prediction or inference in a self-created graphic organizer.
2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning and use comprehension-repair strategies to regain meaning independently.
• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
• Use mental imagery while reading.
• Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text. W
• Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoid interpretation or judgment; use an organizational pattern that supports the author’s intent.
• Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
• Select, from multiple choices, a sentence that best summarizes the text.
• Organize summary information for informational/expository text, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.
Component 2.2 Understand and apply knowledge of text components to comprehend text.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W
• Use text features to verify, support, or clarify meaning.
• Use the features of electronic information to communicate, gain information, or research a topic.
2.2.3 Analyze story elements. W
• Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution (e.g., in a short story, novel, epic poem).
• Compare/contrast how recurring themes are treated by diverse authors or in different genres.
• Select, from multiple choices, a word or sentence that best describes a specific story element (e.g., character, conflict, resolution).
2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, problem/solution, episodic, and generalization/principle) to aid comprehension.
• Independently apply understanding of text structure to the acquisition, organization, and application of information.
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
• Compare conclusions drawn from multiple sources to determine similarities and differences.
• Integrate information from multiple sources to draw conclusions that go beyond those found in individual sources.
• Select, from multiple choices, a sentence that describes how a character’s feelings compare to those of the author/poet about the same subject.
• Use literary themes within and across texts to interpret current issues, events, and/or how they relate to self.
• Examine how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery).
2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
• Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (e.g., editorials), and support the decision.
2.3.3 Evaluate the use of literary devices to enhance comprehension. W
• Judge the effectiveness of the author’s use of literary devices and explain how they are used to convey meaning.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.
2.3.4 Synthesize information from a variety of sources.
• Integrate information from different sources to research and complete a project.
• Integrate information from different sources to form conclusions about author’s assumptions, biases, credibility, cultural and social perspectives, or world views.
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. W
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.
2.4.2 Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences. W
• Compare and contrast selected author’s styles of writing to achieve a similar purpose.
• Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or drama based on the author’s word choice and use of figurative language.
• Explain why an author uses particular language to create an intended effect (e.g., foreign words, dialect, connotative words, irony, rhetorical devices, simile, and metaphor), citing text-based evidence.
• Select, from multiple choices, a sentence that explains why an author includes a specific technique.
• Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
• Judge the effectiveness of the author’s use of language to create an intended effect.
2.4.3 Analyze and evaluate text for validity and accuracy. W
• Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue).
• Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation.
2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience. W
• Identify the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence readers’ opinions or actions.
• Select, from multiple choices, a sentence that explains why an author uses a specific persuasive device.
• Identify the intended effects of persuasive strategies the author uses to influence readers’ perspectives (e.g., peer pressure, bandwagon, repetition, testimonial, transfer).
2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations. W
• Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts.
• Select, from multiple choices, a sentence that represents a generalization that can be made from the story/poem/selection.
• Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues).
2.4.6 Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts. W
• Differentiate how a concept is presented and/or developed in and beyond texts (e.g., the role fear plays in war, prejudice, relationships, personal safety).
• Compare the development of an idea or concept in multiple texts; decide which is best presented and developed and support the decision with text-based evidence.
• Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.
2.4.7 Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts. W
• Analyze literary/narrative text and informational/expository text to show how they reflect the heritage, traditions, and beliefs of the author.
• Compare and contrast readings on the same topics by explaining how the authors reach the same or different conclusions based on differences and similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases.
• Select, from multiple choices, a sentence that describes the reasoning of a character or an author, both faulty and logical.
• Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
• Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals).
Component 3.2 Read to perform a task.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
• Read instructions, credit card or job applications, legal documents such as contracts, policies, and timetables, to perform everyday life functions (e.g., find employment, research colleges or trade schools, purchase goods and services, take vacations, locate people and places).
Component 3.3 Read for career applications.
3.3.1 Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
• Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
• Read professional-level materials, including electronic information, that match career or academic interests and demonstrate understanding of the content.
• Select and use appropriate skills for reading a variety of documents (e.g., tables, blueprints, electronic technology manuals, bills of lading, medical charts, mechanical manuals).
Component 3.4 Read for literary experience in a variety of genres.
3.4.2 Evaluate traditional and contemporary literature written in a variety of genres.
• Critique author’s choice of literary genres to convey a message.
• Explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), and graphic elements (line length, punctuation, word placement).
3.4.3 Analyze recurring themes in literature.
• Compare motivations and reactions of literary characters from different historical/cultural backgrounds when confronting similar conflicts.
• Characterize the presentation of a similar theme or topic across genres and explain how the selection of genre shapes the theme or topic.
3.4.4 Analyze and evaluate the great literary works from a variety of cultures to determine their contribution to the understanding of self, others, and the world.
• Examine the ways in which works of literature are related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe).
• Critique the contribution to society made by traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., individual needs vs. needs of society, community maintenance, civil disobedience, humanity’s relationship with nature).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2 Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.
• Set goals for reading and develop a reading improvement plan.
• Track reading progress through the use of such tools as portfolios, reflection journals, self-scoring rubrics.
Component 4.2 Develop interests and share reading experiences.
4.2.1 Evaluate books and authors to share reading experiences with others.
• Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others.
writing
In ninth and 10th grades, students write independently with confidence and proficiency.
They explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Students choose the most appropriate form of writing to achieve the desired result for the intended audience. As students persevere through complex writing projects, they write sophisticated, complex literary texts and/or organized, fluent, and well-supported nonfiction. Complex forms of punctuation are used accurately and grammar/language is manipulated to enhance writing. Vocabulary is carefully chosen to create vivid mental images or elaborate on ideas. Students maintain a portfolio or collection of their own writing and continue to regard writing as an essential tool to further their own learning in and beyond high school.
EALR 1: The student understands and uses a writing process.
Component 1.1: Prewrites to generate ideas and plan writing. W
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
• Gathers, analyzes, synthesizes, and organizes information from a variety of sources (e.g., interviews, websites, books, field notes).
• Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.
• Uses prewriting stage to generate ideas, determine purpose, analyze audience, select form, research background information, formulate a thesis, and organize text.
Note: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing.
Component 1.2: Produces draft(s). W
1.2.1 Analyzes task and composes multiple drafts when appropriate.
• Refers to prewriting plan.
• Drafts according to audience, purpose, and time.
• Drafts by hand and/or electronically.
• Assesses draft and/or feedback, decides if multiple drafts are necessary, and justifies decision.
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
• Selects and uses effective revision tools or strategies based on project (e.g., sentence analysis form, revision criteria checklist, “find-and-replace” or “track changes” functions of word processing program).
• Rereads work several times and has a different focus for each reading (e.g., first reading — looking for the strength
• or effectiveness of an argument and organizational structure; second reading — considering appropriateness for audience and purpose; third reading — looking for clarity of persuasive language).
• Decides if revision is warranted.
• Seeks and considers feedback from a variety of sources (e.g., teachers, peers, community members, editors).
• Records feedback using writing group procedure (e.g., partner revision).
• Evaluates and justifies the choice to use feedback in revisions or not (e.g., “I didn’t change my second example because...”).
• Revises typographical devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical and content-area writing forms (e.g., résumé, business letter).
• Uses multiple resources to improve text (e.g., writing guide, assignment criteria, Internet grammar guide, peer, thesaurus, dictionary).
Component 1.4: Edits text. W
1.4.1 Edits for conventions (see 3.3).
• Identifies and corrects errors in conventions.
• Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, adult, peer).
• Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., editing symbols, paper submission guidelines).
• Proofreads final draft for errors.
Component 1.5: Publishes text to share with audience. W
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., website, literary magazine, blog, local newspaper).
• Publishes using a range of graphics and illustrative material (e.g., time lines, flow charts, political cartoons, diagrams).
• Publishes material in appropriate form (e.g., films, multimedia demonstrations, culminating projects) and format (e.g., credits in film, font size, section breaks in longer document).
• Publishes using visual and dramatic presentations (e.g., debate, mock election, monologue).
• Uses a variety of available technological resources (e.g., charts, overheads, word processor, photo software, presentation software) to produce, design, and publish a professional-looking final product.
Component 1.6: Adjusts writing process as necessary. W
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage.
1.6.2 Uses collaborative skills to adapt writing process.
• Delegates parts of process to team members (e.g., in prewriting, one team member interviews and one team member brainstorms possible sections).
• Collaborates on drafting, revising, and editing.
• Collaborates on final layout and publishing/presenting (e.g., yearbook, literary magazine).
1.6.3 Uses knowledge of time constraints to adjust writing process.
• Adapts time allotted for data gathering and number of drafts for shorter projects.
• Writes to meet a deadline.
• Creates a management timeline/flow chart for written projects (e.g., Thirteenth-Year Plan, exit project, oral histories).
• Decreases time for prewriting, drafting, revising, and editing when working on in-class, on-demand pieces (e.g., essay exams).
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects (e.g., literary analysis, research paper).
EALR 2: The student writes in a variety of forms for different audiences and purposes.
Component 2.1: Adapts writing for a variety of audiences. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
• Identifies an intended audience.
• Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience).
• Respects the cultural backgrounds of potential audiences (e.g., topic, word choice, perspective).
• Describes how a particular audience may interpret a text (e.g., eliminating biased language that might be offensive to the audience).
• Anticipates and addresses readers’ questions or arguments.
Component 2.2: Writes for different purposes. W
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information).
• Writes for self expression.
• Writes to analyze informational and literary texts.
• Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense).
• Writes to examine a variety of perspectives (e.g., argumentative paper on opposing viewpoints concerning medical research and animal testing).
• Writes for more than one purpose using the same form (e.g., a memoir that persuades, entertains, and/or informs).
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote to support a position in an expository research paper).
Component 2.3: Writes in a variety of forms/genres. W
2.3.1 Uses a variety of forms/genres.
• Integrates more than one form/genre in a single piece (e.g., a persuasive essay written using a first-person anecdote, a poem, a journal entry, research notes, a classroom discussion, and a letter).
• Maintains a log or portfolio to track variety of forms/genres used.
• Produces a variety of new forms/genres.
Examples:
- research papers
- memoirs
- mysteries
- parodies
- monologues
- documentaries
- cover letters
- satires
- essays (e.g., extended literary analyses)
- editorials
- proposals
- résumés
- blogs
Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.
Component 2.4: Writes for career applications. W
2.4.1 Produces documents used in a career setting.
• Collaborates with peers on long-term team writing projects (e.g., research paper for an exit project).
• Writes technical and nontechnical documents for career audiences (e.g., proposal, résumé, abstract), taking into consideration technical formats (e.g., bullets, numbering, subheadings, blank space).
• Selects and synthesizes information from technical and career documents for inclusion in writing (e.g., High School and Beyond Plan that includes information summarized from on-line vocational source or other informational text).
• Understands the importance of using a standard reference style consistently when writing reports or technical documents (e.g., MLA, APA, Turabian).
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
• Presents a manageable thesis while maintaining a consistent focus in an individualized and purposeful manner (e.g., “Obtaining a driver’s license should not be tied to grades in school.”).
• Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other).
• Uses personal experiences, observations, and/or research from a variety of sources to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate researched information to explain or persuade; contrasting points of view to support a hypothesis or argument).
• Integrates the elements of character, setting, and plot to create a convincing fictional world.
Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.
3.1.2 Analyzes and selects effective organizational structure.
• Writes unified, cohesive paragraphs (e.g., repetition of key terms; parallel structure).
• Selects from a variety of opening strategies and composes an engaging introduction (e.g., vivid, detailed description; historical/cultural background; contrasting situation).
• Selects from a variety of ending/conclusion strategies and composes an effective conclusion that is more than a repetition of the introduction (e.g., prediction, anecdote, question).
• Uses transitional words and phrases between paragraphs to signal emphasis or show logical relationships among ideas (e.g., in fact … , consequently … , as a result … , on the other hand … ).
• Determines effective sequence between and within paragraphs by using transitions to emphasize points in an argument or show logical connections (e.g., inasmuch as … , possibly …, therefore … ).
• Selects and uses effective organizational patterns as determined by purpose:
- varied placement of thesis for effect
- persuasion using comparisons (e.g., all similarities grouped together and all differences grouped together)
- explanations (e.g., scientific report pattern: introduction with hypothesis, materials and methods, data, conclusions)
- narrative (e.g., story within a story)
• Emphasizes key ideas through appropriate use of text features (e.g., headings, diagrams, graphs, bullets, blank space).
Component 3.2: Uses appropriate style. W
3.2.1 Analyzes audience and purposes and uses appropriate voice.
• Writes with a clearly defined voice appropriate to audience.
• Writes in an individual, knowledgeable, and consistent voice in expository, technical, and persuasive writing.
• Selects appropriate point of view for technical writing and/or specific content areas (e.g., third-person point of view for science lab write-ups, first person for field journals, second person for how-to technical manuals).
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
• Selects and uses precise language to persuade or inform.
• Selects and uses precise language in poetic and narrative writing.
• Uses the vernacular appropriately.
• Selects and uses specialized vocabulary relevant to a specific content area (e.g., plate tectonics, mitosis, photosynthesis).
• Selects and uses literary devices deliberately (e.g., extended metaphor, symbols, analogies).
• Selects and uses sound devices deliberately in prose and poetry (e.g., assonance, consonance).
• Considers connotation and denotation, including cultural connotation, when selecting words (police officer vs. cop, bias vs. prejudice).
3.2.3 Uses a variety of sentences consistent with audience, purpose, and form.
• Writes a variety of sentence structures and lengths to create a cadence appropriate for diverse audiences, purposes, and forms.
• Writes a variety of sentence structures (e.g., absolutes to add detail and elaborate: “Fingers gripping the table, the student waited for the results.”).
• Writes short sentences and phrases in technical writing.
• Uses a variety of sentence structures (e.g., line breaks, stanzas, pattern, repetition) to purposefully shape a poem.
Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
3.3.1 Uses legible handwriting.
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).
Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.
3.3.2 Spells accurately in final draft.
• Uses spelling rules and patterns from previous grades.
• Uses multiple strategies to spell.
Examples:
- homophones (e.g., council and counsel, stationary and stationery)
- affixes (e.g., -cian, -ness)
- roots (e.g., anthropology, philosophy)
- foreign spellings (e.g., alumna/alumnae/alumnus, medium/media, datum/data)
- words from other languages (e.g., bourgeois, kindergarten, espresso, boutique, coyote)
- frequently misspelled words (e.g., perceive, congratulations, success)
• Uses resources to correct own spelling.
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Uses resources to check capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses commas to set off nonrestrictive clauses (e.g., The gym, which was built last year, is used every day.).
• Uses brackets around an editorial correction or to set off added words.
• Uses the em dash (—) to indicate emphasis or a sudden break, to set off an introductory series, or to show interrupted speech.
• Use appropriate punctuation when writing in other languages (e.g., René).
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Avoids dangling modifiers (e.g., “After I stood in line for hours, I discovered the tickets were sold out.” Incorrect: “After standing in line for hours, the tickets were sold out.” The second sentence makes it appear that the tickets were in line.).
• Uses who vs. whom correctly.
• Uses that vs. which and that vs. who correctly.
• Uses either … or and neither … nor correctly.
• Uses many commonly confused words correctly (e.g., accept vs. except or can vs. may).
• Uses active voice except when passive voice is appropriate (e.g., active voice: “They saw it.” vs. passive voice: “It was seen by them.”).
• Uses parallel construction in clauses.
- parallel: The coach told the players they should get plenty of sleep, they should eat well, and they should do some warm-up exercises.
- not parallel: The coach told the players they should get plenty of sleep, that they should eat well, and to do some warm up exercises.
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Uses textual markers (e.g., page numbers, footnotes, space for pictures).
3.3.8 Applies conventional forms for citations.
• Cites sources according to prescribed format (e.g., MLA, APA, Turabian).
EALR 4: The student analyzes and evaluates the effectiveness of written work.
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
• Critiques writing, independently and in groups, according to detailed scoring guide, sometimes developed collaboratively (e.g., checklist, rubric, continuum).
• Identifies persuasive elements in a peer’s writing and critiques the effectiveness (e.g., preponderance of evidence, citing experts, compromise solutions).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., accurate scientific terms regarding the effectiveness of the solution to the problem).
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., content or performance standards, WASL or 6-trait rubrics).
• Rereads own work for the craft of writing (e.g., character development, irony, tone) as well as the content (e.g., quotations to support contentions).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., selects pieces for culminating exhibition).
Component 4.2: Sets goals for improvement. W
4.2.1 Evaluates and adjusts writing goals using criteria.
• Monitors progress toward goals over time (e.g., “I need to try free verse next quarter.”).
• Analyzes progress (e.g., “My free verse needs better imagery.”).
• Evaluates goals (e.g., “I need to allow time for substantive revisions.”).
• Adjusts goals (e.g., “I will write a ballad next quarter.”).
• Maintains a written log of long-term goals (e.g., “I will try other genres, vary points of view, elaborate on evidence, and seek publication.”) and a portfolio of work.
Grade Nine – ENGLISH - 101
ENGLISH 9 – UNDER CONSTRUCTION
1. Summer reading
2. Short stories
3. Parts of speech
4. The Bible as literature
5. Paragraph and essay structure review
6. Poetry
7. Parts of sentences
8. Mythology and epic poetry
9. Shakespeare
10. Analytical essays
11. Shakespearean drama
12. The novel
English – World Literature 201-202
ENGLISH 10
1. Understand and appreciate common literary themes and genres. Literary themes in the course selections include: family, fantasy and imagination, friendships, the individual and society, justice and dignity, love and romance, the natural world, cultural origins, self-discovery, war and peace, youth and age (generational issues)
2. Be able to discuss (in writing and group oral presentations) literary depictions of human values, attitudes and behavior, as they are presented in multicultural formats
3. Analyze the ways that authors manipulate plot, narration, structure, and language to create particular reactions in the reader. This analysis will help students become more discerning in what they read and more skillful in their own writing, in general
4. Be able to evaluate a fictional theme and development through setting, characters, symbols and plot
5. Be able to compare and contrast literary themes and genres between different cultures and authors
6. Understand the works of great world authors, with a timeline covering ancient Israel through the present day (i.e. from 970 BCE through the 21st century). The following authors represent some of the work studied in this course: Sophocles, Shakespeare, Conrad, Joyce, Kafka, Lessing, Joyce, Borges, Marquez, Narayan, Kawabata, Mansfield, Dickinson, Eliot, Hughes. Walker, Browning, Yeats
English 301-302
ENGLISH 11
1. Summer reading
2. American poets
3. The Girls
4. Postmodernism
5. Stella!
English 401-402
ENGLISH 12
1. Summer reading
2. History of the English language
3. Old English literature
4. Medieval literature
5. College essay
6. Evolution of heroes
7. Shakespearean drama
8. Theater of the absurd
9. Romantics - poetry and prose
10. Victorians – poetry and prose
11. Modern short stories
Grade Ten Speech - Communication
EALRS
COMMUNICATION – GRADE 9/10
In ninth and 10th grades, students continue to enhance listening strategies in new contexts. They evaluate the effectiveness of visual and auditory information, including rhetoric, the effect of the media, and the role of perspective in the interpretation of media text. Students synthesize interpersonal and personal intercultural communication norms to guide, monitor, and adjust their own communication. As students prepare for the years beyond high school, they refine their public speaking skills: oral discourse and presentation skills.
COMMUNICATION
EALR 1: The student uses listening and observation skills and strategies to gain understanding.
|Component 1.1: Uses listening and observation skills and strategies to focus attention and interpret information. |
NOTES: Listening behavior will vary according to culture, learning style, and situation.
Verbal and nonverbal cues must be taught explicitly. Do not assume they are universal.
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., mock job/academic interviews, career and technical education job training).
1.1.2 Proficiency in this GLE is expected at grade 8.
|Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Evaluates effectiveness of and creates a personal response to visual and auditory information.
• Compares literal and implicit meaning to respond to a statement.
• Constructs personal meaning from visual and auditory information (e.g., Social Studies: the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations).
• Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments).
1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.
• Critiques the effectiveness of persuasive techniques on target audiences (e.g., ethos, pathos, logos appeals, fallacies, propaganda).
• Critiques differing points of view for persuasive effect (e.g., Social Studies CBA: Reviews and critiques various visual depictions of globalization found in the mass media to evaluate whether it is portrayed negatively or positively).
• Critiques the effect of media portrayals of cultures, gender, religion, sexuality, class, and race on society and its subcultures.
• Judges the effect of different interpretations of the same media text (e.g., different newspapers, radio/television stations, Internet sites).
EALR 2: The student uses communication skills and strategies to interact/work effectively with others.
|Component 2.1: Uses language to interact effectively and responsibly in a multicultural context. |
2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.
• Examines the situation and selects a common code for communication when a common code does not exist, using role play (e.g., gestures, sign language, language different from one’s own, dialects, pictures).
|Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and |
|perform tasks. |
2.2.1 Uses communication skills that demonstrate respect.
• Monitors and adjusts one’s own participation according to the situation and the needs of others (e.g., focuses on speaker; avoids interruptions; does not dominate conversation; uses techniques for taking turns; attends to cultural differences in communication styles, such as variations in pause time, pace, volume/intensity, and body language).
• Responds to the clarification needs of others as necessary (e.g., elaborates, illustrates, or expands on a response).
• Provides feedback to the speaker in role-play scenarios or classroom activities based on appropriate form of listening (e.g., enjoyment, active, critical, and/or empathetic listening).
• Refutes others in non-hurtful ways by disagreeing with ideas according to established classroom norms (e.g., “Maya, we agree on everything except your last two points. I think…”).
2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
• Contributes relevant ideas with support/evidence by clarifying, illustrating, or expanding (e.g., contributes topics related to ideas with support and talks in turn, with consideration for others in the conversation).
• Critiques group members’ and own interactions/work and adjusts to ensure group success.
|Component 2.3: Uses skills and strategies to communicate interculturally. |
2.3.1 Analyzes the influence of cultural principles, beliefs, and world views on intercultural communication.
• Examines the influence of one’s own cultural principles, beliefs, religion, and world views on intercultural communication (e.g., based on Muslim beliefs, a teenage girl may feel compromised by the flirtatious but innocent attention of a teenage boy).
• Discusses how power and dominance affect intercultural communication (e.g., workplace hierarchies such as boss/supervisor to employee; historical and present relations between cultures).
2.3.2 Creates personal intercultural communication norms to guide one’s self in a diverse social system.
• Develops a construct for how physical and human settings can affect communication (e.g., timing, social climate, customs, religion, social practices, politics, values, education).
• Monitors and adjusts one’s own communication style to engage in the dynamics of diversity and connect with others (e.g., adjusting proximity, volume, intensity, pause time, pace, conversation style, eye contact).
EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
|Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations. |
3.1.1 Applies skills to plan and organize effective oral communication and presentation.
• Determines the topic and the audience and selects a purpose (e.g., monologue, debate, historical reenactment, speech, mock job/academic interview).
• Matches verbal and nonverbal messages (e.g., voice modulation, expression, tone, body language, gestures, attire).
• Distinguishes among and uses various forms of formal and informal logical argument (deductive and inductive reasoning, syllogisms, analogies).
• Uses techniques to enhance the message (e.g., irony and dialogue to achieve clarity, force, and aesthetic effect; technical language).
• Uses logical, ethical, and emotional appeals to support the purpose.
|Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Proficiency in this GLE is expected at grade 7.
|Component 3.3: Uses effective delivery. |
3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.
• Makes necessary adjustment in delivery and language during presentations based on interpretation of verbal and nonverbal cues to reflect ongoing responsiveness to audience.
EALR 4: The student analyzes and evaluates the effectiveness of communication.
|Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Analyzes and evaluates strengths and weaknesses of one’s own communication using own or established criteria.
• Articulates the qualities that make communication effective (e.g., body language, pace, volume, tone, expression).
• Seeks, considers, and uses feedback from a variety of sources to improve communication (e.g., teachers, peers, community members, and family members).
• Critiques style and content of own communication in public, group work, personal settings, and/or interviews.
• Justifies language and techniques used when deviating from established criteria (e.g., deliberate use of nonstandard English to create effect or appeal to audience).
• Weighs effect of presentation on audience (e.g., uses verbal and nonverbal audience response and feedback to determine effect).
4.1.2 Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.
• Examines accuracy of content and terminology for specific content areas in others’ communication (e.g., compare texts using correct literary terminology).
• Critiques others’ communication and/or delivery independently and in groups according to detailed culturally sensitive scoring criteria.
• Offers feedback to peers in support of improving both formal and informal communication.
|Component 4.2: Sets goals for improvement. |
4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
• Sets goals for all forms of oral communication using feedback and creates a plan to meet the goals (e.g., group work, formal presentation, conversation, interview, debate).
• Monitors progress through the use of a variety of tools (e.g., portfolios, logs, rubrics, reflection journals, or video portfolio), making adjustments as needed.
COMMUNICATION
The student uses listening and observing skills to gain understanding
9/10-1 Uses listening and observation skills and strategies to focus attention and interpret information.
• Applies a variety of listening strategies to accommodate the listening situation.
9/10-2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.
• Evaluates effectiveness of and creates a personal response to visual and auditory information.
• Evaluates the effect of bias and persuasive techniques in mass media.
The student uses communication skills and strategies to interact/work effectively with others
9/10-3 Uses language to interact effectively and responsibly in a multicultural context.
• Analyzes the needs of the audience, situation, and setting to adjust language and other communication strategies.
9/10-4 Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.
• Uses communication skills that demonstrate respect.
• Applies skills and strategies to contribute responsibly in a group setting.
9/10-5 Uses skills and strategies to communicate interculturally.
• Analyzes the influence of cultural principles, beliefs, and world views on intercultural communication.
• Creates personal intercultural communication norms to guide one’s self in a diverse social system.
The student uses communicates skills and strategies to effectively present ideas and one’s self in a variety of situations
9/10-6 Uses knowledge of topic/theme, audience, and purpose to plan presentations.
• Applies skills to plan and organize effective oral communication and presentation.
9/10-7 Uses effective delivery.
• Applies skills and strategies for the delivery of effective oral communication and presentations.
The student analyzes and evaluates the effectiveness of communication
9/10-8 Assesses effectiveness of one’s own and others’ communication.
• Analyzes and evaluates strengths and weaknesses of one’s own communication using own or established criteria.
• Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.
9/10-9 Sets goals for improvement.
• Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
Speech - 101
NCA Outcomes
STANDARD 1 - COMPETENT COMMUNICATORS DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE RELATIONSHIPS AMONG THE COMPONENTS OF THE COMMUNICATION PROCESS.
Identify and describe:
1. The components of the communication process (speaker, listener, message, medium, feedback, and noise).
2. Explain how the components of a communication model affect the communication process.
3. Identify the relationship between nonverbal and verbal communication.
4. Identify sources of interferences.
5. Identify situational and social factors that influence communication.
6. Explain how communication is a shared process between speaker and listener.
7. Explain the role of feedback.
8. Explain the difference between the oral and written communication process.
9. Identify different purposes for communicating.
10. Distinguish between different purposes for communicating.
11. Appreciate the dynamic complex nature of the communication process
12. Use vocal qualities (pitch, rate, tone, volume etc.) words, and nonverbal cues to create and interpret meaning.
sTANDARD 4 Competent communicators demonstrate Knowledge and understanding of the role of communication in creating meaning, influencing thought, and making decisions
Competent communicators . . .
13. Recognize the power of language
14. Explain the difference between denotation and connotation
15. Explain the content and relational meanings of messages
16. Distinguish between facts and opinions.
17. Recognize that inferences and assumptions are based on limited information
18. Interpret the emotional meaning of a message
19. Recognize contradictions between verbal and nonverbal messages
20. Distinguish between stated and implied meanings of a message
21. Distinguish among different purposes of messages
22. Distinguish between literal and figurative meanings of messages
23. Explain how communication can lead to shared meaning
24. Explain how individual and social experiences affect the creation and understanding of messages
25. Explain how communication influences perceptions
26. Explain how conversations affect a communicator’s views on specific issues
27. Recognize the role of communication in life situations
28. Use culturally sensitive language
29. Use language that is sensitive to individual differences
30. Respond appropriately and effectively to the emotional meanings of messages
31. Use alternative strategies when communication is inappropriate or ineffective
32. Show willingness to engage in communication to generate ideas
33. Appreciate how the same message may be interpreted differently by others
Standard 5 competent communicators demonstrate sensitivity to diversity when communicating
Competent communicators . . .
34. Explain the concepts of individual, social, and cultural diversity
35. Recognize the effects of diversity on communication
36. Identify strategies for analyzing audiences
37. Identify strategies appropriate for communicating in an appropriate and effective manner with an audience
38. Recognize divergent perspectives
39. Distinguish between supportive and unsupportive strategies used to communicate with an unsupportive audience
40. Select the most appropriate and effective medium for communicating
41. Organize messages so that most listeners can understand
42. Assess divergent perspectives
43. Use and create messages that are culturally inclusive
44. Use information about audience members to create and deliver messages
45. Use identified strategies to communicate with various audiences
46. Recognize and respond to cultural and social differences within an audience
47. Make adjustments during a presentation to promote understanding
48. Appreciate diversity in society and its effects on communication
49. Show willingness to communicate with others who have divergent opinions
50. Respect the diversity of opinions held by audience members
51. Accept responsibility for audiences
Standard 9 Competent speakers demonstrate knowledge and understanding of the speaking process.
Competent speakers . . .
52. Describe the components of the speaking process
53. Describe factors to consider when analyzing an audience in a variety of contexts (e.g., interests, age, etc.).
54. Identify the criteria used to evaluate the qualities of appropriate and effective communication in small group, and public communication
55. Identify how communication context influences choice of communication strategies
56. Assess how feedback affects the speaker and the message
57. Use audience analysis to adapt a message and communication behaviors
58. Apply criteria to evaluate interpersonal communication
59. Use feedback to change communication and enhance interactions
60. Use feedback to alter communication goals
Standard 10 Competent speakers demonstrate the ability to adapt communication strategies appropriately and effectively according to the needs of the situation and setting.
Competent speakers . . .
61. Identify strategies for appropriate and effective personal communication
62. Identify personal communication goals
63. Explain the importance of adapting communication to the situation and setting
64. Explain the role of self-disclosure in interpersonal relationships
65. Identify successful interviewing techniques
66. Identify strategies for appropriate and effective small group communication
67. Identify problem-solving strategies
68. Identify group roles
69. Identify group norms
70. Identify strategies for appropriate and effective public communication
71. Organize a message appropriately and effectively
72. Develop an appropriate and effective introduction, body, and conclusion for a speech
73. Choose and narrow a speech topic for a specific occasion
74. Select appropriate and effective supporting material based on topic, audience, occasion, and purpose.
75. Modify a message to fit the audience
76. Use verbal and nonverbal techniques to enhance a message
77. Adapt language to specific audiences and settings
78. Demonstrate successful interviewing techniques
79. Use communication strategies to achieve the major functions of a group
80. Demonstrate both task and social communicative behaviors in a small group
81. Participate appropriately and effectively in a problem-solving group discussion
82. Communicate and defend a point of view
83. Demonstrate ability to present an appropriate and effective introduction, body, and conclusion in a speech
84. Use credible sources for support
85. Use a method of delivery appropriate to the situation
86. Use feedback to improve future speeches
87. Appreciate language and cultural diversity
88. Appreciate receiving feedback from others
Standard 11 - Competent speakers demonstrate the ability to use language that clarifies, persuades, and/or inspires while respecting differences in listeners’ backgrounds (race, ethnicity, age, etc.).
Competent speakers . . .
89. Recognize that language use should be sensitive to listeners’ backgrounds
90. Select language appropriate to the occasion, purpose, audience, and context
91. Describe how language clarifies meaning and organization
92. Evaluate the effect of articulation, pronunciation, and grammar on an audience
93. Use language that demonstrates sensitivity to cultural and individual differences
94. Adapt language use to the audience
95. Use humor and playful language appropriately
96. Communicate ideas clearly and concisely
97. Use vivid language that appeals to the senses
98. Use feedback to modify language choices
99. Appreciate the importance of respecting individual difference
100. Appreciate the power of language
Standard 12 - Competent speakers demonstrate the ability to manage or overcome communication anxiety.
Competent speakers . . .
101. Recognize that anxiety is a normal response to many communication situations
102. Describe physiological and psychological reactions to anxiety
103. Describe the individual and social factors that may lead to communication anxiety
104. Describe strategies to help minimize and/or alleviate communication anxiety
105. Demonstrate ability to appear confident while speaking
106. Use strategies that can help alleviate communication anxiety
107. Participate in various communication situations previously avoided
108. Show tolerance for speakers who appear nervous
109. Show willingness to find ways to manage communication anxiety
MATHEMATICS
Toddlers - Mathematics
Central Subject: Celebrations
T-1 LEARNS TO COUNT ITEMS OF INTEREST
T-2 Can state examples of basic number information (age)
T-3 Recalls numbers assigned for a purpose (coat hook, room number)
T-4 Can spot an odd figure in a series
T-5 Attempts to repeat a shape to extend a pattern
T-6 Attempts simple puzzles
Pre-Kindergarten 3 - Mathematics
Central Subject: Animals
P3-1 COUNTS GIVEN OBJECTS
P3-2 States basic number information (age, room number, number in family)
P3-3 Can extend a simple pattern
P3-4 Points out bigger / smaller
P3-5 Can name a few basic shapes
P3-6 Fits a shape into an appropriate receptacle
Pre-Kindergarten 4 - Mathematics
Central Subject: Seasons
NUMBERS AND OPERATIONS
P4-1 Knows numbers 1 - 10
P4-2 Identifies value of a digit 1 - 10
P4-3 Adds numbers between 1 and 10
P4-4 Subtracts numbers between 1 and 10
P4-5 Can assign a number to a sample group/quantity
Patterns and Relations
P4-6 Oct. - Can identify a pattern in a pictorial representation
P4-7 Nov. - Is able to extend a given pattern
P4-8 Jan. - Creates examples of patterns
Measurement, Shape and Space
P4-9 March - Can identify a range of basic 2-D and 3-D shapes
P4-10 April - Can reproduce a range of basic 2-D shapes
P4-11 Oct. - Can identify and count sides of shapes
P4-12 Jan. - Familiar with measuring terms including: longer, shorter, higher, lower, bigger, and smaller
Data Analysis – Statistics, Probability and Chance
P4-13 Sept. - Is familiar with the term ‘graph’
P4-14 Nov. - Can locate basic information on a simple graph
P4–15 March – Groups objects by common attributes
Kindergarten - Mathematics
Central Subject: Food
PERFORMANCE EXPECTATIONS
K.1. CORE CONTENT: Whole numbers
In kindergarten, students begin to develop basic notions of numbers and use numbers to think about objects and the world around them. They practice counting objects in sets, and they think about how numbers are ordered by showing the numbers on the number line. As they put together and take apart simple numbers, students lay the groundwork for learning how to add and subtract. Understanding numbers is perhaps the most central idea in all of mathematics, and if students build and maintain a strong foundation of number sense and number skills, they will be able to succeed with increasingly sophisticated numerical knowledge and skills from year to year.
K.1.A Rote count by ones forward from 1 to 100 and backward from any number in the range of 10 to 1.
EXAMPLES
K.1.B Read aloud numerals from 0 to 31.
EX Shown numeral cards in random order from 0 1o 31, students respond with the correct name of the numerals. Students also demonstrate that they can distinguish 12 from 21 and 13 from 31.
K.1.C Fluently compose and decompose numbers to 5.
• Students should be able to state that 5 is made up of 4 and 1, 3 and 2, 2 and 3, or 1 and 4. They should understand that if I have 3, I need 2 more to make 5. Students should also be able to recognize the number of missing objects without counting.
The words compose and decompose are used to describe actions that young students learn as they acquire knowledge of small numbers by putting them together and taking them apart.
EX here are 5 counters. I will hide some. If you see 2, how many am I hiding?
K.1.D Order numerals from 1 to 10
• The student takes numeral cards (1 to 10) that have been shuffled and puts them in correct ascending order
K.1.E Count objects in a set of p to 20, and count out a specific number of up to 20 objects from a larger set.
K.1.F Compare two sets of up to 10 objects each and say whether the number of objects in one set is equal to, greater than, or less than the number of objects in the other set.
K.1.G Locate numbers from 1 to 31 on the number line.
• Students should be able to do this without having to start counting at 1.
K.1.H Describe a number from 1 to 9 using 5 as a benchmark number.
• Students should make observations such as “7 is 2 more than 5” or “4 is 1 less than 5.” This is helpful for mental math and lays the groundwork for using 10 as a benchmark number in later work with base-ten numbers and operations.
|CORE CONTENT K.2: Patterns and operations |
Students learn what it means to add and subtract by joining and separating sets of objects. Working with patterns helps them strengthen this understanding of addition and subtraction and moves them toward the important development of algebraic thinking. Students study simple repetitive patterns in preparation for increasingly sophisticated patterns that can be represented with algebraic expressions in later grades.
K.2.A Copy, extend, describe, and create simple repetitive patterns.
• Students can complete these activities with specified patterns of the type AB, AAB, AABB, ABC, etc.
EX Make a type AB pattern of squares and circles with one square, one circle, one square, one circle, etc.
EX Here is a type AAB pattern using colored cubes: red, red, blue, red, red, blue, red, red. What comes next?
EX Create a pattern with geometric shapes and leave one out in the middle. Ask what shape is missing.
K.2.B Translate a pattern among sounds, symbols, movements, and physical objects.
• Students should be able to translate patterns among all of these representations. However, when they have demonstrated they can do this, they need not use all representations every time.
EX Red, red, yellow, red, red, yellow could translate to clap, clap, snap, clap, clap, snap.
K.2.C Model addition by joining sets of objects that have 10 or fewer total objects when joined and model subtraction by separating a set of 10 or fewer objects.
• Seeing two sets of counters or other objects, the student determines the correct combined total. The student may count the total number of objects in the set or use some other strategy in order to arrive at the sum. The student establishes the total number of counters or objects in a set; then, after some have been removed, the student figures out how many are left.
K.2.D Describe a situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.
• Students can be asked to tell an addition story or subtraction story.
|K.3. CORE CONTENT: Objects and their locations. |
K.3.A Identify, name, and describe circles, triangles, rectangles, squares (as special rectangles), cubes, and spheres.
• Students should be encouraged to talk about the characteristics (e.g., round, four-cornered) of the various shapes and to identify these shapes in a variety of contexts regardless of their location, size, and orientation. Having students identify these shapes on the playground, in the classroom, and on clothing develops their ability to generalize the characteristics of each shape.
K.3.B Sort shapes using a sorting rule and explain the sorting rule.
• Students could sort shapes according to attributes such as the shape, size, or the number of sides, and explain the sorting rule. Given a selection of shapes, students may be asked to sort them into two piles and then describe the sorting rule. After sorting, a student could say, “I put all the round ones here and all the others there.”
K.3.C Describe the location of one object relative to another object using words such as in, out, over, under, above, below, between, next to, behind, and in front of.
EX Put this pencil under the paper.
EX I am between Jose and Katy.
|K.4. ADDITIONAL KEY CONTENT: Geometry and Measurement. |
Students informally develop early measurement concepts. This is an important precursor to Core Content on measurement in later grades, when students measure objects with tools. Solving measurement problems connects directly to the student’s world and is a basic component of learning mathematics.
K.4.A Make direct comparisons using measurable attributes such as length, weight, and capacity.
• Students should use language such as longer than, shorter than, taller than, heavier than, lighter than, holds more than, or holds less than.
|K.5. CORE PROCESSES: Reasoning, problem solving, and communication. |
K.5.A Identify the question(s) asked in a problem.
• Descriptions of solution processes and explanations can include numbers, words including mathematical language), picture, or physical objects. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of these representations and verify that their answer is reasonable.
EX Grandma went to visit her two grandchildren and discovered that the gloves they were each wearing had holes in every finger, even the thumbs. She will fix their gloves. How many glove fingers (including thumbs) need to be fixed?
EX Students are given drinking straws or coffee stirrers cut to a variety of different lengths: 6”, 5”, 4”, 3”, and 2”. They are to figure out which sets of three lengths, when joined at their ends, will form triangles and which sets of three will not.
K.5.B Identify the given information that can be used to solve a problem.
K.5.C Recognize when additional information is required to solve a problem.
K.5.D Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.
K.5.E Answer the question (s) asked in a problem.
K.5.F Describe how a problem was solved.
K.5.G Determine whether a solution to a problem is reasonable.
Grade One - Mathematics
Central Subject: Families
PERFORMANCE EXPECTATIONS
CORE CONTENT: Whole number relationships
In first grade, students continue to work with whole numbers to quantify objects. They consider how numbers relate to one another. As they expand the set of numbers they work with, students start to develop critical concepts of ones and tens that introduce them to place value in our base ten number system. An understanding of how ones and tens relate to each other allows students to begin adding and subtracting two-digit numbers, where thinking of ten ones as one ten and vice versa is routine. Some students will be ready to work with numbers larger than those identified in the Expectations and should be given every opportunity to do so.
(Numbers, Operations)
1. Count by ones forward and backward from 1 to 120 starting at any number, and count by twos, fives, and tens to 100.
• Research suggests that when students count past 100, they often make errors such as “99, 100, 200” and “109, 110, 120.” However, once a student counts to 120 consistently, it is highly improbable that additional counting errors will be made.
EX Start at 113. Count backward. I’ll tell you when to stop. Stop when the student has counted backward ten numbers.
1.1.B Name the number that is one less or one more than any number given
verbally up to 120.
1.1.C Read aloud numerals from 0 to 1,000.
• The patterns in the base ten number system become clearer to students when they count in the hundreds. Therefore, learning the names of three-digit numbers supports the learning of more difficult two-digit numbers (such as numbers in the teens and numbers ending in 0 or 1).
1.1.D Order objects or events using ordinal numbers.
• Students use ordinal numbers to describe positions through the twentieth
EX John is fourth in line. Start at113.
1.1.E Write, compare, and order numbers to 120.
• Students arrange numbers in lists or talk about the relationships among numbers using the words equal to, greater than, less than, greatest, and least.
EX Write the numbers 27, 2, 111, and 35 from least to greatest.
1.1.F Fluently compose and decompose numbers to 10.
• Students put together and take apart whole numbers as a precursor to addition and subtraction.
EX Ten is 2+5+1+1+1 and eight is five and three.
EX Here are twelve coins. I will hide some. If you see three, how many am I hiding?
1.1.G Group numbers into tens and ones in more than one way.
• Students demonstrate that the value of a number remains the same regardless of how it is grouped. Grouping of numbers lays a foundation for future work with addition and subtraction of two-digit numbers, where renaming may be necessary.
EX Twenty-seven objects can be grouped as 2 tens and 7 ones, regrouped as 1 ten and 17 ones, and regrouped again as 27 ones. The total (27) remains constant.
1.1.H Group and count objects by tens, fives, and twos.
1.1.I Classify a number as odd or even and demonstrate that it is odd or even.
• Students use words, objects, or pictures to demonstrate that a given number is odd or even.
EX 13 is odd because 13 counters cannot be regrouped into two equal piles
EX 20 is even because every counter in this set of 20 counters can be paired with another counter in the set.
CORE CONTENT 1.2: ADDITION AND SUBTRACTION
Students learn how to add and subtract, when to add and subtract, and how addition and subtraction relate to each other. Understanding that addition and subtraction undo each other is an important port of learning to use these operations efficiently and accurately. Students notice patterns involving addition and subtraction, and they work with other types of patterns as they learn to make generalizations about what they observe.
1.2.A Connect physical and pictorial representations to addition and subtraction equations.
• Students will understand that mathematical equations represent situations. Simple student responses are adequate.
1.2.B Use the equal sign (=) and the word equals to indicate that two expressions are equivalent.
• Students need to understand that equality means is the same as. This idea is critical if students are to avoid common pitfalls in later work with numbers and operations, where they may otherwise fall into habits of thinking that the answer always follows the equal sign.
EX 7 = 8 – 1 and 5 + 3 equals 10 - 2
1.2.C Represent addition and subtraction on the number line
1.2.D Demonstrate the inverse relationship between addition and subtraction by undoing an addition problem with subtraction and vice versa
• Students can demonstrate this relationship using physical models, diagrams, numbers, or acting-out situations
EX 3 + 5 = 8 so 8 – 3 = 5
1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition.
EX 3 + 5 + 5 = 3 + 10 (Associativity allows us to add the last two addends first.)
EX (5 + 3) + 5 = 5 + (5 + 3) = (5 + 5) + 3 = 13 (Commutativity and associativity allow us to reorder addends.)
EX this concept can be extended to address a problem like 3 + υ + 2 = 9, which can be rewritten as 5 + υ = 9
1.2.F Apply and explain strategies to compute addition facts and related
subtraction facts for sums to 18.
• Students should be able to move beyond counting on to use other strategies, such as making 10, using doubles or near doubles, etc.
• Subtraction strategies include counting back, relating the problem to addition, etc.
1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.
• Adding and subtracting zero are included.
1.2.H Solve and create word problems that match addition or subtraction equations.
• Students should be able to represent addition and subtraction sentences with an appropriate situation, using objects, pictures, or words. This standard is about helping students connect symbolic representations to situations.
1.2.I Recognize, extend, and create number patterns.
EX Extend the simple addition patterns below and tell how you decided what numbers come next: 1, 3, 5, 7…. And 2, 4, 6, 8, … and 50, 45, 40. 35, 30…
CORE CONTENT 1.3: GEOMETRIC ATTRIBUTES
Students expand their knowledge of two- and three-dimensional geometric figures by sorting, comparing, and contrasting them according to their characteristics. They learn important mathematical vocabulary used to name the figures. Students work with composite shapes made out of basic two-dimensional figures as they continue to develop their spatial sense of shapes, objects, and the world around them.
1.3.A Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.
• The student may sort a collection of two-dimensional figures into those that have a particular attribute (e.g., those that have straight sides) and those that do not.
1.3.B Identify and name two-dimensional figures, including those in real-world contexts, regardless of size or orientation.
EX Figures should include circles, triangles, rectangles, squares as special rectangles), rhombi, hexagons, and trapezoids.
1.3.C Combine known shapes to create shapes and divide known shapes into other shapes.
• Students could be asked to trace objects or use a drawing program to show different ways that a rectangle can be divided into three triangles. They can also use pattern blocks or plastic shapes to make new shapes. The teacher can give students cutouts of shapes and ask students to combine them to make a particular shape.
EX What shapes can be made from a rectangle and a triangle? Draw a picture to show your answers.
|CORE CONTENT 1.4: Concepts of measurement. |
Students start to learn about measurement by length. They begin to understand what it means to measure something, and they develop their measuring skills using everyday objects. As they focus on length, they come to understand that units of measure must be equal in size and learn that standard-sized units exist. They develop a sense of the approximate size of those standard units 9like inches or centimeters) and begin using them to measure different objects. Students learn that when a unit is small, it take more of the unit to measure an item than it does when the units are larger, an they relate and compare measurements of objects using units of different sizes Over time they apply these same concepts of linear measurement to other attributes such as weight and capacity. As students practice using measurement tools to measure objects, they reinforce their numerical skills and continue to develop their sense of space and shapes.
1.4.A Recognize that objects used to measure an attribute (length, weight, capacity) must be consistent in size.
• Marbles can be suitable objects for young children to use to measure weight, provided that all the marbles are the same weight. Paper clips are appropriate for measuring length as long as the paper clips are all the same length.
1.4.B Use a variety of non-standard units to measure length.
• Use craft sticks, toothpicks, coffee stirrers, etc., to measure length.
1.4.C Compare lengths using the transitive property.
EX if Jon is taller than Jacob, and Jacob is taller than Luisa, then Jon is taller than Luisa.
1.4.D Use non-standard units to compare objects according to their capacities or weights.
EX use filled paper cups to measure capacity or a balance with marbles or cubes to measure weight.
1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something.
EX it takes more toothpicks than craft sticks to measure the width of my desk. The longer the unit, the fewer I need.
EX it takes fewer marbles than cubes to balance my object. The lighter the unit, the more I need.
EX it takes more little medicine cups filled with water than larger paper cups filled with water to
fill my jar. The less my unit holds, the more I need.
1.4.F Name the days of the week and the months of the year, and use a calendar to determine a day or month.
EX name the days of the week in order. Name the months of the year in order. How many days until your birthday? What month comes next? What day was it yesterday?
|1.5 ADDITIONAL KEY CONTENT – DATA/STATISTICS/PROBABILITY |
Students are introduced to early ideas of statistics by collecting and visually representing data. These ideas reinforce their understanding of the Core Content areas related to whole numbers and addition and subtraction as students ask and answer questions about the data. As they move through the grades, students will continue to apply what they learn about data, making mathematics relevant and connecting numbers to applied situations.
1.5.A Represent data using tallies, tables, picture graphs, and bar-type graphs.
• In a picture graph, a single picture represents a single object. Pictographs, where a symbol represents more than one unit, are introduced in grade three when multiplication is developed.
• Students are expected to be familiar with all representations, but they need not use them all in every situation.
1.5.B Ask and answer comparison questions about data.
• Students develop questions that can be answered using information from their graphs. For example, students could look at tallies showing the number of pockets on ants for each student today. (See OSPI K-12 Math standards page 19)
Andy 6 tally marks
Sara 4 tally marks
Chris 5 tally marks
• They might ask questions such as:
Who has the most pockets/
Who has the fewest pockets?
How many more pockets does Andy have than Chris?
|1.6 CORE PROCESSES: REASONING, PROBLEM SOLVING, AND COMMUNICATION |
Students further develop the concept that doing mathematics involves solving problems and discussing what they did to solve them. Problems in first grade emphasize addition, subtraction, and solidifying number concepts, and sometimes include precursors to multiplication. Students continue to develop their mathematical communication skills as they participate in mathematical discussions involving questions like, “How did you get that?”, “Why did you do that?” and “How did you know that?” Students begin to build their mathematical vocabulary as they use correct mathematical language appropriate to first grade.
1.6.A Identify the question(s) asked in a problem.
• Descriptions of solution processes and explanations can include numbers, words (including mathematical language), pictures, or physical objects. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of these representations and verify that their answer is reasonable.
EX Think about how many feet a person has. How many feet does a cat have? How many feet does a snail have? How about a fish or a snake? There are in feet living in my house. Who could be living in my house? Come up with a variety of ways you can have a total of ten feet living in your house. Use pictures, words, or numbers to show how you got your answer.
EX You are in charge of setting up a dining room with exactly twenty places for people to sit. You can use any number and combination of different-shaped tables. A hexagon shaped table seats six people. A triangle-shaped table seats three people. A square table seats four people.
Draw a picture showing which tables and how many of each you could set up so that twenty people have a place to sit. Is there more than one way to do this? How many ways can you find?
Grade Two - Mathematics
Central Subject: cultures around the world
PERFORMANCE EXPECTATIONS
2.1 CORE CONTENT: PLACE VALUE AND THE BASE TEN SYSTEM.
Students refine their understanding of the base-ten number system and use place value concepts of ones, tens, and hundreds to understand number relationships. They become fluent in writing and renaming numbers in a variety of ways. This fluency, combined with the understanding of place value, is a strong foundation for learning how to add and subtract two-digit numbers.
Students are expected to:
2.1.A Count by tens or hundreds forward and backward from 1 to 1,000, starting at any number.
EX Count forward by tens out loud starting at 32.
2.1.B Connect place value models with their numerical equivalents to 1,000.
• Understanding the relative value of numbers using place value is an important element of our base-ten number system. Students should be familiar with representing numbers using words, pictures (including those involving grid paper), or physical objects such as base ten blocks. Money can also be an appropriate model.
2.1.C Identify the ones, tens, and hundreds place in a number and the digits occupying them.
EX 4 is located in what place in the number 834?
EX What digit is in the hundreds place in 245?
2.1.D Write three-digit numbers in expanded form.
EX 573 = 500 + 70 + 3
EX 600 + 30 + 7 = 637
2.1.E Group three-digit numbers into hundreds, tens, and ones in more than one way.
• Students should become fluent in naming and renaming numbers based on number sense and their understanding of place value.
EX In the number 647, there are 6 hundreds, there are 64 tens, and there are 647 ones.
EX There are 20 tens in 200 and 10 hundreds in 1,000.
EX There are 23 tens in 230.
EX 3 hundreds + 19 tens + 3 ones describes the same number as 4 hundreds + 8 tens + 13 ones.
2.1.F Compare and order numbers from 0 to 1,000.
• Students use the words equal to, greater than, less than, greatest, or least and the symbols =, (, and (.
2.2 CORE CONTENT: ADDITION AND SUBTRACTION
Students focus on what it means to add and subtract as they become fluent with single-digit addition and subtraction facts and develop addition and subtraction procedures for two-digit numbers. Students make sense of these procedures by building on what they know about place value and number relationships and by putting together o taking apart sets of objects. This is students’’ first time to deal formally with step-by-step procedures (algorithms) – an important component of mathematics where a generalizable technique can be used in many similar situations. Students begin to use estimation to determine if their answers are reasonable.
Students are expected to:
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
• Problems should include those involving take-away situations, missing addends, and comparisons.
• Students must show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or physical objects.
EX hazel and Kimmy each have stamp collections. Kimmy’s collection has 7 more stamps than Hazel’s. Kimmy has a total of 20 stamps. How many stamps are in hazel’s collection? Explain your answer.
2.2.C Add and subtract two-digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
• Students should be able to connect the numerical procedures with other representations, such as words, pictures, or physical objects.
• This is the student’s first exposure to mathematical algorithms. It sets the stage for all future work with computational procedures.
• The standard algorithms for addition and subtraction are formalized in grade three.
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
EX Strategies include
• Combining tens and ones: 68 + 37 = 90 + 15 = 105
• Compensating: 68 + 37 = 65 + 40 = 105
• Incremental: 68 + 37 = 68 + 30 + 7 = 105
2.2.E Estimate sums and differences
EX Students might estimate that 198 + 29 is a little less than 230
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
EX 2, 5, 8, 11, 14, 17,…
2.2.G Solve equations in which the unknown number appears in a variety of positions.
• Students need this kind of experience with equivalence to accompany their first work with addition and subtraction. Flexible use of equivalence and missing numbers sets the stage for later work when solving equations in which the variable is in different positions.
EX 8 + 3 = ( + 5, or 10 – 7 = 2 + (
2.2.H Name each standard U.S. coin, write its value using the $ sign and the ( sign.
• Students should be expected to express, for example, the value of a quarter as twenty-five cents, $0.25, and 25¢, and they should be able to give other combinations of coins whose value is 25¢. This is a precursor to decimal notation.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
2.3 CORE CONTENT: MEASUREMENT
Students understand the process of measuring length and progress from measuring length with objects such as toothpicks or craft sticks to the more practical skill of measuring length with standard units and tools such as rulers, tape measures, or meter sticks. As students are well acquainted with two-digit numbers by this point, they tell time on different types of clocks.
Students are expected to:
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
• At this level, students no longer rely on non-standard units. Students find and use approximations for standard length units, like paper clip whose length is about an inch, or the width of a particular student’s thumbnail that might be about a centimeter. They might also use commonly available classroom objects like inch tiles or centimeter cubes.
2.3.B Estimate length using metric and U.S. customary units.
• Students could make observations such as, “The ceiling of the classroom is about 8 feet high.”
2.3.C Measure length to the nearest whole unit in both metric and U.S.
2.3.D Describe the relative size among minutes, hours, days, weeks, months, and years.
• Students should be able to describe relative sizes using statements like, “Since a minute is less than an hour, there are more minutes than hours in one day.”
2.3.E Use both analog and digital clocks to tell time to the minute
|2.4 ADDITIONAL KEY CONTENT (Numbers, Operations, Geometry/Measurement, Data/Statistics/Probability) |
Students make predictions and answer questions about data as they apply their growing understanding of numbers and the operations of addition and subtraction. They extend their spatial understanding of Core Content in geometry developed in kindergarten and grade one by solving problems involving two- and three-dimensional geometric figures. Students are introduced to a few critical concepts that will become Core Content in grade three. Specifically, they begin to work with multiplication and division and learn what a fraction is.
Students are expected to:
2.4.A Solve problems involving properties of two- and three-dimensional figures.
• A critical component in the development of students’ spatial and geometric understanding is the ability to solve problems involving the properties of figures. At the primary level, students must move from judging plane and space shapes by their appearance as whole shapes to focusing on the relationship of the sides, angles, or faces. At the same time, students must learn the language important for describing shapes according to their essential characteristics. Later, they will describe properties of shapes in more formal ways as they progress in geometry.
EX How many different ways can you fill the outline of the figure with pattern blocks? What is the greatest number of blocks you can use? The least number? Can you fill the outline with every whole number of blocks between the least number of blocks and the greatest number of blocks?
EX build a figure or design out of five blocks. Describe it clearly enough so that someone else could build it without seeing it. Blocks may represent two-dimensional figures (e.g., pattern blocks) or three-dimensional figures (e.g., wooden geometric solids).
2.4.B Collect, organize, represent, and interpret data in bar graphs and picture graphs.
• In a picture graph, a single picture represents a single object. Pictographs, where a symbol represents more than one unit, are introduced in grade three when multiplication skills are developed.
2.4.C Model and describe multiplication situations in which sets of equal size are joined.
• Multiplication is introduced in grade two only at a conceptual level. This is a foundation for the more systematic study of multiplication in grade three. Small numbers should be used in multiplication problems that are posed for students in grade two.
EX You have 4 boxes with 3 apples in each box. How many apples do you have?
2.4.D Model and describe division situations in which sets are separated into equal parts.
• Division is introduced in grade two only at a conceptual level. This is a foundation for the more systematic study of division in grade three. Small numbers should be used in division problems that are posed for students in grade two.
EX You have 15 apples to share equally among 5 classmates. How many apples will each classmate get?
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
EX Juan, Chan, and Hortense are going to share a large cookie in the shape of a circle. Draw a picture that shows how you can cut up the cookie in three fair shares, and tell how big each piece is as a fraction of the whole cookie.
EX Ray has two blue crayons, one red crayon, and one yellow crayon. What fraction of Ray’s crayons is red? What fraction of the crayons is blue?
2.5 CORE PROCESSES: REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students further develop the concept that doing mathematics involves solving problems and talking about what they did to solve those problems. Second-grade problems emphasize addition and subtraction with increasingly large numbers, measurement, and early concepts of multiplication and division. Students communicate their mathematical thinking and make increasingly more convincing mathematical arguments. Students participate in mathematical discussions involving questions like “How did you get that?”, “Why did you use that strategy?”, and “why is that true?” Students continue to build their mathematical vocabulary as they use correct mathematical language appropriate to grade two when discussing and refining solutions to problems.
Students are expected to:
2.5.A Identify the question(s) asked in a problem and any other question that needs to be answered in order to solve the problem.
• Descriptions of solution processes and explanations can include numbers, words (including mathematical language), pictures, or physical objects. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of thee representations and verify that their answer is reasonable.
EX A bag full of jellybeans is on the table. There are 10 black jellybeans in the bag. There are twice as many red jellybeans as black jellybeans. There are 2 fewer red jellybeans than yellow jellybeans. There are half as many pink jellybeans as yellow jellybeans. How many jellybeans are in the bag? Explain your answer.
EX Suzy, Ben, and Pedro have found 1 quarter, 1 dime, and 4 pennies under the sofa. Their mother has lots of change in her purse, so they could trade any of these coins for other coins adding up to the same value. She says they can keep the money if they can tell her what coins they need so the money can be shared equally among them. How can they do this?
2.5.B Identify the given information that can be used to solve a problem.
2.5.C Recognize when additional information is required to solve a problem.
2.5.D Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.
2.5.E Identify the answers(s) to the question(s) in a problem.
2.5.F Describe how a problem was solved.
2.5.G Determine whether a solution to a problem is reasonable.
Grade Three Mathematics
Central Subject: Native Peoples
PERFORMANCE EXPECTATIONS
3.1 CORE CONTENT: ADDITION, SUBTRACTION, AND PLACE VALUE
Students solidify and formalize important concepts and skills related to addition and subtraction. In particular, students extend critical concepts of the base-ten number system to include large numbers, and they apply these procedures in new contexts.
3.1.A Read, write compare, order, and represent numbers to 10,000 using numbers, words, and symbols.
• This expectation reinforces and extends place value concepts.
• Symbols used to describe comparisons include (, (, and =.
EX Fill in the box with (, (, or = to make a true sentence: 3,546 ( 4,356
EX Is 5, 683 closer to 5,600 or 5,700?
3.1.B Round whole numbers through 10,000 to the nearest ten, hundred, and thousand
EX Round 3,465 to the nearest ten and then to the nearest hundred.
3.1.C Fluently and accurately add and subtract whole numbers using the standard regrouping algorithms.
• Teachers should be aware that in some countries the algorithms might be recorded differently.
3.1.D Estimate sums and differences to approximate solutions to problems and determine reasonableness of answers.
EX Marla has $10 and plans to spend it on items priced at $3.72 and $6.54. use estimation to decide whether Marla’s plan is a reasonable one, and justify your answer.
3.1.E Solve single- and multi-step word problems involving addition and subtraction of whole numbers and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
3.2 CORE CONTENT: CONCEPTS OF MULTIPLICATION AND DIVISION
Students learn the meaning of multiplication and division and how these operations relate to each other. They begin to learn multiplication and division facts and how to multiply larger numbers. Students use what they are learning about multiplication and division to solve a variety of problems. With a solid understanding of these two key operations, students are prepared to formalize the procedures for multiplication and division in grades four and five.
Students are expected to:
3.2.A Represent multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line, and connect each representation to the related equation.
• Students should be familiar with using words, pictures, physical objects, and equations to represent multiplication. They should be able to connect various representations of multiplication to the related multiplication equation. Representing multiplication with arrays is a precursor to more formalized area models for multiplication developed in later grades beginning with grade four.
EX the equation 3 X 4 = 12 could be represented in a variety of ways (equal sets, array, repeated addition, and three equal jumps forward from 0 on the number line to 12.
3.2.B Represent division as equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects, and connect each representation to the related equation.
• Students should be familiar with using words, pictures, physical objects, and equations to represent division. They should be able to connect various representations of division to the related equation.
• Division can model both equal sharing (how many in each group) and equal groups (how many groups).
EX The equation 12 ÷ 4 = 3 could be represented by; equal groups, equal sharing, an array, repeated subtraction, and three equal jumps backward from 12 to 0 on the number line.
3.2.C Determine products, quotients, and missing actors using the inverse relationship between multiplication and division.
EX To find the value of N in 3 X N = 18, think 18 ÷ 3 = 6
• Students can use multiplication and division fact families to understand the inverse relationship between multiplication and division.
EX 3 X 5 = 15 5 X 3 = 15 15 ÷ 3 = 5 15 ÷ 5 = 3
3.2.D Apply and explain strategies to compute multiplication facts to 10 X 10 and the related division facts.
• Strategies for multiplication include skip counting (repeated addition), fact families, double-doubles (when 4 is a factor), “think ten” (when 9 is a factor, think of it as 10 – 1), and decomposition of arrays into smaller known parts.
• Number properties can be used to help remember basic facts. 5 X 3 = 3 X 5 (Commutative Property), 1 X 5 = 5 X 1 = 5 (Identity Property), 0 X 5 = 5 X 0 = 0 (Zero Property), 5 X 6 = 5 X (2 X 3) = (5 X 2) X 3 = 10 X 3 = 30 (Associative Property), 4 X 6 = 4 (5 + 1) = (4 X 5) + (4 X 1 = 20 + 4 = 24 (distributive Property)
• Division strategies include using fact families and thinking of missing factors.
3.2.E Quickly recall those multiplication facts for which one factor is 1, 2, 5, or 10 and the related division facts.
• Many students will learn all of the multiplication facts to 10 X 10 by the end of the third grade, and all students should be given the opportunity to do so.
3.2.F Solve and create word problems that match multiplication or division equations.
• The goal is for students to e able to represent multiplication and division sentences with an appropriate situation, using objects, pictures, or written or spoken words. This standard is about helping students connect symbolic representations to the situations they model. While some students may create word problems that are detailed or lengthy, this is not necessary to meet the expectation. Just as we want students to be able to translate 5 groups of 3 cats into 5 X 3 = 15; we want students to look at an equation like 12 ÷ 4 = 3 and connect it to a situation using objects, pictures, or words.
EX Equation 3 X 9 = ? (Problem situation: There are 3 trays of cookies with 9 cookies on each tray. How many cookies are there in all? (show a picture of 9 cookies each on three trays)
3.2.G Multiply any number from 11 through 19 by a single-digit number using the distributive property and place value concepts.
EX 6 X 12 can be thought of as 6 tens and 6 twos, which equal 60 and 12, totaling 72.
3.2.H Solve single- and multi-step word problems involving multiplication and division and verify the solutions.
• Problems include using multiplication to determine the number of possible combinations or outcomes for a situation, and division contexts that require interpretations of the remainder.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, physical objects, or equations.
EX Determine the number of different outfits that can be made with four shirts and three pairs of pants.
EX there are 14 soccer players on the boys’ team and 13 on the girls’ team. How many vans are needed to take all players to the soccer tournament if each van can take 5 players?
3.3 CORE CONTENT: FRACTION CONCEPTS
Students learn about fractions and how they are used. Students deepen their understanding of fractions by comparing and ordering fractions and by representing them in different ways. With a solid knowledge of fractions as numbers, students are prepared to be successful when they add, subtract, multiply, and divide fractions to solve problems in later grades.
Students are expected to:
3.3.A Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10 and 12 as parts of a whole, parts of a set, and points on the number line.
• The focus is on numbers less than or equal to 1. Students should be familiar with using words, pictures, physical objects, and equations to represent fractions.
3.3.B Compare and order fractions that have denominators of 2, 3, 4, 5, 6, 7, 9, 10 and 12.
• Fractions can be compared using benchmarks (such as ½ or 1), common numerators, or common denominators. Symbols used to describe comparisons include (, (, =.
• Fractions with common denominators may be compared and ordered using the numerators as a guide. 2/6 ( 3/6 ( 5/6
• Fractions with common numerators may be compared and ordered using the denominators as a guide. 3/10 ( 3/8 ( ¾
• Fractions may be compared using ½ as a benchmark – display a number line with 1/8, ½ and 5/6 on it.
3.3.C Represent and identify equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, 9, 10 and 12.
• Students could represent fractions using the number line, physical objects, pictures, or numbers.
3.3.D Solve single-and multi-step word problems involving comparison of fractions and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problems is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, physical objects, or equations.
EX Emile and Jordan ordered a medium pizza. Emile ate 1/3 of it and Jordan ate ¼ of it. Who ate more pizza? Explain how you know.
EX Janie and Li bought a dozen balloons, half of them were blue. 1/3 of them were white, and 1/6 were red. Were there more blue, red or white balloons? Justify your answer.
3.4 CORE COMPONENT: GEOMETRY
Students learn about lines and use lines, line segments, and right angles as they work with quadrilaterals. Students connect this geometric work to numbers, operations, and measurement as they determine simple perimeters in ways they will use when calculating perimeters of more complex figures in later grades.
Students are expected to:
3.4.A Identify and sketch parallel, intersecting, and perpendicular lines and line segments.
3.4.B Identify and sketch right angles.
3.4.C Identify and describe special types of quadrilaterals.
• Special types of quadrilaterals include squares, rectangles, parallelograms, rhombi, trapezoids and kites.
3.4.D Measure and calculate perimeters of quadrilaterals.
EX Sketch a parallelogram with two sides 9 cm long and two sides 6 cm long. What is the perimeter of the parallelogram?
3.4.E Solve single- and multi- step word problems involving perimeters of quadrilaterals and verify the solutions.
EX Julie and Jacob have recently created two rectangular vegetable gardens in their backyard. One garden measures 6 feet by 8 feet and the other garden measures 10 ft. by 5 ft. They decide to place a small fence around the outside of each garden to prevent their dog from getting into their new vegetables. How many feet of fencing should Julie and Jacob buy to fence both gardens?
3.5 ADDITIONAL KEY CONTENT (Algebra, Geometry/Measurement, Data/Statistics/Probability)
Students solidify and formalize a number of important concepts and skills related to Core Content studied in previous grades. In particular, students demonstrate their understanding of equivalence as an important foundation for later work in algebra. Students also reinforce their knowledge of measurement as they use standard units for temperature, weight, and capacity. They continue to develop data organization skills as they reinforce multiplication and division concepts with a variety of types of graphs.
Students are expected to:
3.5.A Determine whether two expressions are equal and use “=” to denote equality.
EX Is 5 X 3 = 3 X 5 a true statement?
EX Is 24 ÷ 3 = 2 X 4 a true statement?
• A common error students make is using the mathematical equivalent of a run-on sentence to solve some problems – students carry an equivalence from a previous expression into a new expression with an additional operation. For example, when adding 3 + 6 + 7, students sometimes incorrectly write: 3 + 6 = 9 + 7 + 16
Correct sentences: 3 + 6 = 9 9 + 7 = 16
3.5.B Measure temperature in degrees Fahrenheit and degrees Celsius using a thermometer.
• The scale on a thermometer is essentially a vertical number line. Students may informally deal with negative numbers in this context, although negative numbers are not formally introduced until grade six.
• Measure temperature to the nearest degree.
3.5.C Estimate, measure, and compare weight and mass using appropriate-sized U.S. customary and metric units.
3.5.D Estimate, measure, and compare capacity using appropriate-sized U.S. customary and metric units.
3.5.E Construct and analyze pictographs, frequency tables, line plots, and bar graphs.
• Students can write questions to be answered with information from a graph. Graphs and tables can be used to compare sets of data.
• Using pictographs in which a symbol stands for multiple objects can reinforce he development of both multiplication and division skills. Determining appropriate scale and units for the axes of various types of graphs can also reinforce multiplication and division skills.
3.6 CORE COMPONENTS: REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students in grade three solve problems that extend their understanding of core mathematical concepts – such as geometric figures, fraction concepts, and multiplication and division of whole numbers – as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information
Students are expected to:
3.6.A Determine the questions(s) to be answered given a problem situation.
• Descriptions of solution processes and explanations can include numbers, words (including mathematical language), pictures, physical objects, or equations. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of these representations and verify that their answer is reasonable.
EX Whitney wants to put a fence around the perimeter of her square garden. She plans to include a gate that is 3 ft. wide. The length of one side of the garden is 19 ft. The fencing comes in two sizes: rolls that are 18 ft. long and 24 ft. long. Which rolls and how many of each should Whitney guy in order to have the least amount of leftover fencing? Justify your answer.
EX A soccer team is selling water bottles with soccer balls painted on them to raise money for new equipment. The team bought 10 boxes of water bottles. Each box cost $27 and had 9 bottles. At what price should the team sell each bottle in order to make $180 profit to pay for new soccer balls? Justify your answer.
3.6.B Identify information that is given in a problem and decide whether it is necessary or unnecessary to the solution of the problem.
3.6.C identify missing information that is needed to solve a problem.
3.6.D Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
3.6.E Select and use one or more appropriate strategies to solve a problem.
3.6.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.
3.6.G Explain why a specific problem-solving strategy or procedure was used to determine a solution.
3.6.H analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
3.6.I summarize mathematical information, draw conclusions, and explain reasoning.
3.6.J Make and test conjectures based on data (or information) collected from explorations and experiments.
Grade Four - Mathematics
Central Subject: Washington State
PERFORMANCE EXPECTATIONS:
4.1 CORE CONTENT: MULTI-DIGIT MULTIPLICATION
Students learn basic multiplication facts and efficient procedures of multiplying two- and three-digit numbers. They explore the relationship between multiplication and division as they learn related division and multiplication facts in the same fact family. These skills, along with mental math and estimation, allow students to solve problems that call for multiplication. Building on an understanding of how multiplication and division related to each other, students prepare to learn efficient procedures for division, which will be developed in fifth grade. Multiplication of whole numbers is not only basic skill, it is also closely connected to Core Content of area in this grade level, and this connection reinforces understanding of both concepts. Multiplication is also central to students’ study of many other topics in mathematics across the grades, including fractions, volume, and algebra.
Students are expected to:
4.1.A Quickly recall multiplication facts through 10 X 10 and the related division facts.
4.1.B Identify factors and multiples of a number.
EX The factors of 12 are 1, 2, 3, 4, 6, and 12.
EX The multiples of 12 are 12, 24, 36, 48…
4.1.C Represent multiplication of a two-digit number by a two-digit number with place value models.
• Representations can include pictures or physical objects, or students can describe the process in words (14 times 16 is the same as 14 times 10 added to 14 times 6).
• The algorithm for multiplication is addressed in expectation 4.1.F.
4.1.D Multiply by 10, 100, and 1,000.
• Multiplying by 10, 100, and 1,000 extends place value concepts to large numbers through the millions. Students can use place value and properties of operations to determine these products.
EX 10 X 5000 = 50,000
EX 100 X 5,000 = 500,000
EX 40 X 300 = (4 X 10) X (3 X 100) = (4 X 3) X (10 X 100) = 12 X 1,000 = 12,000
4.1.E Compare the values represented by digits in whole numbers using place value.
EX Compare the values represented by the digit 4 in 4,000,000 and 40,000. (The value represented by the 4 in the millions place is 100 times as much as the value represented by the 4 in the ten-thousands place.)
4.1.F Fluently and accurately multiply up to a three-digit number by one- and two- digit numbers using the standard multiplication algorithm.
EX 245 X 7 in vertical format
4.1.G Mentally multiply two-digit numbers by numbers through 10 and by multiples of 10.
EX 4 X 32 = (4 X 30) + (4 X 2)
EX 4 X 99 = 400 -4
EX 25 X 30 = 75 X 10
4.1.H Estimate products to approximate solutions to problems and determine reasonableness of answers.
EX 28 X 120 is approximately 30 times 100, so the product should be around 3,000.
4.1.I Solve single- and multi-step word problems involving multi-digit multiplication and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
• Problems could include multi-step problems that use operations other than multiplication.
4.1.J Solve single- and multi-step word problems involving division and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verification can include the use of numbers, words, pictures, or equations.
• Division problems should reinforce connections between multiplication and division. The example below can be solved using multiplication along with some addition and subtraction.
EX A group of 8 students shares a box containing 187 animal crackers. What is each student’s equal share? How many crackers are left over?
• Division algorithms, including long division, are developed in fifth grade.
4.2 CORE CONTENT: FRACTIONS, DECIMALS, AND MIXED NUMBERS
Students solidify and extend their understanding of fractions (including mixed numbers) to include decimals and the relationships between fractions and decimals. Students work with common factors and common multiples as preparation for learning procedures for fraction operations in grades five and six. When they are comfortable with and knowledgeable about fractions, students are likely to be successful with the challenging skills of learning how to add, subtract, multiply, and divide fractions.
Students are expected to:
4.2A Represent decimals through hundredths with place value models, fractions equivalents, and the number line.
• Students should know how to write decimals and show them on the number line and should understand their mathematical connections to place value models and fraction equivalents. Students should be able to represent decimals with words, pictures, or physical objects, and connect these representations to the corresponding decimal.
4.2.B Read, write, compare, and order decimals through hundredths.
• Decimals may be compared using benchmarks, such as 0, 0.5, 1, or 1.5. Decimals may also be compared using place value.
EX List in increasing order: .07, .02, 1.4.
EX Write an inequality that compares 0.05 and 0.50.
4.2.C Convert a mixed number to a fraction and vice versa, and visually represent the number.
• Students should be able to use either the fraction or mixed-number form of a number as appropriate to a given situation, and they should be familiar with representing these numbers with words, pictures, and physical objects.
4.2.D Convert a decimal to a fraction and vice versa, and visually represent the number.
• Students should be familiar with using pictures and physical objects to visually represent decimals and fractions. For this skill at this grade, fractions should be limited to those that are equivalent to fractions with denominators of 10 or 100.
EX 3/10 = 0.3.
EX 0.42 = 42/100
EX 5/20 = 0.25
4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols (, (, or =.
EX Compare each pair of numbers using (, (, or =. 6/10 ( 0.8
EX 1 ½ ( 3/2
EX 0.75 ( ½
EX Correctly show 3/5, 0.35, 3 ½ on the number line.
EX Order the following numbers from least to greatest: 7/6, 6.2, 1/12, 0.88.
4.2.F Write a fraction equivalent to a given fraction.
EX Write at least two fractions equivalent to each fraction such as: ½, 5/6, 2/3
4.2.G Simplify fractions using common factors.
4.2.H Round fractions and decimals to the nearest whole number.
4.2.I Solve single- and multi-step word problems involving comparison of decimals and fractions (including mixed numbers), and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX Ms. Ortiz needs 1 1.2 pounds of sliced turkey. She picked up a package labeled “1.12 lbs.”. would she have enough turkey with this package? Explain why or why not.
4.3.A CORE CONTENT: CONCEPT OF AREA
Students learn how to find the area of a rectangle as a basis for later work with areas of other geometric figures. They select appropriate units, tools, and strategies, including formulas, and use them to solve problems involving perimeter and area. Solving such problems helps students develop spatial skills, which are critical for dealing with wide range of geometric concepts. The study of area is closely connected to Core Content on multiplication, and connections between these concepts should be emphasized whenever possible.
Students are expected to:
4.3.A Determine congruence of two-dimensional figures.
• At this grade level, students determine congruence primarily by making direct comparisons (e.g., tracing or cutting). They may also use informal notions of transformations described as flips, turns, and slides. Both the language and the concepts of transformations are more formally developed in grade eight.
4.3.B Determine the approximate area of a figure using square units.
EX Draw a rectangle 3.5 cm by 6 cm on centimeter grid paper. About how many squares fit inside the rectangle?
EX Cover a footprint with square tiles or outline it on grid paper. About how many squares fit inside the footprint?
4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work.
• This is an opportunity to connect area to the concept of multiplication, a useful model for multiplication that extends into algebra. Students should also work with squares as special rectangles.
EX Outline on grid paper a rectangle that is 4 units long and 3 units wide. Without counting the squares, how can you determine the area? Other than measuring, how could you use a shortcut to find the perimeter of the rectangle?
4.3.D Determine the areas of figures that can be broken down into rectangles.
EX Provide L shaped figures etc., and mark the length of each side.
4.3.E Demonstrate that rectangles with the same area can have different perimeters, and that rectangles with the same perimeter can have different areas.
EX Draw different rectangles, each with an area of 24 square units, and compare their perimeters. What patterns do you notice in the data? Record your observations.
4.3.F Solve single- and multi-step word problems involving perimeters and areas of rectangles and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
• Problems include those involving U.S. customary and metric units, including square units.
4.4 ADDITIONAL KEY CONTENT: GEOMETRY/MEASUREMENT, ALGEBRA, DATA/STATISTICS/PROBABILITY
Students use coordinate grids to connect numbers to basic ideas in algebra and geometry. This connection between algebra and geometry runs throughout advanced mathematics and allows students to use tools from one branch of mathematics to solve problems related to another branch. Students also extend and reinforce their work with whole numbers and fractions to describe sets of data and find simple probabilities. Students combine measurement work with their developing ideas about multiplication and division as they do basic measurement conversions. They begin to use algebraic notation while solving problems in preparation for formalizing algebraic thinking in later grades.
Students are expected to:
4.4.A Represent an unknown quantity in simple expressions, equations, and inequalities using letters, boxes, and other symbols.
EX There are 5 jars. Lupe put the same number of marbles in each jar. Write an equation or expression that shows how many marbles are in each jar if there are 40 marbles total.
5 X ( = 40 or 5 X M = 40: M represents the number of the marbles.
4.4.B Solve single- and multi-step problems involving familiar unit conversions, including time, within either the U.S. customary or metric system.
EX Jill bought 3 meters of ribbon and cut it into pieces 25 centimeters long. How many 25 centimeter pieces of ribbon did she have?
EX How many quarts of lemonade are needed to make 25 one-cup servings?
4.4.C Estimate and determine elapsed time using a calendar, a digital clock, and an analog clock.
4.4.D Graph and identify points in the first quadrant of the coordinate plane using ordered pairs.
EX See page 53 of the K-12 math standards on OSPI website for Grade 4
4.4.E Determine the median, mode, and range of a set of data and describe what each measure indicates about the data.
EX What is the median number of siblings that students in a specific class have? What is the mode of the data? What is the range of the number of siblings? What does each of these values tell you about the students in the class? (See chart on page 54 in K-12 math standards on OSPI website for Grade 4).
4.4.F Describe and compare the likelihood of events.
• For this introduction to probability, an event can be described as certain, impossible, likely, or unlikely. Two events can be compared as equally likely, not equally likely, or as one being more likely or less likely than the other.
4.4.G Determine a simple probability from a context that includes a picture.
• Probability is expressed as a number form 0 to 1.
EX what is the probability of a blindfolded person choosing a black marble from a bowl of 7 marbles (4 black, 2 blue and one white).
4.4.H Display the results of probability experiments and interpret the results.
• Displays include tallies, frequency tables, graphs, pictures, and fractions.
4.5 CORE PROCESSES: REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students in grade four solve problems that extend their understanding of core mathematical concepts – such as, multiplication of multi-digit numbers, area, probability, and the relationships between fractions and decimals – as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.
Students are expected to:
4.5.A Determine the question(s) to be answered given a problem situation.
• Descriptions of solution processes and explanations can include numbers, words (including mathematical language), pictures, physical objects, or equations. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of these representations and verify that their answer is reasonable.
EX Jake’s family adopted a small dog, Toto. They have a rectangular dog pen that is 10 feet by 20 feet. Toto needs only half that area, so Jake plans to make the pen smaller by cutting each dimension in half. Jake’s mother asked him to rethink his plan or Toto won’t have the right amount of space.
• Whose reasoning is correct – Jake’s or his mother’s? Why?
• According to Jake’s plan, what fractional part of the old pen will be the area of the new pen? Give the answer in simplest form.
• Make a new plan so that the area of the new pen is half the area of the old pen.
EX The city is paying for a new deck around the community pool. The rectangular pool measures 50 meters by 25 meters. The deck, which will measure 5 meters wide, will surround the pool like a picture frame. If the cost of the deck is $25 for each square meter, what will be the total cost for the new deck? Explain your solution.
4.5.B Identify information that is given in a problem and decide whether it is essential or extraneous to the solution of the problem.
4.5.C Identify missing information that is needed to solve a problem.
4.5.D Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
4.5.E Select and use one or more appropriate strategies to solve a problem and explain why that strategy was chosen.
4.5.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.
4.5.G Explain why a specific problem-solving strategy or procedure was used to determine a solution.
4.5.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
4.5.I Summarize mathematical information, draw conclusions, and explain reasoning.
4.5.J make and test conjectures based on data (or information) collected from explorations and experiments.
Grade Five - Mathematics
Central Subject: American Settlement
PERFORMANCE EXPECTATIONS:
5.1 CORE CONTENT: MULTI-DIGIT DIVISION
Students learn efficient ways to divide whole numbers. They apply what they know about division to solve problems, using estimation and mental math skills to decide whether their results are reasonable. This emphasis on division gives students a complete set of tools for adding, subtracting, multiplying, and dividing whole numbers – basic skills for everyday life and further study of mathematics.
Students are expected to:
5.1.A Represent multi-digit division using place value models and connect the representation to the related equation.
• Students use pictures or grid paper to represent division and describe how that representation connects to the related equation. They could also use physical objects such as base ten blocks to support the visual representation. Note that the algorithm for long division is addressed in expectations 5.1.C.
5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties of operations.
EX Using the fact that 16 ÷ 4 = 4, students can generate the related quotients 160 ÷ 4 = 40 and 160 ÷ 40 = 4.
5.1.C Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm.
• The use of ‘R’ or ‘r’ to indicate a remainder may be appropriate in most of the examples students encounter in grade five. However, students should also be aware that in subsequent grades, they will learn additional ways to represent remainders, such as fractional or decimal parts.
5.1.D Estimate quotients to approximate solutions and determine reasonableness of answers in problems involving up to two-digit divisors.
EX the team has saved $45 to buy soccer balls. If the balls cost $15.95 each, is it reasonable to think there is enough money for more than two balls?
• Problems like 54,596 ÷ 798, which can be estimated by 56,000 ÷ 800, while technically beyond the standards, could be included when appropriate. The numbers are easily manipulated and the problems support the ongoing development of place value.
5.1.E Mentally divide two-digit numbers by one-digit divisors and explain the strategies used.
5.1.F Solve single- and multi-step word problems involving multi-digit division and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
• Problems include those with and without remainders.
5.2 CORE CONTENT: ADDITION AND SUBTRACTION OF FRACTIONS AND DECIMALS
Students extend their knowledge about adding and subtracting whole numbers to learning procedures for adding and subtracting fractions and decimals. Students apply these procedures, along with mental math and estimation, to solve a wide range of problems that involve more of the types of numbers students see in other school subjects and in their lives.
Students are expected to:
5.2.A represent addition and subtraction of fractions and mixed numbers using visual and numerical models, and connect the representation to the related equation.
• This expectation includes numbers with like and unlike denominators. Students should be able to show these operations on a number line and should be familiar with the use of pictures and physical materials (like fraction pieces or fraction bars) to represent addition and subtraction of mixed numbers. They should be able to describe how a visual representation connects to the related equation.
EX 3/2 – ¾ = (show on a number line that is divided into 1/4ths.
5.2.B Represent addition and subtraction of decimals using place value models and connect the representation to the related equation.
• Students should be familiar with using pictures and physical objects to represent addition and subtraction of decimals and be able to describe how those representations connect to related equations. Representations may include base ten blocks, number lines, and grid paper.
5.2.C Given two fractions with unlike denominators, rewrite the fractions with a common denominator.
• Fraction pairs include denominators with and without common factors.
• When students are fluent in writing equivalent fractions, it helps them compare fractions and helps prepare them to add and subtract fractions.
EX Write equivalent fractions with a common denominator for 2/3 and ¾.
EX Write equivalent fractions with a common denominator for 3/8 and 1/6.
5.2.D Determine the greatest common factor and the least common multiple of two or more whole numbers.
• Least common multiple (LCM) can be used to determine common denominators when adding and subtracting fractions.
• Greatest common factor (GCF) can be used to simplify fractions.
5.2.E Fluently and accurately add and subtract fractions, including mixed numbers.
• Fractions can be in either proper or improper form. Students should also be able to work with whole numbers as part of this expectation.
5.2.F Fluently and accurately add and subtract decimals.
• Students should work with decimals less than 1 and greater than 1, as well as whole numbers, as part of this expectation.
5.2.G Estimate sums and differences of fractions, mixed numbers, and decimals to approximate solutions to problems and determine reasonableness of answers.
EX Jared is making a frame for a picture that is 10 ¾ inches wide and 15 1/8 inches tall. He has a 4 ft. length of metal framing material. Estimate whether he will have enough framing material to frame the picture.
5.2.H Solve single- and multi-step word problems involving addition and subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
• Multi-step problems may also include previously learned computational skills like multiplication and division of whole numbers.
5.3 CORE CONTENT: TRIANGLES AND QUADRILATERALS
Students focus on triangles and quadrilaterals to formalize and extend their understanding of these geometric shapes. They classify different types of triangles and quadrilaterals and develop formulas for their areas. In working with these formulas, students reinforce and important connection between algebra and geometry. They explore symmetry of these figures and use what they learn about triangles and quadrilaterals to solve a variety of problems in geometric contexts.
Students are expected to:
5.3.A Classify quadrilaterals.
• Students sort a set of quadrilaterals into their various types, including parallelograms, kites, squares, rhombi, trapezoids, and rectangles, noting that a square can also be classified as a rectangle, parallelogram, and rhombus.
5.3.B Identify, sketch, and measure acute, right, and obtuse angles.
EX Use a protractor to measure angles and label each as acute, right or obtuse. See page 63 in OSPI K-12 Mathematics Standards, page 63.
5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides.
• Students classify triangles by their angle size using the terms acute, right, or obtuse.
5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle.
• Students relate the area of a parallelogram to the area of a rectangle, as shown on OSPI K-12 –web site Mathematics Standards, page 63.
5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram.
• Students relate the area of a triangle to the area of a parallelogram. See page 63 on OSPI website K-12 Mathematics Standards, page 63.
5.3.F Determine the perimeters and areas of triangles and parallelograms.
• Students may be given figures showing some side measures or may be expected to measure sides of figures. If students are not given side measures, but instead are asked to make their own measurements, it is important to discuss the approximate nature of any measurement.
5.3.G Draw quadrilaterals and triangles from given information about sides and angles.
EX Draw a triangle with one right angle and no congruent sides.
EX Draw a rhombus that is not a square.
EX Draw a right scalene triangle.
5.3.H Determine the number and location of lines of symmetry in triangles and quadrilaterals.
EX Draw and count all the lines of symmetry in the square and isosceles triangle on page 64, OSPI K-12 Math Standards.
5.3.I Solve single- and multi-step word problems about the perimeters and areas of quadrilateral and triangles and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
5.4 CORE CONTENT: REPRESENTATIONS OF ALGEBRAIC RELATIONS
Students continue their development of algebraic thinking as they move toward more in-depth study of algebra in middle school. They use variables to write simple algebraic expressions describing patterns or solutions to problems. They use what they have learned about numbers and operations to evaluate simple algebraic expressions and to solve simple equations. Students make tables and graphs from linear equations to strengthen their understanding of algebraic relationships and to see the mathematical connections between algebra and geometry. These foundational algebraic skills allow students to see where mathematics, including algebra, can be used din real situations, and these skills prepare students for success in future grades.
Students are expected to:
5.4.A Describe and create a rule for numerical and geometric patterns and expend the patterns.
EX the picture shows a sequence of towers constructed form cubes. The number of cubes needed to build each tower forms a numeric pattern. Determine a rule for the number of cubes in each tower and use the rule to extend this pattern. See OSPI K-12 Mathematics page 65.
5.4.B Write a rule to describe the relationship between two sets of data that are linearly related.
• Rules can be written using words or algebraic expressions.
EX The table below shows numerators (top row) and denominators (bottom row) of fractions equivalent to a given fraction (1/3). Write a rule that could be used to describe how the two rows could be related.
|1 |2 |3 |4 |
|3 |6 |9 |? |
5.4.C Write algebraic expressions that represent simple situations and evaluate the expressions, using substitution when variables are involved.
• Students should evaluate expressions with and without parentheses. Evaluating expressions with parentheses is an initial step in learning the proper order of operations.
EX Evaluate (4 X n) + 5 when n = 2
EX if 4 people can sit at 1 table, 8 people can sit at 2 tables, and 12 people can sit at 3 tables, and this relationship continues, write and expression to describe the number of people who can sit at n tables and tell how many people can sit an 67 tables.
EX Compare the answers to A and B below.
A: (3 X 10) + 2
B: 3 X (10 + 2)
5.4.D Graph ordered pairs in the coordinate plane for two sets of data related by a linear rule and draw the line they determine.
EX The table shows the total cost of purchasing different quantities of equalities if equally priced DVDs. The first line is number purchased and the second line is total cost.
|0 |2 |5 |
|$0 |$10 |$25 |
Graph the ordered pairs (0, 0), (2, 10) and (5, 25) and the line connecting the ordered pairs. Use the line to determine the total cost when 3 DVDs are purchased. See page 66 in OSPI Math Standards.
5.5.A Classify numbers as prime or composite.
• Divisibility rules an help determine whether a number has particular factors.
5.5.B At this grade level, numbers for problems are selected so that the mean will be a whole number.
5.5.C Construct and interpret line graphs.
• Line graphs are used to display changes in data over time.
EX On page 67 of the OSPI K-12 Mathematics web page is an example of a line graph that shows the temperature of a can of juice after the can has been placed in ice and salt over a period of time. The student is to describe any conclusions they can make about the data.
5.6 CORE PROCESSES: REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students in grade five solve problems that extend their understanding of core mathematical concepts – such as division of multi-digit numbers, perimeter, area, addition and subtraction of fractions and decimals, and use of variables, in expressions and equations – as they make strategic decision leading to reasonable solutions. Students use pictures, symbols, or mathematical language ot explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.
5.6.A DETERMINE THE QUESTION(S) TO BE ANSWERED GIVEN A PROBLEM SITUATION.
• DESCRIPTIONS OF SOLUTION PROCESSES AND EXPLANATIONS CAN INCLUDE NUMBERS, WORDS (INCLUDING MATHEMATICAL LANGUAGE), PICTURES, PHYSICAL OBJECTS, OR EQUATIONS. STUDENTS SHOULD BE ABLE TO USE ALL OF THESE REPRESENTATIONS AS NEEDED. FOR A PARTICULAR SOLUTION, STUDENTS SHOULD BE ABLE TO EXPLAIN OR SHOW THEIR WORK USING AT LEAST ONE OF THESE REPRESENTATIONS AND VERIFY THAT THEIR ANSWER IS REASONABLE.
EX LACASA RESTAURANT USES RECTANGULAR TABLES. ONE TABLE SEATS 6 PEOPLE, WITH 1 PERSON AT EACH END AND 2 PEOPLE ON EACH LONG SIDE. HOWEVER, 2 TABLES PUSHED TOGETHER, SHORT END TO SHORT END, SEAT ONLY 10 PEOPLE. THREE TABLES PUSHED TOGETHER END-TO-END SEAT ONLY 14 PEOPLE. WRITE A RULE THAT DESCRIBES HOW MANY CAN SIT AT N TABLES PUSHED TOGETHER END-TO-END. THE RESTAURANT’S LONG BANQUET HALL HAS TABLES PUSHED TOGETHER IN A LONG ROW TO SEAT 70. HOW MANY TABLES WERE PUSHED TOGETHER TO SEAT THIS MANY PEOPLE? HOW DO YOU KNOW?
EX THE SMALL SQUARE IN THE TANGRAM FIGURE IS ON PAGE 58 OF THE OSPI K-12 MATHEMATICS WEBSITE. THE SQUARE IS 1/8 THE AREA OF THE LARGE SQUARE. FOR EACH OF THE 7 TANGRAM PIECES THAT MAKE UP THE LARGE SQUARE, TELL WHAT FRACTIONAL PART OF THE LARGE SQUARE THAT PIECE REPRESENTS. HOW DO YOU KNOW?
5.6.B Identify information that is given in a problem and decide whether it is essential or extraneous to the solution of the problem.
5.6.C Determine whether additional information is needed to solve the problem.
5.6.D Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
5.6.E Select and use one or more appropriate strategies to solve a problem, and explain the choice of strategy.
5.6.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.
5.6.G Explain why a problem-solving strategy or procedure was used to determine a solution.
5.6.H analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.
5.6.I Summarize mathematical information, draw conclusions, and explain reasoning.
5.6.J Make and test conjectures based on data )or information) collected from explorations and experiments.
Grade Six - Mathematics
Central Subject - RIVERS
PERFORMANCE EXPECTATIONS
6.1 CORE CONTENT: MULTIPLICATION AND DIVISION OF FRACTIONS AND DECIMALS
Students have done extensive work with fractions and decimals in previous grades and are now prepared to learn how to multiply and divide fractions and decimals with understanding. They can solve a wide variety of problems that involve the numbers they see every day – whole numbers, fractions, and decimals. By using approximations of fractions and decimals, students estimate computations and verify that their answers make sense.
6.1.A Compare and order non-negative fractions, decimals, and integers using the number line, lists, and the symbols (, (, or =.
EX List the numbers 2 1/3, 4/5, 0.94, 5/4, 1.1, and 43/50 in increasing order, and then graph the numbers on the number line.
EX Compare each pair of numbers using (, (, or =.
4/5 ( 1.2
7/4 ( 1 ¾
2 7/8 ( 2.5
6.1.B Represent multiplication and division of non-negative fractions and decimals using area models and the number line, and connect each representation to the related equation.
• This expectation addresses the conceptual meaning of multiplication and division of fractions and decimals. Students should be familiar with the use of visual representations like pictures (e.g., sketching the problem, grid paper) and physical objects (e.g., tangrams, Cuisenaire rods). They should connect the visual representation to the corresponding equation.
• The procedures for multiplying fractions and decimals are addressed in 6.1.D and 6.1.E.
6.1.C Estimate products and quotients of fractions and decimals.
EX 0.28 ÷ 0.96 = 0.3 ÷ 1; 0.3 ÷ 1 = 0.3
EX 0.24 X 12.4 ( ¼ X 12.4; ¼ X 12.4 = 3.1
EX 3/13 X 20/41 ( ¼ X ½; ¼ X ½ = 1/8
6.1.D Fluently and accurately multiply and divide non-negative fractions and explain the inverse relationship between multiplication and division with fractions.
• Students should understand the inverse relationship between multiplication and division, developed in grade three and now extended to fractions. Students should work with different types of rational numbers, including whole numbers and mixed numbers, as they continue to expand their understanding of the set of rational numbers.
EX Multiply or divide.
4/5 X 2/3 6 ÷ 3/8
2 ¼ X 3 ½ 4 1/5 ÷ 1 2/3
6.1.E Multiply and divide whole numbers and decimals by 1000, 100, 10, 1, 0.1, 0.01 and 0.001.
• This expectation extends what students know about the place value system and about multiplication and division and expands their set of mental math tools. As students work with multiplication by these powers of 10, they can gain an understanding of how numbers relate to each other based on their relative sizes.
EX Mentally compute 0.01 X 435
6.1.F Fluently and accurately multiply and divide non-negative decimals.
• Students should understand the inverse relationship between multiplication and division, developed in grade three and now extended to decimals. Students should work with different types of decimals, including decimals greater than 1, decimals less than 1, and whole numbers, as they continue to expand their understanding of the set of rational numbers.
EX Multiply or divide.
0.84 X 1.5 2.04 X 32
7.84 ÷ 0.32 17.28 ÷ 1.2
6.1.G Describe the effect of multiplying or dividing a number by one, by zero, by a number between zero and one, and by a number greater than one.
EX Without doing any computation, list 74, 0.43 X 74, and 74 ÷ .85 in increasing order and explain your reasoning.
6.1.H Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX Every day has 24 hours. Ali sleeps 3.8 of the day. Dawson sleeps 1.3 of the day. Maddie sleeps 7.2 hours in a day. Who sleeps the longest? By how much?
6.2 CORE CONTENT: MATHEMATICAL EXPRESSIONS AND EQUATIONS
Students continue to develop their understanding of how letters are used to represent numbers in mathematics – an important foundation for algebraic thinking. Students use tables, words, numbers, graphs, and equations to describe simple linear relationships. They write and evaluate expressions and write and solve equations. B developing these algebraic skills at the middle school level, students will be able to make a smooth transition to high school mathematics.
Students are expected to:
6.2.A Write a mathematical expression or equation with variables to represent information in a table or given situation.
EX What expression can be substituted for the question mark?
|X |1 |2 |3 |4 |--- |X |
|Y |2.5 |5 |7.5 |10 |--- |? |
EX A t-shirt printing company charges $7 for each t-shirt it prints. Write an equation that represents the total cost, c, for ordering a specific quantity, t, of these t-shirts.
6.2.B Draw a first-quadrant graph in the coordinate plane to represent information in a table or given situation.
EX Mikayla and her sister are making beaded bracelets to sell at a school craft fair. They can make two bracelets every 30 minutes. Draw a graph that represents the number of bracelets the girls will have made at any point during the 6 hours they work.
6.2.C Evaluate mathematical expressions when the value for each variable is given.
EX Evaluate 2s = 5t when s = 3.4 and t = 1.8
EX Evaluate 2.3 X = 14 when x = 60
6.2.D Apply the commutative, associative, and distributive properties, and use the order of operations to evaluate mathematical expressions.
EX Simplify 6(1/2 + 1/3), with and without the use of the distributive property.
EX Evaluate b – 3(2a – 7) when a = 5.4 and b = 31.7
6.2.E Solve one-step equations and verify solutions.
• Students solve equations using number sense, physical objects (e.g., balance scales), pictures, or properties of equality.
EX Solve for the variable in each equation below.
112 = 7a
1.4y = 42
2 ½ = b + 1/3
y/45 = 7/15
6.2.F Solve word problems using mathematical expressions and equations and verify solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX Zane and his friends drove across the United States at an average speed of 55 MPH. Write expressions to show how far they traveled in 12 hours, in 18 hours, and in n hours. How long did it take them to drive 1430 miles? Verify your solution.
6.3 CORE CONTENT: RATIOS, RATES, AND PERCENTS
Students extend their knowledge of fractions to develop an understanding of what a ratio is and how it relates to a rate and a percent. Fractions, ratios, rates, and percents appear daily in the media and in everyday calculations like determining the sale price at a retail store or figuring out gas mileage. Students solve a variety of problems related to such situations. A solid understanding of ratios and rates is important for work involving proportional relationships in grade seven.
6.3.A Identify and write ratios as comparisons of part-to-part and part-to-whole relationships.
EX If there are 10 boys and 12 girls in a class, what is the ration of boys to girls? What is the ratio of the number of boys to the total number of students in the class?
6.3.B Write ratios to represent a variety of rates.
EX Julio drove his car 579 miles and used 15 gallons of gasoline. How many iles per gallon did his car get during the trip? Explain your answer.
6.3.C Represent percents visually and numerically, and convert between the fractional, decimal, and percent representations of a number.
• In addition to general translations among these representations, this expectation includes the quick recall of equivalent forms of common fractions (with denominators like 2, 3, 4, 5, 8, and 10), decimals, and percents. It also includes the understanding that a fraction represents division, an important conceptual background for writing fractions as decimals.
EX Represent 75/100 as a percent using numbers, a picture, and a circle graph.
EX Represent 40% as a fraction and as a decimal.
EX Write 13/16 as a decimal and as a percent.
6.3.D Solve single- and multi-step word problems involving rations, rates, and percents, and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX An item is advertised as being 25% off the regular price. If the sale price is $42, what was the original regular price? Verify your solution.
EX Sally had a business meeting in a city 100 miles away. In the morning, she drove an average speed of 60 miles per hour, but in the evening when she returned, she averaged only 40 miles per hour. How much longer did the evening trip take than the morning trip? Explain your reasoning.
6.3.E Identify the ratio of the circumference to the diameter of a circle as the constant pi, and recognize 22/7 and 3.14 as common approximations of pi.
EX measure the diameter and circumference of several circular objects. Divide each circumference by its diameter. What do you notice about the results?
6.3.F Determine the experimental probability of a simple event using data collected in an experiment.
• The term experimental probability refers here to the relative frequency that was observed in an experiment.
EX Tim is checking the apples in his orchard for worms. Selecting apples at random, he finds 9 apples with worms and 63 apples without worms. What is the experimental probability that a given apple from his orchard has a worm in it?
6.3.G Determine the theoretical probability of an event and its complement and represent the probability as a fraction or decimal form 0 to 1 or as a percent from 0 to 100.
EX A bag contains 4 green marbles, 6 red marbles, and 10 blue marbles. If one marble is drawn randomly form the bag, what is the probability it will be red? What is the probability that it will not be red?
6.4 CORE CONTENT: TWO- AND THREE-DIMENSIONAL FIGURES
Students extend what they know about area and perimeter to more complex two-dimensional figures, including circles. They find the surface area and volume of simple three-dimensional figures. As they learn about these important concepts, students can solve problems involving more complex figures than in earlier grades and use geometry to deal with a wider range of situations. These fundamental skills of geometry and measurement are increasingly called for in the workplace and they lead to a more formal study of geometry in high school.
Students are expected to:
6.4.A Determine the circumference and area of circles.
EX Determine the area of a circle with a diameter of 12 inches.
EX Determine the circumference of a circle with a radius of 32 centimeters.
6.4.B Determine the perimeter and area of a composite figure that can be divided into triangles, rectangles, and parts of circles.
• Although students have worked with various quadrilaterals in the past, this expectation includes other quadrilaterals such as trapezoids or irregular quadrilaterals, as well as any other composite figure that can be divided into figures for which students have calculated areas before.
EX Determine the area and perimeter of each of the figures (see page 78 on OSPI K-12 Math Standards web site). Assume the dimensions on the figures are in feet. The curved portion of the second figure is a semi-circle.
6.4.C Solve single- and multi-step word problems involving the relationships among radius, diameter, circumference, and area of circles, and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX Captain Jenkins determined that the distance around a circular island is 44 miles. What is the distance form the shore to the buried treasure in the center of the island? What is the area of the island?
6.4.D Recognize and draw two-dimensional representations of three-dimensional figures.
• The net of a rectangular prism consists of six rectangles that can then be folded to make the prism. The net of a cylinder consists of two circles and a rectangle. (See page 79 on OSPI K-12 Math Standards web site for figures.)
6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work.
• Students may determine surface area by calculating the area of the faces and adding the results.
6.4.F Determine the surface area of a pyramid.
6.4.G Describe and sort polyhedra by their attributes: parallel faces, types of faces, number of faces, edges, and vertices.
• Prisms and pyramids are the focus at this level.
EX How many pairs of parallel faces does each polyhedron have? Explain your answer. (See page 79 on OSPI K-12 Math Standards web site.)
EX What type of polyhedron has two parallel triangular faces and three non-parallel rectangular faces?
6.5. ADDITIONAL KEY CONTENT: NUMBERS, OPERATIONS
Students extend their mental math skills now that they have learned all of the operations – addition, subtraction, multiplication, and division – with whole numbers, fractions, and decimals. Students continue to expand their understanding of our number system as they are introduced to negative numbers for describing positions or quantities below zero. These numbers are critical foundation for algebra, and students will learn how to add, subtract, multiply, and divide positive and negative numbers in seventh grade as further preparation for algebraic study.
Students are expected to:
6.5.A Use strategies for mental computations with non-negative whole numbers, fractions, and decimals.
EX John wants to find the total number of hours he worked this week. Use his time card below to find the total.
|Days |Monday |Tuesday |Wednesday |Thursday |Friday |
EX What is the total cost for items priced at $25.99 and $32.95? (A student may think of something like 25.99 + 32.95 = (26 + 33) – 0.06 = $58.94
6.5.B Locate positive and negative integers on the number line and use integers to represent quantities in various contexts.
• Contexts could include elevation, temperature, or dept, among others.
6.5.C Compare and order positive and negative integers using the number line, lists, and the symbols (, (, or =.
EX Compare each pair of numbers using (, (, or =.
-11 ( - 14
-7 ( 4
-101 ( -94
6.6 CORE PROCESSES – REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students refine their reasoning and problem-solving skills as they move more fully into the symbolic world of algebra and higher-level mathematics. They move easily among representations- numbers, words, pictures, or symbols – to understand and communicate mathematical ideas, to make generalizations, to draw logical conclusions, and to verify the reasonableness of solutions to problems in grade six, students solve problems that involve fractions and decimals as well as rates and rations in preparation for studying proportional relationships and algebraic reasoning in grade seen.
STUDENTS ARE EXPECTED TO:
6.6.A ANALYZE A PROBLEM SITUATION TO DETERMINE THE QUESTION(S) TO BE ANSWERED.
• DESCRIPTIONS OF SOLUTION PROCESSES AND EXPLANATIONS CAN INCLUDE NUMBERS, WORDS (INCLUDING MATHEMATICAL LANGUAGE), PICTURES, PHYSICAL OBJECTS, OR EQUATIONS. STUDENTS SHOULD BE ABLE TO USE ALL OF THESE REPRESENTATIONS AS NEEDED. FOR A PARTICULAR SOLUTION, STUDENTS SHOULD BE ABLE TO EXPLAIN OR SHOW THEIR WORK USING AT LEAST ONE OF THESE REPRESENTATIONS AND VERIFY THAT THEIR ANSWER IS REASONABLE.
6.6.B IDENTIFY RELEVANT, MISSING, AND EXTRANEOUS INFORMATION RELATED TO THE SOLUTION TO A PROBLEM.
6.6.C ANALYZE AND COMPARE MATHEMATICAL STRATEGIES FOR SOLVING PROBLEMS, AND SELECT AND USE ONE OR MORE STRATEGIES TO SOLVE A PROBLEM.
6.6.D REPRESENT A PROBLEM SITUATION, DESCRIBE THE PROCESS USED TO SOLVE THE PROBLEM, AND VERIFY THE REASONABLENESS OF THE SOLUTION.
EX AS PART OF HER EXERCISE ROUTINE, CARMEN JOGS TWICE AROUND THE PERIMETER OF A SQUARE PARK THAT MEASURES 5.8 MILE ON EACH SIDE. ON MONDAY, SHE STARTED AT ONE CORNER OF THE PARK AND JOGGED 2.3 OF THE WAY AROUND IN 17 MINUTES BEFORE STOPPING AT A SMALL POND IN THE PARK TO FEED SOME DUCKS. HOW FAR HAD CARMEN RUN WHEN SHE REACHED THE POND? WHAT PERCENT OF HER PLANNED TOTAL DISTANCE HAD CARMEN COMPLETED WHEN SHE STOPPED TO FEED THE DUCKS? IF IT TOOK CARMEN 17 MINUTES TO JOG TO THE POINT WHERE SHE STOPPED, ASSUMING THAT SHE CONTINUED RUNNING IN THE SAME DIRECTION AT THE SAME PACE AND DID NOT STOP AGAIN, HOW LONG WOULD IT HAVE TAKEN HER TO GET BACK TO HER STARTING POINT? EXPLAIN YOUR ANSWERS.
EX AT SPRINGHILL ELEMENTARY SCHOOL’S ANNUAL FAIR, VANESSA IS PLAYING A GAME CALLED “FIND THE KEY.” A KEY IS RANDOMLY PLACED SOMEWHERE IN ONE OF THE ROOMS SHOWN ON THE MAP (SEE PAGE 81 OSPI K-12 MATHEMATICS). (THE KEY CANNOT BE PLACED IN THE HALLWAY.)
TO WIN THE GAME, VANESSA MUST CORRECTLY GUESS THE ROOM WHERE THE KEY IS PLACED. USE WHAT YOU KNOW ABOUT THE SIZES OF THE ROOMS TO DETERMINE THE PROBABILITY THAT THE KEY IS PLACED IN THE GYM, THE OFFICE, THE CAFÉ, THE BOOK CLOSET, OR THE LIBRARY. WRITE EACH PROBABILITY AS A SIMPLIFIED FRACTION, A DECIMAL, AND A PERCENT. WHICH ROOM SHOULD VANESSA SELECT IN ORDER TO HAVE THE BEST CHANCE OF WINNING? JUSTIFY THE SOLUTION.
6.6.E COMMUNICATE THE ANSWER(S) TO THE QUESTION(S) IN A PROBLEM USING APPROPRIATE REPRESENTATIONS, INCLUDING SYMBOLS AND INFORMAL AND FORMAL MATHEMATICAL LANGUAGE.
6.6.F APPLY A PREVIOUSLY USED PROBLEM-SOLVING STRATEGY IN A NEW CONTEXT.
6.6.G EXTRACT AND ORGANIZE MATHEMATICAL INFORMATION FORM SYMBOLS, DIAGRAMS, AND GRAPHS TO MAKE INFERENCES, DRAW CONCLUSIONS, AND JUSTIFY REASONING.
6.6.H MAKE AND TEST CONJECTURES BASED ON DATA (OR INFORMATION) COLLECTED FORM EXPLORATIONS AND EXPERIMENTS.
GRADE SEVEN - MATHEMATICS
Central Subject - Africa
PERFORMANCE EXPECTATIONS:
7.1 CORE CONTENT: RATIONAL NUMBERS AND LINEAR EQUATIONS
Students add, subtract, multiply, and divide rational numbers – fractions, decimals, and integers – including both positive and negative numbers. With the inclusion of negative numbers, students can move more deeply into algebraic content that involves the full set of rational numbers. They also approach problems that deal with a wider range of contexts than before. Using generalized algebraic skills and approaches, students can approach a wide range of problems involving any type of rational number, adapting strategies for solving one problem to different problems in different settings with underlying similarities.
Students are expected to:
7.1.A Compare and order rational numbers using the number line, lists, and the symbols (, (, or =.
EX List the numbers 2/3, -2/3, 1.2, 4/3, -4/3, -1.2 and -7/4 in increasing order, and graph the numbers on the number line.
EX Compare each pair of numbers using (, (, or =.
-11/20 ( -13/21
-7/5 ( -1.35
-2 ¾ ( -2.75
7.1.B Represent addition, subtraction, multiplication, and division of positive and negative integers visually and numerically.
• Students should be familiar with the use of the number line and physical materials, such as colored chips, to represent computation with integers. They should connect numerical and physical representations to the computation. The procedures are addressed in 7.1.C.
EX Use a picture, words, or physical objects to illustrate 3 – 7; -3-(-7); (-3) (-7); 21 ÷ (-3).
EX At noon on a certain day, the temperature was 13º, at 10 p.m. the same day, the temperature was -8º. How many degrees did the temperature drop between noon and 10 p.m.?
7.1.C Fluently and accurately add, subtract, multiply, and divide rational numbers.
• This expectation brings together what students know about the four operations with positive and negative numbers of all kinds – integers, fractions, and decimals. Some of these skills will have been recently learned and may need careful development and reinforcement.
This is an opportunity to demonstrate connections among the operations and to show similarities and differences in the performance of these operations with different types of numbers. Visual representations may be helpful as students begin this work, and they may become less necessary as students become increasingly fluent with the operations.
EX -4/3 – ¾ =
EX -272/8 =
EX (3.5)(-6.4) =
7.1.D Students define absolute value as the distance of the number form zero.
EX Explain why 5 and -5 have the same absolute value.
EX Evaluate
7.1.E Solve two-step linear equations.
EX solve 3.5x – 12 = 408 and show each step in the process.
7.1.F Write an equation that corresponds to a given problem situation, and describe a problem situation that corresponds to a given equation.
• Students have represented various types of problems with expressions and particular types of equations in previous grades. Many students at this grade level will also be able to deal with inequalities.
EX Meagan spent $56.50 on 3 blouses and a pair of jeans. If each blouse cost the same amount and the jeans cost $25, write an algebraic equation that represents this situation and helps you determine how much one blouse cost.
EX Describe a problem situation that could be solved using the equation 15 = 2x – 7
7.1.G Solve single- and multi-step word problems involving rational numbers and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX tom wants to buy some candy bars and magazines for a trip. He has decided to buy three times as many candy bars as magazines. Each candy bar costs $0.70 and each magazine costs $2.50. The sales tax rate on both types of items is 6 ½%. How many of each item can he buy if he has $20.00 to spend?
7.2. CORE CONTENT: PROPORTIONALITY AND SIMILARITY
Students extend their work with ratios to solve problems involving a variety of proportional relationships, such as making conversions between measurement units or finding the percent increase or decrease of an amount. They also solve problems involving the proportional relationships found in similar figures, and in so doing reinforce an important connection between numerical operations and geometric relationships. Students graph proportional relationships and identify the rate of change as the slope of the related line. The skills and concepts related to proportionality represent some of the most important connecting ideas across K-12 mathematics. With a good understanding of how things grow proportionally, students can understand the linear relationships that are the basis for much of high school mathematics. If learned well, proportionality can open the door for success in much of secondary mathematics.
Students are expected to:
7.2.A Mentally add, subtract, multiply, and divide simple fractions, decimals, and percents.
EX A shirt is on sale for 20% off the original price of $15. Use mental math strategies to calculate the sale price of the shirt.
7.2.B Solve single- and multi-step problems involving proportional relationships and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
Problems include those that involve rate, percent increase or decrease, discount, markup, profit, interest, tax, or the conversion of money or measurement (including multiplying or dividing amounts in recipes).
More complex problems, such as dividing 100 into more that two proportional parts (e.g., 4:3:3), allow students to generalize what they know about proportional relationships to a range of situations.
EX At a certain store, 48 television sets were sold in April. The manager at the store wants to encourage the sales team to sell more TVs and is going to give all the sales team members a bonus if the number of TVs sold increases by 30% in May. How many TVs must the sales team sell in May to receive the bonus? Explain your answer.
EX After eating at a restaurant, you know that the bill before tax is $52.60 and that the sales tax rate is 8%. You decide to leave a 20% tip for the waiter based on the pre-tax amount. How much should you leave for the waiter? How much will the total bill be, including tax and tip? Show work to support your answers.
EX Joe, Sam, and Jim completed different amounts of yard work around the school. They agree to split the $200 they earned in a ration of 5:3:2, respectively. How much did each boy receive?
7.2.C Describe proportional relationships in similar figures and solve problems involving similar figures.
• Students should recognize the constant ratios in similar figures and be able to describe the role of a scale factor in situations involving similar figures. They should be able to connect this work with more general notions of proportionality.
EX The length of the shadow of a tree is 68 feet at the same time that the length of the shadow of a 6-foot vertical pole is 8 feet. What is the height of the tree?
7.2.D Make scale drawings and solve problems related to scale.
EX On an 80:1 scale drawing of the floor plan of a house, the dimensions of the living room are 1 7/8” X 2 ½“. What is the actual area of the living room in square feet?
7.2.E Represent proportional relationships using graphs, tables, and equations, and make connections among the representations.
• Proportional relationships are linear relationships whose graphs pass through the origin and can be written in the form y = kx
EX The relationship between the width and length of similar rectangles is shown in the table below. Write and equation that expresses the length, l, in terms of the width, w, and graph the relationship between the two variables.
|Width |4 |12 |18 |… |W |
|Length |10 |30 |45 |… |? |
7.2.F Determine the slope of a line corresponding to the graph of a proportional relationship and relate slope to similar triangles.
• This expectation connects the constant rate of change in a proportional relationship to the concept of slope of a line. Students should know that the slope of a line is the same everywhere on the line and realize that similar triangles can be used to demonstrate this fact. They should recognize how proportionality is reflected in slope as it is with similar triangles. A more complete discussion of slope is developed in high school.
7.2.G Determine the unit rate in a proportional relationship and relate it to the slope of the associated line.
• The associated unit rate, constant rate of change of the function, and slope of the graph all represent the constant of proportionality in a proportional relationship.
EX Coffee costs $18.96 for 3 pounds. What is the cost per pound of coffee? Draw a graph of the proportional relationship between the number of pounds of coffee and the total cost, and describe how the unit rate is represented on the graph.
7.2.H Determine whether or not a relationship is proportional and explain your reasoning.
• A proportional relationship is one in which two quantities are related by a constant scale factor, k. It can be written in the form y = kx. A proportional relationship has a constant rate of change and its graph passes through the origin.
EX Determine whether each situation represents a proportional relationship and explain your reasoning.
|X |1 |2 |3 |4 |
|Y |4.5 |9 |13.5 |18 |
EX y = 3x + 2
EX One way to calculate a person’s maximum target heart rate during exercise in beats per minute is to subtract the person’s age from 200. Is the relationship between the maximum target heart rate and age proportional? Explain your reasoning.
7.2.I Solve single- and multi-step problems involving conversions within or between measurement systems and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
Students should be given the conversion factor when converting between measurement systems.
EX The lot that Dana is buying for her new one-story house is 35 yards by 50 yards. Dana’s house plans show that her house will cover 1,600 square feet of land. What percent of Dana’s lot will not be covered by the house? Explain your work.
EX Joe was planning a business trip to Canada, so he went to the bank to exchange $200 U.S. dollars for Canadian dollars (at a rate of $1.02 CDN per $1 US). On the way home from the bank, Joe’s boss called to say that the destination of the trip had changed to Mexico City. Joe went back to the bank to exchange his Canadian dollars for Mexican pesos (at a rate of 10.8 pesos per $1 CDN). How many Mexican pesos did Joe get?
7.3 CORE CONTENT: SURFACE AREA AND VOLUME
Students extend their understanding of surface area and volume to include finding surface area and volume of cylinders and volume of cones and pyramids. They apply formulas and solve a range of problems involving three-dimensional objects, including problems people encounter in everyday life, in certain types of work, and in other school subjects. With a strong understanding of how to work with both two-dimensional and three-dimensional figures, students build an important foundation for the geometry they will study in high school.
Students are expected to:
7.3.A Determine the surface area and volume of cylinders using the appropriate formulas and explain why the formulas work.
• Explanations might include the use of models sucy as phusical objects or drawings.
• A net can be used to illustrate the formula for finding the surface area of a cylinder.
7.3.B Determine the volume of pyramids and cones using formulas.
7.3.C Describe the effect that a change in scale factor on one attribute of a two- or three-dimensional figure has on other attributes of the figure, such as the side or edge length, perimeter, area, surface area, or volume of a geometric figure.
EX A cube has a side length of 2 cm. If each side length is tripled, what happens to the surface area? What happens to the volume?
EX What happens to the area of a circle if the diameter is decreased by a factor of 3?
7.3.D Solve single- and multi-step word problems involving surface area or volume and verify the solutions.
• The intent of this expectation is for students to show their work, explain their thinking, and verify that the answer to the problem is reasonable in terms of the original context and the mathematics used to solve the problem. Verifications can include the use of numbers, words, pictures, or equations.
EX Alexis needs to paint the four exterior walls of a large rectangular barn. The length of the barn is 80 feet, the width is 50 feet, and the height is 30 feet. The paint costs $28 per gallon, and each gallon covers 420 square feet. How much will it cost Alexis to paint the barn? Explain your work.
EX Tyesha has decided to build a solid concrete pyramid on her empty lot. The base will be a square that is forty feet by forty feet and the height will be thirty feet. The concrete that she will use to construct the pyramid costs $70 per cubic yard. How much will the concrete for the pyramid cost Tyesha? Justify your answer.
7.4 CORE CONTENT: PROBABILITY AND DATA
Students apply their understanding of rational numbers and proportionality to concepts of probability. They begin to understand how probability is determined, and they make related predictions. Students revisit how to interpret data, now using more sophisticated types of data graphs and thinking about the meaning of certain statistical measures. Statistics, including probability, is considered one of the most important and practical fields of study for making sense of quantitative information, and it plays an important part in secondary mathematics in the 21st century.
Students are expected to:
7.4.A Represent the sample space of probability experiments in multiple ways, including tree diagrams and organized lists.
• The sample space is the set of all possible outcomes.
EX Jose’ flips a penny, Jane flips a nickel, and Janice flips a dime, all at the same time. List the possible outcomes of the three simultaneous coin flips using a tree diagram or organized list.
7.4.B Determine the theoretical probability of a particular event and use theoretical probability to predict experimental outcomes.
EX A triangle with a base of 8 units and a height of 7 units is drawn inside a rectangle with an area of 90 square units. What is the probability that a randomly selected point inside the rectangle will also be inside the triangle?
EX there are 5 blue, 4 green, 8 red, and 3 yellow marbles in a paper bag. Rosa runs and experiment in which she draws a marble from the bag, notes the color on a sheet of paper, and puts the marble back in the bag, repeating the process 200 times. About how many times would you expect Rosa to draw a red marble?
7.4.C Describe a data set using measures of center (median, mean, and mode) and variability (maximum, minimum, and range) and evaluate the suitability and limitations of using each measure for different situations.
• As a way to understand these ideas, students could construct data sets for a given mean, median, mode, or range.
EX Kiley keeps track of the money she spends each week for two months and records the following amounts: $6.30, $2.25, $43.00, $2.25. $11.75, $5.25, $4.00, and $5.20. Which measure of center is most representative of Kiley’s weekly spending? Support your answer.
EX construct a data set with five data points, a mean of 24, a range of 10, and without a mode.
EX A group of seven adults have an average age of 36. If the ages of three of the adults are 45, 30, and 42, determine possible ages for the remaining four adults.
7.4.D Construct and interpret histograms, stem-and-leaf plots, and circle graphs.
7.4.E Evaluate different displays of the same data for effectiveness and bias, and explain reasoning.
EX The bar graphs on page 94, OSPI website for K-12 Mathematics, display the same data showing the number of five different types of sodas that were sold at Blake High School. Compare and contrast the two graphs. Describe a reason why you might choose to use one graph over the other.
7.5 ADDITIONAL KEY CONTENT: NUMBERS, ALGEBRA
Students extend their coordinate graphing skills to plotting points with both positive and negative coordinates on the coordinate plane. Using pairs of numbers to locate points is a necessary skill for reading maps and tables and a critical foundation for high school mathematics. Students further prepare for algebra by learning how to use exponents to write numbers in terms of their most basic (prime) factors.
Students are expected to:
7.5.A Graph ordered pairs of rational numbers and determine the coordinates of a given point in the coordinate plane.
EX Graph and label the points A(1,2), B(-1,5), C(-3,2), and D(-1,-5). Connect the points in the order listed and identify the figure formed by the four points.
EX Graph and label the points A(1, -2), B(-4,-2), and C(-4,3). Determine the coordinates of the fourth point (D) that will complete the figure to form a square. Graph and label point d on the coordinate plane and draw the resulting square.
7.5.B Write the prime factorization of whole numbers greater than 1, using exponents when appropriate.
• Writing numbers in prime factorization is a useful tool for determining the greatest common factor and least common multiple of two or more numbers.
EX Write the prime factorization of 360 using exponents.
7.6 CORE PROCESSES: REASONING, PROBLEM SOLVING, AND COMMUNICATION
Students refine their reasoning and problem-solving skills as they move more fully into the symbolic world of algebra and higher-level mathematics. They move easily among representations-numbers, words, pictures, or symbols- to understand and communicate mathematical ideas, to make generalizations, to draw logical conclusions, and to verify the reasonableness of solutions to problems. In grade seven, students solve problems that involve positive and negative numbers and often involve proportional relationships. As students solve these types of problems, they build a strong foundation for the study of linear functions that will come in grade eight.
Students are expected to:
7.6.A Analyze a problem situation to determine the question(s) to be answered.
• Descriptions of solution processes and explanations can include numbers, words (including mathematical language), pictures, physical objects, or equations. Students should be able to use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one of these representations and verify that their answer is reasonable.
EX When working on a report for class, Catrina read that a person over the age of 30 can lose approximately 0.06 centimeters of height per year. Catrina’s 80-year-old grandfather is 5 feet 7 inches tall. Assuming her grandfather’s height has decreased at this rate, about how tall was he at age 30? Catrina’s cousin, Richard, is 30 years old and is 6 feet 3 inches tall. Assuming his height also decreases approximately 0.06 centimeters per year after the age of 30, about how tall will you expect him to be at age 55? (Remember that 1 inch = 2.54 centimeters.) Justify your solution.
EX If one man takes 1.5 hours to dig a 5-ft X5-ftX3-ft hole, how long will it take three men working at the same pace to dig a 10-ft X 12-ft X 3-ft hole? Explain your solution.
7.6.B Identify relevant, missing, and extraneous information related to the solution to a problem.
7.6.C Analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem.
7.6.D Represent a problem situation, describe the process used to solve the problem, and verify the reasonableness of the solution.
7.6.E Communicate the answer(s) to the question(s) in a problem using appropriate representation, including symbols and informal and formal mathematical language.
7.6.F apply a previously used problem-solving strategy in a new context.
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
7.6.H Make and test conjectures based on data (or information) collected form explorations and experiments.
Grade Eight – Mathematics – Algebra 101 & 102
Central Subject: connections – ENGLAND & the united states
PERFORMANCE EXTECTATIONS
A1.1 CORE CONTENT: SOLVING PROBLEMS
Students learn to solve many nee types of problems in algebra 1, and this first core content area highlights the types of problems students will be able to solve after they master the concepts and skills in this course. Students are introduced to several types of functions, including exponential and functions defined piecewise, and they spend considerable time with linear and quadratic functions. Each type of function included in Algebra 1 provides students a tool to solve yet another class of problems. They learn that specific functions model situations described in word problems, and so functions are used to solve various types of problems. The ability to determine functions and write equations that represent problems is an important mathematical skill in itself. Many problems that initially appear to be very different from each other can actually be represented by identical equations. Students encounter this important and unifying principle of algebra – that the same algebraic techniques can be applied to a wide variety of different situations.
A1.1.A Select and justify functions and equations to model and solve problems.
• Students can analyze the rate of change of a function represented with a table or graph to determine if the function is linear. Students also analyze common ratios to determine if the function is exponential.
After selecting a function to model a situation, students describe appropriate domain restrictions. They use the function to solve the problem and interpret the solution in the context of the original situation.
EX A cup is 6cm tall, including a 1.1 cm lip. Find a function that represents the height of a stack of cups in terms of the number of cups in the stack. Find a function that represents the number of cups in a stack of a given height.
EX For the month of July, Michelle will be dog-sitting for her very wealthy, but eccentric, neighbor, Mrs. Buffett. Mrs. Buffett offers Michelle two different salary plans:
1. Plan 1: $100 per day for the 21 days of the month.
2. Plan 2; $1 for July 1, $2 for July 2, $4 for July 3, and so on, with the daily rate doubling each day.
a. Write functions that model the amount of money Michelle will earn each day on Plan 1 and Plan 2. Justify the functions you wrote.
b. State an appropriate domain for each of the models based on the context.
c. Which plan should Michelle choose to maximize her earnings? Justify your recommendation mathematically.
d. Extension: Write an algebraic function for the cumulative pay for each plan based on the number of days worked.
A1.1.B Solve problems that can be represented by linear functions, equations, and inequalities.
• It is mathematically important to represent a word problem as an equation. Students must analyze the situation and find a way to represent it mathematically. After solving the equation, students think about the solution in terms of the original problem.
EX The assistant pizza maker makes 6 pizzas an hour. The master pizza maker makes 10 pizzas an hour but starts baking two hours later than his assistant. Together, they must make 92 pizzas. How many hours from when the assistant starts baking will it take?
What is a general equation, in function form, that could be used to determine the number of pizzas that can be made in two or more hours?
EX A swimming pool holds 375,000 liters of water. Two large hoses are used to fill the pool. The first hose fills at the rate of 1,500 liters per hour and the second hose fills at the rate of 2,000 liters per hour. How many hours does it take to fill the pool completely?
A1.1.C Solve problems that can be represented by a system of two linear equations or inequalities.
EX an airplane flies form Baltimore to Seattle (assume a distance of 2,400 miles) in 7 hours, but the return flight takes only 4 ½ hours. The air speed of the plane is the same in both directions. How many miles per hour does the plane fly with respect to the wind? What is the wind speed in miles per hour?
EX A coffee shop employee has one cup of 85% mild (the rest is chocolate) and another cup of 60% milk (the rest is chocolate). He wants to make one cup of 70% milk. How much of the 85% milk and 60% milk should he mix together to make the 70% milk?
EX Two plumbing companies charge different rates for their service. Clyde’s Plumbing Company charges a $75-per-visit fee that includes one hour of labor plus $45 dollars per hour after the first hour. We-Unclog-It Plumbers charges a $100-per-visit fee that includes one hour of labor plus $40 per hour after the first hour. For how many hours of plumbing work would clyde’s be less expensive than We-Unclog-It? Note: although this context is discrete, students can model it with continuous linear functions.
A1.1.D solve problems that can be represented by quadratic functions and equations.
EX Find the solutions to the simultaneous equations y = x + 2 and y = X2
EX If you throw a ball straight up (with initial height of 4 feet) at 10 feet per second, how long
will it take to fall back to the starting point? The function h(t) = -16t2 + v0t + h0 describes the height, h in feet of an object after t seconds, with initial velocity v0 and initial height h0.
EX Joe owns a small plot of land 20 feet by 30 feet. He wants to double the area by increasing both the length and the width, keeping the dimensions in the same proportion as the original. What will be the new length and width?
EX What two consecutive numbers, when multiplied together, give the first number plus 16? Write the equation that represents the situation.
A1.1.E Solve problems that can be represented by exponential functions and equations.
• Students approximate solutions with graphs or tables, check solutions numerically, and when possible, solve problems exactly.
EX E. coli bacteria reproduce by a simple process called binary fission – each cell increases in size and divides into two cells. In the laboratory, E. coli bacteria divide approximately every 15 minutes. A new E. coli culture is started with 1 cell.
a. Find a function that models the E. coli population size at the end of each 15-minute interval. Justify the function you found.
b. State an appropriate domain for the model based on the context.
c. After what 15-minute interval will you have at least 500 bacteria?
• Estimate the solution to 2x = 16,384
A1.2. CORE CONTENT: NUMBERS, EXPRESSIONS, AND OPERATIONS
Students see the number system extended to the real numbers represented by the number line. They work with integer exponents, scientific notation, and radicals, and use variables and expressions to solve problems from purely mathematical as well as applied contexts. They build on their understanding of computation using arithmetic operations and properties and expand this understanding to include the symbolic language of algebra. Students demonstrate this ability to write and manipulate a wide variety of algebraic expressions throughout high school mathematics as they apply algebraic procedures to solve problems.
Students are expected to:
A1.2.A Know the relationship between real numbers and the number line, and compare and order real numbers with and without the number line.
• Although a formal definition of real numbers is beyond the scope of Algebra 1, students learn that every point on the number line represents a real number, either rational or irrational, and that every real number has its unique point on the number line. They locate, compare, and order real numbers on the number line.
Real numbers include those written scientific notation or expressed as fractions, decimals, exponentials, or roots.
EX Without using a calculator, order the following on the number line: [pic], π, 8.9, 9, 37/4,
9.3 X 100
EX A star’s color gives an indication of its temperature and age. The chart shows four types of stars and the lowest temperature of each type.
|Type |Lowest Temperature (in 0F) |Color |
|A |1.35 x 104 |Blue-White |
|B |2.08 x 104 |Blue |
|C |9.0 x 103 |Yellow |
|D |4.5 x 104 |Blue |
List the temperatures in order from lowest to highest.
A1.2.B Recognize the multiple uses of variables, determine al possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
• Students learn to use letters as variables and in other ways that increase in sophistication throughout high school. For example, students learn that letters can be used:
o To represent fixed and temporarily unknown values in equations, such as
3 x 2 = 5;
o To express identities, such as x + x = 2x for all x;
o As attributes in formulas, such as A = lw;
o As constants such as a, b, and c in the equation y = ax2 + bx + c;
o As parameters in equations, such as the m and b for the family of functions defined by y = mx + b;
o To represent varying quantities, such as x in f(x) = 5x;
o To represent functions, such as f in f(x) = 5x; and
o To represent specific numbers, such as π.
• Expressions include those involving polynomials, radicals, absolute values, and integer exponents.
EX For what values of a and n, where n is an integer greater than 0, is an always negative?
EX For what values of a is 1/a an integer?
EX For what values of a is [pic] defined?
EX for what values of a is –a always positive?
A1.2.C Interpret and use integer exponents and square and cube roots, and apply the laws and properties of exponents to simplify and evaluate exponential expressions.
EX 23 = 1/23
EX 22325/223352 = 35/245
EX a-2b2c/a2b-3c2 = b5/a4c
EX [pic] = [pic] = 2[pic]
EX [pic] = [pic] [pic] [pic]
A1.2.D Determine whether approximations or exact values of real numbers are appropriate, depending on the context, and justify the selection.
• Decimal approximations of numbers are sometimes used in applications, such as carpentry or engineering; while at other times, these applications may require exact values. Students should understand the difference and know that the appropriate approximation depends upon the necessary degree of precision needed in given situations.
For example, 1.414 is an approximation and not an exact solution to the equation x2 – 2 = 0, but [pic] is an exact solution to this equation.
EX Using a common engineering formula, an engineering student represented the maximum safe load of a bridge to be 1000(99 - 70[pic] tons. He used 1.41 as the approximation for [pic] in his calculations. When the bridge was built and tested in a computer simulation to verify its maximum weight-bearing load, it collapsed! The student had estimated the bridge would hold ten times the weight that was applied to it when it collapsed.
- Calculate the weight that the student thought the bridge could bear using 1.41 as the estimate for [pic]
- Calculate other weight values using estimates of [pic] that have more decimal places. What might be a reasonable degree of precision required to know how much weight the bridge can handle safely? Justify your answer.
A1.2.E Use algebraic properties to factor and combine like terms in polynomials.
• Algebraic properties include the commutative, associative, and distributive properties.
Factoring includes:
o Factoring a monomial from a polynomial, such as 4x2 + 6x = 2x(2x + 3);
o Factoring the difference of two squares, such as
36x2 - 25y2= (6x + 5y)(6x – 5y) and x4 - y4 = (x + y)(x – y)(x2 + y2);
o Factoring perfect square trinomials, such as x2 + 6xy + 9y2 = (x + 3y)2;
o Factoring quadratic trinomials, such as x2 + 5x + 4 = (x +4)(x + 1); and
o Factoring trinomials that can be expressed as the product of a constant and a trinomial, such as 0.5x2 – 2,5x – 7 = 0.5 (x + 2)(x – 7)
A1.2.F Add subtract, multiply, and divide polynomials.
• Write algebraic expressions in equivalent forms using algebraic properties to perform the four arithmetic operations with polynomials.
• Students should recognize that expressions are essentially sums, products, differences, or quotients. For example, the sum 2x2 + 4x can be written as a product, 2x(x + 2).
EX (3x2 – 4ˆx + 5) + (-x2 + x – 4) + (2x2 + 2x + 1)
EX (2x2 – 4) – (x2 + 3x – 3)
EX 2x2//9 [pic] 6/2x4
EX x2 – 2x – 3/x + 1
A1.3. CORE CONENT: CHARACTERISTICS AND BEHAVIORS OF FUNCTIONS
Students formalize and deepen their understanding of functions, the defining characteristics and uses of functions, and the mathematical language used to describe functions. They learn that functions are often specified by an equation of the form
y = f(x), where any allowable x-value yields a unique y-value. While algebra 1 has a particular focus on linear and quadratic equations and systems of equations, students also learn about exponential functions and those that can be defined piecewise, particularly step functions and functions that contain the absolute value of an expression. Students learn about the representations and basic transformations of these functions and the practical and mathematical limitations that must b considered when working with functions and when using functions to model situations.
Students are expected to:
A1.3.A Determine whether a relationship is a function and identify the domain, range, roots, and independent and dependent variables.
• Functions studied in Algebra 1 include linear, quadratic, exponential, and those defined piecewise (including step functions and those that contain the absolute value of an expression).
• Given a problem situation, students should describe further restrictions on the domain of a function that are appropriate for the problem context.
EX Which of the following are functions? Explain why or why not.
o The age in years of each student in your math class and each student’s shoe size.
o The number of degrees a person rotates a spigot and the volume of water that comes out of the spigot.
EX a function f(n) = 60n is used to model the distance in miles traveled by a car travelling 60 miles per hour in n hours. Identify the domain and range of this function. What restrictions on the domain of this function should be considered for the model to correctly reflect the situation?
EX What is the domain of f(x) = [pic]?
EX Which of the following equations, inequalities, or graphs determine y as a function of x?
o y = 2
o x = 3
o y = [pic]
o y = ( x + 3, x (
(x – 2, x ( 1
o x2 + y2 = 1
o Please see Washington State K-12 Mathematics Standards page 121
A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these representations.
• This expectation applies each time a new class (family) of functions is encountered. In Algebra 1, students should be introduced to a variety of additional functions that include expressions such as x3, [pic], 1/x, and absolute values. They will study these functions in depth in subsequent courses.
• Students should know that f(x) = a/x represents an inverse variation. Students begin to describe the graph of a function from its symbolic expression, and use key characteristics of the graph of a function to infer properties of the related symbolic expression.
• Translating among these various representations of functions is an important way to demonstrate conceptual understanding of functions.
• Students learn that each representation has particular advantages and limitations. For example, a graph shows the shape of a function, but not exact values. They also learn that a table of values may not uniquely determine a single function without some specification of the nature of that function (e.g., it is quadratic).
A1.3.C Evaluate f(x) at a (i.e., f(a) and solve for x in the equation if(x) = b.
• Functions may be described and evaluated with symbolic expressions, tables, graphs, or verbal descriptions.
• Students should distinguish between solving for f(x) and evaluating a function at x.
EX Roses –R-Red sells its roses for $0.75 per stem and charges a $20 delivery fee per order.
o What is the cost of having 10 roses delivered?
o How many roses can you have delivered for $65?
A1.4. CORE CONTENT: LINEAR FUNCTIONS, EQUATIONS, AND INEQUALITIES
Students understand that linear functions can be used to model situations involving a constant rate of change. They build on the work done in middle school to solve sets of linear equations and inequalities in two variables, learning to interpret the intersection of the lines as the solution. While the focus is on solving equations, students also learn graphical and numerical methods for approximating solutions to equations. They use linear functions to analyze relationships, represent and model problems, and answer questions. These algebraic skills are applied in other Core Content areas across high school courses.
A1.4.A Write and solve linear equations and inequalities in one variable.
• This expectation includes the use of absolute values in the equations and inequalities.
EX Write an absolute value equation or inequality for
o All the numbers 2 units from 7, and
o All the numbers that are more than b units form a
EX Solve (x - 6( ( and locate the solution on the number line.
EX Write an equation or inequality that has
o No real solutions;
o Infinite numbers of real solutions; and
o Exactly one real solution.
EX Solve for x in 2(x – 3) 4x = 15 + 2x
EX Solve 8.5 ( 3x + 2 ( 9.7 and locate the solution on the number line.
A1.4.B Write and graph an equation for a line given the slope and the y-intercept, the slope and a point on the line, or two points on the line, and translate between forms of linear equations.
• Linear equations may be written in slope-intercept, point-slope, and standard form.
EX Find an equation for a line with y-intercept equal to 2 and slope equal to 3.
EX Find an equation for a line with a slope of 2 that goes through the point (1, 1).
EX Find an equation for a line that goes through the points (-3, 5) and (6, -2).
EX For each of the following, use only the equation (without sketching the graph) to describe the graph.
o y = 2x + 3
o y – 7 = 2(x – 2)
EX Write the equation (3x + 2y = 5 in slope intercept form.
EX Write the equation y – 1 = 2(x – 2) in standard form.
A1.4.C Identify and interpret the slope and intercepts of a linear function, including equations for parallel and perpendicular lines.
EX The graph shows the relationship between time and distance from a gas station for a motorcycle and a scooter. What can be said about the relative speed of the motorcycle and scooter that matches the information in the graph? What can be said about the intersection of the graphs of the scooter and the motorcycle? Is it possible to tell which vehicle is further from the gas station at the initial starting point represented in the graph? At the end of the time represented in the graph? Why or why not? See OSPI Washington State K-12 Mathematics Standards page 125
EX A 1,500-gallon tank contains 200 gallons of water. Water begins to run into the tank at the rate of 75 gallons per hour. When will the tank be full? Find a linear function that models this situation, draw a graph, and create a table of data points. Once you have answered the question and completed the tasks, explain your reasoning. Interpret the slope and y-intercept of the function in the context of the situation.
EX Given that the figure below is a square, find the slope of the perpendicular sides AB and BC. Describe the relationship between the two slopes. See OSPI Washington State K-12 Mathematics Standards page 125
A1.4.D Write and solve systems of two linear equations and inequalities in two variables.
• Students solve both symbolic and word problems, understanding that the solution to a problem is given by the coordinates of the intersection of the two lines when the lines are graphed in the same coordinate plane.
EX Solve the following simultaneous linear equations algebraically
o Solve the following simultaneous linear equations algebraically:
▪ -2x + y = 2
▪ x + y = -1
EX Graph the above two linear equations on the same coordinate plane and use the graph to verify the algebraic solution.
An academic team is going to a state mathematics competition. There are 30 people going on the trip. There are 5 people who can drive and 2 types of vehicles, vans and cars. A van seats 8 people, and a car seats 4 people, including drivers. How many vans and cars does the team need for the trip? Explain your reasoning. Let v = number of vans and c = number of cars.
• v + c = [pic] 5
• 8v + 4c [pic] 30
A1.4.E Describe how changes in the parameters of linear functions and functions containing an absolute value of a linear expression affect their graphs and the relationships they represent.
• In the case of a linear function y = f(x), expressed in slope-intercept form (y = mx + b), m and b are parameters. Students should know that f(x) = kx represents a direct variation (proportional relationship).
EX Graph a function of the form f(x) = kx, describe the effect that changes on k have on the graph and on f(x), and answer questions that arise in proportional situations.
EX A gas station’s 10,000-gallon underground storage tank contains 1,000 gallons of gasoline. Tanker trucks pump gasoline into the tank at a rate of 400 gallons per minute. How long will it take to fill the tank? Find a function that represents this situation and then graph the function. If the flow rate increases from 400 to 500 gallons per minute, how will the graph of the function change? If the initial amount of gasoline in the tank changes form 1,000 to 2,000 gallons, how will the graph of the function change?
EX Compare and contrast the functions y = 3[pic] and y = -1/3[pic].
A1.5. CORE CONTENT: QUADRATIC FUNCTIONS AND EQUATIONS
Students study quadratic functions and their graphs, and solve quadratic equations with real roots in Algebra 1. They use quadratic functions to represent and model problems and answer questions in situations that are modeled by these functions. Students solve quadratic equations by factoring and computing with polynomials. The important mathematical technique of completing the square is developed enough so that the quadratic formula can be derived.
Students are expected to:
A1.5.A Represent a quadratic function with a symbolic expression, as a graph, in a table, and with a description, and make connections among the representations.
EX Kendre and Tyra built a tennis ball cannon that launches tennis balls straight up in the air at an initial velocity of 50 feet per second. The mouth of the cannon is 2 feet off the ground. The function h(t) = -16t2 + 50t + 2 describes the height, h, in feet, of the ball t seconds after the launch.
Make a table from the function. Then use the table to sketch a graph of the height of the tennis ball as a function of time into the launch. Give a verbal description of the graph. How high was the ball after 1 second? When does it reach this height again?
A1.5.B Sketch the graph of a quadratic function, describe the effects that changes in the parameters have on the graph, and interpret the x-intercepts as solutions to a quadratic equation.
• Note that in Algebra 1, the parameter b in the term bx in the quadratic form
ax2 + bx + c is not often used to provide useful information about the characteristics of the graph.
• Parameters considered most useful are:
o a and c in f(x) = ax2+ c
o a, h, and k in f(x) = a(x - h)2 + k, and
o a, r, and s in f(x) = a(x – r)(x – s)
EX A particular quadratic function can be expressed in the following two ways:
o f(x) = (x – 3)2 + 1
o f(x) = -(x – 2)(x – 4)
o What information about the graph can be directly inferred from each of these forms?
o Explain your reasoning.
o Sketch the graph of this function, showing the roots.
A1.5.C solve quadratic equations that can be factored as (ax + b)(cx +d) where a, b, c, and d are integers.
• Students learn to efficiently solve quadratic equations by recognizing and using the simplest factoring methods, including recognizing special quadratics as squares and differences of squares.
EX 2x2 + x – 3 = 0; (x – 1)(2x + 3) = 0; x = 1, -3/2
EX 4x2 = 6x = 0; 2x(2x + 3) = 0; x = 0, -3/2
EX 36x2 – 25 = 0; (6x + 5)(6x – 5) = 0; x = [pic]5/6
EX x2 + 6x + 9 = 0; (x + 3)2 = 0; x = -3
A1.5.D solve quadratic equations that have real roots by completing the square and by using the quadratic formula.
• Students solve those equations that are not easily factored by completing the square and by using the quadratic formula. Completing the square should also be used to derive the quadratic formula.
• Students learn how to determine if there are two, one, or no real solutions.
EX Complete the square to solve x2 + 4x = 13
o X2 + 4x – 13 = 0
o X2 + 4x + 4 = 17
o (x + 2)2 = 17
o x + 2 = [pic][pic]
o x = -2 [pic][pic]
o x [pic] 2.12, -6.12
EX Use the quadratic formula to solve 4x2 – 2x = 5.
o x = -b [pic] [pic]/2a
o x = -(-2)[pic]/2(4)
o x = 2[pic]/8
o x = 2[pic]/8
o x = 1[pic]/4
o x [pic] 1.40,-0.90
A1.6 CORE CONTEENT: DATA AND DISTRIBUTIONS
Students select mathematical models for data sets and use those models to represent, describe, and compare data sets. They analyze data to determine the relationship between two variables and make and defend appropriate predictions, conjectures, and generalizations. Students understand limitations of conclusions based on results of a study or experiment and recognize common misconceptions and misrepresentations in interpreting conclusions.
Students are expected to:
A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets.
• A univariate set of data identifies data on a single variable, such as shoe size.
This expectation extends what students have learned in earlier grades to include evaluation and justification. They both compute and evaluate the appropriateness of measure of center and spread (range and interquartile (range) and use these measures to accurately compare data sets. Students will draw appropriate conclusions through the use of statistical measures of center, frequency, and spread, combined with graphical displays.
EX The local minor league baseball team has a salary dispute. Players claim they are being underpaid, but managers disagree.
o Bearing in mind that a few top players earn salaries that are quite high, would it be in the managers’ best interest to use the mean or median when quoting the “average” salary of the team? Why?
o What would be in the players’ best interest?
EX Each box-and-whisker plot shows the prices of used cars (in thousands of dollars) advertised for sale at three different car dealers. If you want to go to the dealer whose prices seem least expensive, which dealer would you go to? Use statistics from the displays to justify your answer. See OSPI Washington State Mathematics K-12 Standards page 128
A1.6.B Make valid inferences and draw conclusions based on data.
• Determine whether arguments based on data confuse association with causation. Evaluate the reasonableness of and make judgments about statistical claims, reports, studies, and conclusions.
EX Mr. Shapiro found that the amount of time his students spent doing mathematics homework is positively correlated with test grades in his class. He concluded that doing homework makes students’ test scores higher. Is this conclusion justified? Explain any flaws in Mr. Shapiro’s reasoning.
A1.6.C Describe how linear transformations affect the center and spread of univariate data.
EX A company decides to give every one of its employees a $5,000 raise. What happens to the mean
and standard deviation of the salaries as a result?
EX A company decides to double each of its employee’s salaries. What happens to the mean and
standard deviation of the salaries as a result?
A1.6.D Find the equation of a linear function that best fits bivariate data that are linearly related, interpret the slope and y-intercept of the line, and use the equation to make predictions.
• A bivariate set of data presents data on two variables, such as shoe size and height.
• In high school, the emphasis is on using a line of best fit to interpret data and on students making judgments about whether a bivariate data set can be modeled with a linear function. Students can use various methods, including technology, to obtain a line of best fit.
• Making predictions involves both interpolating and extrapolating from the original data set.
• Students need to be able to evaluate the quality of their predictions, recognizing that extrapolation is based on the assumption that the trend indicated continues beyond the unknown data.
A1.6.E Describe the correlation of data in scatterplots in terms of srong or weak and positive or negative.
EX Which words – strong or weak, positive or negative – could be used to describe the correlation
shown in the sample scatterplot below? See OSPI Washington State K-12 Mathematics Standards,
page 130.
A1.7. ADDITIONAL KEY CONTENT
Students develop a basic understanding of arithmetic and geometric sequences and of exponential functions, including their graphs and other representations. They use exponential functions to analyze relationships, represent and model problems, and answer questions in situations that are modeled by these nonlinear functions. Students learn graphical and numerical methods for approximating solutions to exponential equations. Students interpret the meaning of problem solutions and explain limitations related to solutions.
Students are expected to:
A1.7.A Sketch the graph for an exponential function of the form y = ab2 where n is an integer, describe the effects that change in the parameters a and b have on the graph, and answer questions that arise in situations modeled by exponential functions.
EX Sketch the graph of y = 2n by hand.
EX You have won a door prize and are given a choice between two options.
o $150 invested for 10 years at 4% compounded annually.
o $200 invested for 10 years at 3% compounded annually.
o How much is each worth at the end of each year of the investment periods?
o Are the two investments ever equal in value? Which will you choose?
A1.7.B Find and approximate solutions to exponential equations.
• Students can approximate solutions using graphs or tables with and without technology.
A1.7.C Express arithmetic and geometric sequences in both explicit and recursive forms, translate between the two forms, explain how rate of change is represented in each form, and use the forms to find specific terms in the sequence.
EX Write a recursive formula for the arithmetic sequence 5, 9, 13, 17,… What is the slope of the line that contains the points associated with these values and their position in the sequence? How is the slope of the line related to the sequence?
EX Given that u(0) = 3 and u(n+1) = u(n) + 7 when n is a positive integer,
a. Find u(5)
b. Find n so that u(n) = 361; and
c. Find a formula for u(n)
EX Write a recursive formula for the geometric sequence 5, 10, 20, 40,… and determine the 100th term.
EX Given that u(0) = 2 and u(n + 1) = 3u(n),
a. Find u(4), and
b. Find a formula for u(n).
A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others.
Ex Solve A = p + prt for p
EX Solve V = πr2h for h or for r
A1.8. CORE PROCESSES: REASONIING, PROBLEM SOLVING, AND COMMUNICATION
Students formalize the development of reasoning in algebra 1 as they use algebra and the properties of number systems to develop valid mathematical arguments, make and prove conjectures, and find counterexamples to refute false statements, using correct mathematical language, terms, and symbols in all situations. They extend the problem-solving practices developed in earlier grades and apply them to more challenging problems, including problems related to mathematical and applied situations. Students formalize a coherent problem-solving process in which they analyze the situation to determine the question(s) to be answered, synthesize given information, and identify implicit and explicit assumptions that have been made. They examine their solution(s) to determine reasonableness, accuracy, and meaning in the context of the original problem. The mathematical thinking, reasoning, and problem-solving processes students learn in high school mathematics can be used throughout their lives as they deal with a world in which an increasing amount of information is presented quantitative ways and more and more occupations and fields of study rely on mathematics.
Students are expected to:
A1.8.A Analyze a problem situation and represent it mathematically.
EX three teams of students independently conducted experiments to relate the rebound height of a ball to the rebound number. The table gives the average of the teams’ results.
Construct a scatterplot of the data, and describe the function that relates the height of the ball to the rebound number. Predict the rebound height of the ball on the tenth rebound. Justify your answer.
|Rebound Number |Rebound Height (cm) |
|0 |200 |
|1 |155 |
|2 |116 |
|3 |88 |
|4 |66 |
|5 |50 |
|6 |44 |
EX Prove (a + b)2 = a2 + 2ab + b2
EX A student writes (x + 3)2 = x2 + 9. Explain why this is incorrect.
EX Prove formally that the sum of two odd numbers is always even.
A1.8.B Select and apply strategies to solve problems.
A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.
A1.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics.
A1.8.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose.
A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others.
A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or disprove conjectures. Learning Outcomes specific to the 8th Grade text
Numbers and Operations
1. Understands square roots and manipulates expressions involving square roots
2. Understands the distinction between rational and irrational numbers
Exponents and Exponential Variation
3. Reviews exponents and investigates exponential growth
4. Reviews positive and negative exponents and scientific notation
5. Understands the meaning of roots
6. Explores situations that show exponential growth
patterns and relations
Linear Relationships
7. Students review ideas of linear variation
8. Reviews linear variation
9. Understands slope
10. Relates linear equations and graphs
11. Finds the equation of a line give a point and the slope, or two points; and fits lines to data by “eyeballing”
Algebra
12. Solves linear inequalities
13. Solves linear systems
14. Writes a linear equation given two points or a point and a slope
15. Understands how the graph of y = x2 is changed if a constant is added to x2 or if x2 is multiplied by a constant
16. Recognizes a quadratic relationship from a table, a graph, or an equation
17. Multiplies binomials
18. Solves quadratic equations graphically, by using the quadratic formula and (in fairly simple cases) by factoring
19. Understands the exponential growth pattern and recognize this pattern from a table, graph, or equation
20. Understands inverse variation and recognize inverse variation from a table, graph, or equation
21. Solves simple equations involving rational expressions and radical expressions
22. Understands the meaning of function
23. Uses technology to graph functions and identify solutions to equations, maximum and minimum points, intercepts, and lines of symmetry
Works with Expressions
24. Explores techniques for rewriting algebraic expressions
25. Knows how to combines like terms
26. Uses area models to explore the distributive property
27. Applies the distributive property to expand expressions
28. Recognizes and rewrites a difference of two squares
29. Recognizes and rewrites a perfect square trinomial
30. Evaluates algebraic fractions
31. Rewrites algebraic fractions
32. Adds and subtracts algebraic fractions
33. Explores real situations that can be represented by algebraic fractions
34. Understands the importance of the work at Bletchley Park to England in World War II
Solves Quadratic Equations
35. Develops and applies techniques for solving quadratic equations
36. Solves quadratic equations with no x terms by backtracking
37. Learns some factoring shortcuts
38. Solves quadratics given in factored form
39. Solves quadratics by factoring
40. Knows how to complete the square
41. Solves quadratics by applying the quadratic formula
data analysis – statistics, probability and chance
Probability
42. Performs computations involving combinations or permutations
43. Solves probability problems that require using combinatorics to count outcomes
44. Fits a line to a set of linear data (by eyeballing) and then uses the graph or equation of the line to make predictions
45. Finds probabilities that involve permutations and combinations and is introduced to probability distributions
46. Develops counting strategies, determining which counting strategy is the most appropriate for a given situation
47. Solves probability problems involving permutations and combinations
48. Explores probability distributions
49. Understands and creates simulations
Models with Data
50. Uses tables, graphical displays, and statistics to organize and analyze data
51. Determines which types of tables, graphical displays, and statistics are the most appropriate for a given set of data and a given purpose
52. Analyzes real data sets in order to answer questions, support arguments, or make decisions; and models populations
Linear Relationships
53. Reviews ideas of linear variation.
54. Understands slope
55. Relates linear equations and graphs
56. Finds the equation of a line when given a point and the slope, or two points
57. Fits lines to data by “eyeballing”
Quadratic and Inverse Relationships
58. Explores graphs, tables, and equations for quadratic and reciprocal relationships
59. Explores patterns and situations that show quadratic variations
60. Explores patterns in tables, graphs, and equations for quadratic relationships
61. Explores characteristics of parabolas
62. Explores patterns and situations that show reciprocal variation
63. Explores patterns in tables, graphs, and equations for reciprocal relationships
64. Explores characteristics of parabolas
Solving Equations
65. Solves equations and systems of equation symbolically and by using tables and graphs
66. Reviews how to solve equations by backtracking and by doing the same thing to both sides
67. Solves inequalities
68. Solves equations with tables
69. Solves equations with graphs
70. Solves systems of equations graphically, by substitution, and by elimination
Functions of Their Graphs
71. Solves quadratic equations by graphing and investigates relationships between quadratic equations and graphs
72. Solves quadratic equations by graphing
73. Uses graphs to understand why quadratic equation has zero, one, or two solutions
74. Connects the x-intercepts of a graph with the factored form of the equation
75. Explores characteristics of parabolas
76. Uses technology to examine the effects of constants and coefficients on the graphs of quadratic equations
77. Solves systems of equations involving a linear equation and a quadratic equation or systems involving two quadratic equations
measurement, shape and space
Geometry
78. Recognizes and describes reflectional and rotational symmetry (including identifying lines of symmetry and specifying angles of rotation)
79. Writes and recognizes algebraic rules of similarity transformations, translations, simple reflections (over the x-axis, over the y-axis, over the line y ¨C x, and simple rotations (90◦, 180◦, 270◦)
Transformational Geometry
80. Recognizes and describes symmetries and applies and describes geometric transformations both on and off the coordinate plane
81. Recognizes reflectional, rotational, and translational symmetry
82. Identifies lines of symmetry, angles of rotation, and direction and magnitude of translation
83. Performs reflections, rotations, translations, and dilations
84. Writes and interprets algebraic rules that describe transformations such as (x, y) ¡ú (x,-y) is a reflection over the x-axis.
Geometry 101 & 102
PERFORMANCE EXPECTATIONS
G.1. CORE CONTENT: LOGICAL ARGUMENTS AND PROOFS
Students formalize the reasoning skills they have developed in previous grades and solidify their understanding of what it means to prove a geometric statement mathematically. In Geometry, students encounter the concept of formal proof built on definitions, axioms, and theorems. They use inductive reasoning to test conjectures about geometric relationships and use deductive reasoning to prove or disprove their conclusions. Students defend their reasoning using precise mathematical language and symbols.
Students are expected to:
G.1.A Distinguish between inductive and deductive reasoning.
• Students generate and test conjectures inductively and then prove (or disprove) their conclusions deductively.
EX A students first hypothesizes that the number of degrees in a polygon = 180 [pic] (s – 2), where s represents the number of sides, and then proves this is true. When was the student using inductive reasoning? When was s/he using deductive reasoning? Justify your answers.
G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample.
EX Investigate the relationship among the medians of a triangle using paper folding. Make a conjecture about this relationship.
EX Using dynamic geometry software, decide if the following is a plausible conjecture: If segment AM is a median in triangle ABC, then ray AM bisects angle BAC.
G.1.C Use deductive reasoning to prove that a valid geometric statement is true.
• Valid proofs may e presented in paragraph, two-column, or flow-chart formats. Proof by contradiction is a form of deductive reasoning.
EX Prove that the diagonals of a rhombus are perpendicular bisectors of each other.
G.1.D Write the converse, inverse, and contrapositive of a valid proposition and determine their validity.
EX If m and n are odd integers, then the sum of m and n is an even integer. State the converse and determine whether it is valid.
EX If a quadrilateral is a rectangle, the diagonals have the same length. State the contrapositive and determine whether it is valid.
G.1.E Identify errors or gaps in a mathematical argument and develop counterexamples to refute invalid statements about geometric relationships.
EX Identify errors in reasoning in the following proof:
Given ( ABC [pic] (PRQ, [pic] [pic][pic], and [pic][pic][pic], then (ABC [pic](PQR by SAS.
G.1.F Distinguish between definitions and undefined geometric terms and explain the role of definitions, undefined terms, postulates (axioms) and theorems.
• Students sketch points and lines (undefined terms) and define and sketch representations of other common terms. They use definitions and postulates as they prove theorems throughout geometry. In their work with theorems, they identify the hypothesis and the conclusion and explain the role of each.
• Students describe the consequences of changing assumptions or using different definitions for subsequent theorems and logical arguments.
EX There are two definitions of trapezoid that can be found in books or on the web. A trapezoid is either: a quadrilateral with exactly one pair of parallel sides or, a quadrilateral with at least one pair of parallel sides.
Write some theorems that are true when applied to one definition but not the other, and explain your answer.
G.2. CORE CONTENT: LINES AND ANGLES
Students study basic properties of parallel and perpendicular lines, their respective slopes, and the properties of the angles formed when parallel lines are intersected by a transversal. They prove related theorems and apply them to solve both mathematical and practical problems.
Students are expected to:
G.2.A Know, prove, and apply theorems about parallel and perpendicular lines.
• Students should be able to summarize and explain basic theorems. They are not expected to recite lists of theorems, but they should know the conclusion of a theorem when given its hypothesis.
EX Prove that a point on the perpendicular bisector of a line segment is equidistant from the ends of the line segment.
EX if each of two lines is perpendicular to a given line, what is the relationship between the two lines? How do you know?
G.2.B Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal.
EX Prove that if tow parallel lines are cut by a transversal, then alternate-interior angles are equal.
EX Take two parallel lines l and m, with (distinct) points A and B on l and C and D on m.
If [pic] intersects [pic] at point E, prove that (ABE ( (CDE.
G.2.C Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines.
• Constructions using circles and lines with dynamic geometry software (i.e., virtual compass and straightedge) are equivalent to paper and pencil constructions.
EX Construct and mathematically justify the steps to: Bisect a line segment; Drop a perpendicular from a point to a line; and Construct a line through a point that is parallel to another line.
G.2.D Describe the intersections of lines in the plane and in space, of lines and planes, and of planes in space.
EX Describe all the ways that three planes can intersect in space.
G.3 CORE CONTENT: TWO- AND THREE-DIMENSIONAL FIGURES
Students know and can prove theorems about two- and three-dimensional geometric figures, both formally and informally. They identify necessary and sufficient conditions for proving congruence, similarly, and properties of figures. Triangles are a primary focus, beginning with general properties of triangles, working with right triangles and special triangles, proving and applying the Pythagorean Theorem and its converse, and applying the basic trigonometric ratios of sine, cosine, and tangent. Students extend their learning to other polygons and the circle, and do some work with three-dimensional figures.
Students are expected to:
G.3.A Know, explain, and apply basic postulates and theorems about triangles and the special lines, line segments, and rays associated with a triangle.
EX Prove that the sum of the angles of a triangle is 1800
EX Prove and explain theorems about the incenter, circumcenter, orthocenter, and centroid.
EX The rural towns of Atwood, Bridgeville, and Carnegie are building a communications tower to
serve the needs of all three towns. They want to position the tower so that the distance from each
town to the tower is equal. Where should they locate the tower? How far will it be from each
town?
1.3.1 Understand the properties of and the relationships among 1-dimensional, 2-dimensional, and 3-dimensional shapes and figures. W
EXAMPLES
E Make and test conjectures about 2-dimensional and 3-dimensional shapes and their individual attributes and relationships using physical, symbolic, and technological models.
E Use the relationship between similar figures to determine the scale factor.
E Match or draw a 3-dimensional figure that could be formed by folding a given net.
1.3.2 Use the properties of and relationships among 1-dimensional, 2-dimensional, and 3-dimensional shapes and figures including prisms, cylinders, cones, and pyramids. W
EXAMPLES
E Match or draw 3-dimensional objects from different views using the same properties and relationships.
E Sort, classify, and label prisms, cylinders, cones, and pyramids.
E Sort, classify, and label 2-dimensional and 3-dimensional shapes according to characteristics including faces, edges, and vertices, using actual and virtual modeling.
E Construct geometric figures, including angle bisectors, perpendicular bisectors, and triangles given specific characteristic, using a variety of tools and technologies.
E Given a set of characteristics, draw a plane figure and justify the drawing.
E Create a 3-dimensional scale drawing with particular geometric properties.
E Use properties of triangles and special right triangles in situations.
1.3.3 Use geometric properties to determine and plot points on a coordinate grid. W
EXAMPLES
E Determine geometric properties of 2-dimensional objects using coordinates on a grid.
E Determine the location of a set of points that satisfy given conditions.
E Represent real-world situations on a coordinate grid or describe the location of a point that satisfies given conditions.
E Use tools and technology to draw objects on a coordinate grid based on given properties.
E Write ordered pairs to describe the locations of points or objects on a coordinate grid.
1.3.4 Apply multiple transformations: translations, reflections, and/or rotations to 2-dimensional figures. W
Apply single dilations to 2-dimensional figures.
EXAMPLES
E Use multiple translations, reflections, and/or rotations to create congruent figures on a coordinate grid.
E Use dilation of a given figure to form a similar figure.
E Determine the final coordinates of a point after multiple transformations.
E Describe a combination of two translations, reflections, and/or rotations to transform one figure to another figure with or without a coordinate grid.
E Determine rotational symmetry of a figure.
E Use technology to create 2- and 3-dimensional animations using combinations of transformations.
COMPONENT 1.4: Understand and apply concepts and procedures from probability and statistics.
1.4.1 Understand the concepts of dependent and independent events. W
EXAMPLES
E Describe whether the outcome of a first event affects the probability of a later event.
E Describe the difference between dependent and independent events.
E Describe the relationship between theoretical probability and empirical frequency of dependent events using simulations with and without technology.
1.4.2 Use procedures to compute the probability of dependent and independent events. W
EXAMPLES
E Determine the sample space for independent or dependent events.
E Determine probabilities of dependent and independent events.
E Determine the outcomes and probability of multiple independent or dependent events.
E Modify or revise a simple game based on independent probabilities so that all players have an equal probability of winning.
E Create a simple game based on conditional probabilities.
1.4.3 Determine possible sources of bias in questions, data collection methods, samples, and/or measures of central tendency and describe how such bias can be controlled. W
EXAMPLES
E Determine whether claims made about results are based on biased data due to sampling.
E Collect data using appropriate questions, samples, and/or methods to control for bias.
E Examine sources of bias in data collection questions, samples, and/or methods and describe how such bias can be controlled.
E Examine methods and technology used to investigate a research question.
E Determine how data collection methods impact the accuracy of the results.
1.4.4 Maintain Skills
1.4.5 Use bivariate data in tables and displays to predict mathematical relationships. W
EXAMPLES
E Determine whether the underlying model for a set of data is linear.
E Determine whether an equation for a line is appropriate for a given set of data and support the judgment with data.
E Match an equation with a set of data or a graphic display.
E Identify trends in a set of data in order to make a prediction based on the information.
E Determine whether a prediction is reasonable based on the given data or graph.
1.4.6 Determine and explain how the same set of data can support different points of view. W
EXAMPLES
E Explain how the same set of data can support different points of view.
E Explain, using data, how statistics have been used or misused to support a point of view or argument.
E Use statistics to support different points of view.
E Use a set of statistics to develop a logical point of view.
COMPONENT 1.5: Understand and apply concepts and procedures from algebraic sense.
1.5.1 Apply knowledge of patterns or sequences to represent linear functions (W) and/or exponential functions.
EXAMPLES
E Represent, extend, or create a pattern or sequence between sets of numbers representing a linear function.
E Identify, extend, or create a geometric sequence or pattern.
E Translate among equivalent numerical, graphical, and algebraic forms of a linear function.
E Create a pattern that has the same rule as a given pattern.
E Describe or represent linear and exponential patterns in words or algebraic symbols.
1.5.2 Determine an equation or rule for a linear function represented in a pattern, table, graph, or model. W
EXAMPLES
E Determine an equation of a line from a set of ordered pairs.
E Generate rules for a pattern to make predictions about future events.
E Write an equation or rule to describe a sequence.
E Write an equation for a line given a graph of the line.
E Write a rule for a recursive geometric pattern.
E Write an expression, equation, or inequality with two variables representing a linear and/or non-linear model of a real-world problem.
E Write an equation for a reasonable line to describe a set of bivariate data from a table or scatter plot.
1.5.3 Maintain Skills
1.5.4 Use variables to write expressions, linear equations, and inequalities that represent situations involving rational numbers, whole number powers, and square roots. W
Use variables to write non-linear equations.
EXAMPLES
E Use variables to write expressions and equations to represent situations that can be described using repeated addition or repeated multiplication.
E Write equations in recursive form for additive or multiplicative models.
E Match an expression or equation to a given real-world situation and explain the meaning of a variable.
E Differentiate between and explain correct vs. incorrect representations of algebraic situations.
E Describe the meaning of a variable in a formula, expression, equation, or inequality.
1.5.5 Apply algebraic properties to simplify expressions involving whole number exponents. W
EXAMPLES
E Write and/or simplify expressions including applying the distributive property.
E Simplify an expression involving exponents.
E Use multiple algebraic properties to simplify expressions.
E Evaluate formulas or expressions that involve squares or cubes.
1.5.6 Apply properties to solve multi-step equations and systems of equations. W
EXAMPLES
E Rearrange formulas to solve for a particular variable.
E Determine the solution to a system of linear equations using tables, graphs, and/or symbols.
E Interpret solutions of systems of equations.
E Solve, or write and solve, multi-step equations.
E Solve, or write and solve, linear inequalities.
E Use systems of equations to determine the optimal solution for a given situation.
EALR 2: The student uses mathematics to define and solve problems.
COMPONENT 2.1: Define problems.
2.1.1 Formulate questions to be answered to solve a problem. W
EXAMPLES
E Investigate the situation and determine if there is a problem to solve.
E Define or clarify the question the problem presents.
E Generate questions to be answered in order to solve the problem.
2.1.2 Determine what information is missing or extraneous. W
EXAMPLES
E Determine what necessary information is missing.
E Differentiate between necessary and extraneous information.
2.1.3 Identify what is known and unknown in complex situations. W
EXAMPLES
E Examine information to determine what is known and unknown.
COMPONENT 2.2: Construct solutions.
2.2.1 Select and use relevant information to construct solutions. W
EXAMPLES
E Select and use relevant information from the problem.
E Determine whether a given solution shows the use of relevant information.
2.2.2 Apply mathematical concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense to construct solutions. W
EXAMPLES
E Select and use appropriate concepts and procedures to construct a solution.
E Determine whether a given solution shows use of concepts and procedures that are appropriate.
2.2.3 Apply a variety of strategies and approaches to construct solutions. W
EXAMPLES
E Select and use tools to construct a solution.
E Apply a variety of strategies and approaches.
E Determine when an approach is unproductive and modify or try a new approach.
E Determine whether a given solution shows the application of strategies that are appropriate.
2.2.4 Determine whether a solution is viable, is mathematically correct, and answers the question(s). W
EXAMPLES
E Check work for mathematical accuracy.
E Determine whether the solution is reasonable for the situation.
E Check the solution with an estimate or results from an alternate approach.
E Check to be certain the solution answers the question.
EALR 3: The student uses mathematical reasoning.
COMPONENT 3.1: Analyze information.
3.1.1 Analyze, compare, and integrate mathematical information from multiple sources. W
EXAMPLES
E Analyze mathematical information or results.
E Integrate information from two or more sources.
E Compare mathematical information in tables, charts, graphs, text, diagrams, figures, or pictorial representations.
E Differentiate between valid and invalid analysis of mathematical information or results.
E Analyze information to make a conjecture.
COMPONENT 3.2: Conclude.
3.2.1 Draw and support conclusions, using inductive or deductive reasoning. W
EXAMPLES
E Draw a conclusion from a given situation and support the conclusion with appropriate mathematical data or facts.
E Use data or examples as evidence to support or contradict a conclusion or conjecture.
3.2.2 Evaluate procedures and conclusions to make needed revisions. W
EXAMPLES
E Check the viability and appropriate use of a selected procedure in a given situation.
E Evaluate a conclusion based on given information and/or procedures used and describe a revision as needed.
COMPONENT 3.3: Verify results.
3.3.1 Justify results using inductive or deductive reasoning. W
EXAMPLES
E Justify results using evidence and information from the problem situation and/or known facts, patterns, relationships, and proportional reasoning.
3.3.2 Evaluate reasonableness of results. W
EXAMPLES
E Check for reasonableness of results in a given situation.
E Verify that the solution to a real-world problem makes sense in relation to the situation.
3.3.3 Validate thinking about mathematical ideas. W
EXAMPLES
E Justify or refute claims and supporting arguments using data, models, known facts, patterns, relationships, counter examples, and/or proportional reasoning.
EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
COMPONENT 4.1: Gather information.
4.1.1 Develop, select, and/or apply an efficient system for collecting mathematical information. W
EXAMPLES
E Determine appropriate mathematical information needed for a specific purpose or audience.
E Develop a plan, not a survey, to collect information, including what mathematical information is needed and where and how to find the information.
E Describe the general procedures, not a survey, to gather exactly the mathematical information sought and no irrelevant information.
E Follow a plan, not a survey, to collect mathematical information for a given audience and purpose.
4.1.2 Extract mathematical information from multiple sources. W
EXAMPLES
E Extract and use mathematical information from various sources such as pictures, symbols, text, tables, charts, graphs, diagrams, and models for a purpose.
E Write or identify questions to be answered using data sources such as magazines, newspapers, menus, sales or travel brochures, TV or bus schedules, and/or sales receipts.
COMPONENT 4.2: Organize, represent, and share information.
4.2.1 Organize, clarify, and refine mathematical information relevant to a given purpose. W
EXAMPLES
E Select a useful format and organize mathematical information for a given purpose.
E Create an organized list to communicate information to a specific audience and/or for a specific purpose.
4.2.2 Represent mathematical information in graphs or other appropriate forms. W
EXAMPLES
E Represent mathematical information using pictures, tables, Venn diagrams, scatter plots, 2- or 3-dimensional drawings, or other appropriate forms including title, labels, appropriate and consistent scales, and accurate display of data.
4.2.3 Use mathematical language to explain or describe mathematical ideas and information in ways appropriate for audience and purpose. W
EXAMPLES
E Use both everyday and mathematical language and notation to explain, defend, or present mathematical ideas, facts, procedures, or strategies appropriate for a given audience or purpose.
EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-world situations.
COMPONENT 5.1: Relate concepts and procedures within mathematics.
5.1.1 Apply concepts and procedures from two or more content strands, including number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense, in a given problem or situation. W
EXAMPLES
E Use concepts and procedures from two or more content strands in a given problem or situation.
5.1.2 Relate and use different mathematical models and representations of the same situation. W
EXAMPLES
E Explain or demonstrate how two or more different models represent the same mathematical idea.
E Create a model or representation that is equivalent to a given graphical, numerical, pictorial, geometric, and/or written model or representation.
E Create two or more equivalent models or representations for a given situation.
COMPONENT 5.2: Relate mathematical concepts and procedures to other disciplines.
5.2.1 Use mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines.
EXAMPLES
E Provide examples of using mathematical thinking, patterns, ideas, and modeling in other disciplines.
E Use mathematical concepts and procedures in other disciplines.
5.2.2 Describe the contributions of individuals and cultures to the development of mathematics.
EXAMPLES
E Describe a mathematical contribution related to current mathematical study.
E Trace the historical development of a mathematical concept.
COMPONENT 5.3: Relate mathematical concepts and procedures to real-world situations.
5.3.1 Understand that mathematics is used extensively in daily life outside the classroom.
EXAMPLES
E Describe situations in which mathematics can be used to solve problems with local, national, or international implications.
E Investigate a local community situation and recommend a solution based on mathematical information.
5.3.2 Understand that mathematics is used in many occupations or careers.
EXAMPLES
E Describe specific examples of mathematics associated with a given career.
E Explain the mathematical requirements to enter a given career.
E Explain the mathematics used by workers in a specific job.
Geometry 101-102
INTRODUCTION TO GEOMETRY
1. Understands points, lines, and line segments
1. Understands the distinction between lines and planes
2. Understands the concepts of collinear and coplanar
3. Understands rays and how rays form angles
4. Reviews use of the protractor and angle measurement
5. Reviews the concept of polygons and the formation of polyhedra
6. Reviews area and perimeter formulae for rectangles and squares
7. Reviews circle construction using straightedge and compass
8. Reviews concepts of radius and diameter
9. Understands bisection of line segments
10. Understands bisection of angles
DEDUCTIVE REASONING
11. Understands conditional statements
12. Understands concepts of hypothesis and conclusion
13. Understands Euler Diagrams
14. Understands the converse of a conditional statement
15. Understands the concept of syllogism
16. Understands the parts of a direct proof
17. Is able to articulate what a theorem is
18. Is able to distinguish between direct and indirect proofs
19. Understands the concept of postulates
20. Understands that two points determine a line
21. Understands that three non-collinear points determine a plane
22. Is able to describe and work with the Pythagorean Theorem
23. Understands the Triangle Angle Sum Theorem
24. Reviews area and circumference of a circle
LINES AND ANGLES
25. Understands the concepts of postulates, axioms, and theorems
26. Reviews the basic number operations and properties
27. Explores the distance between points and betweeness of Points Theorem
28. Explores angle measurement & rotation of rays with protractor
29. Understands the distinction between acute, right, obtuse, and straight angles
30. Explores bisection of line segments and angles and their corollaries
31. Understands the distinction between complementary and supplementary angles
32. Applies complimentary and supplementary theorems
33. Understands concepts of opposite rays, linear pairs, and vertical angles
34. Applies theorems related to linear pairs and vertical angles
35. Explores perpendicular and parallel lines and applies related theorems
CONGRUENCE
36. Reviews coordinate plane and concepts of origin, x and y axis, quadrants
37. Understands the distance formula and applies formula in real life situations
38. Reviews criteria for polygons
39. Reviews concepts of correspondence and congruence in polygons
40. Understands criteria for congruent triangles
41. Understands Angle-Side-Angle Postulate for congruent triangles
42. Understands Side-Angle-Side Postulate for congruent triangles
43. Applies Corresponding Parts of Congruent Triangles Postulate
44. Reviews definitions of scalene, isosceles, and equilateral triangles
45. Reviews obtuse, right, acute, and equiangular concepts with triangles
46. Understands Side-Side-Side Theorem for congruent triangles
PROPERTIES OF INEQUALITY
47. Understands and applies basic math properties to inequality
48. Understands definition of exterior angle of a triangle
49. Applies Exterior Angle Theorem
50. Understands triangle side and angle inequalities
51. Understands and applies Triangle Inequality Theorem
PARALLEL LINES
52. Understands concept of line symmetry
53. Applies Perpendicular Bisector Theorem
54. Performs constructions involving perpendicular lines
55. Understands definition of parallel lines
56. Understands concept of a transversal
57. Explores concept of corresponding angles with transversal
58. Explores alternate interior angles
59. Explores interior angles on same side of transversal
60. Applies corollaries involving parallel lines and transversals
61. Is able to construct parallel lines using the Parallel Postulate
QUADRILATERALS
62. Reviews definition of a rectangle and concept of diagonals
63. Understands sum of angles of a quadrilateral is 360º
64. Reviews definition of parallelogram
65. Understands opposite sides and angles of parallelogram are equal
66. Understands diagonals of parallelogram bisect each other
67. Applies theorems describing when parallelograms are quadrilaterals
68. Reviews definitions of squares and rhombuses
69. Explores diagonal relationships in rectangles and rhombuses
70. Reviews definition of trapezoid
71. Explores relationships of diagonals & angles in isosceles trapezoid
72. Explores Mid-segment Theorem
TRANSFORMATIONS
73. Understands definition of transformation
74. Understand concepts of reflection, rotation, and dilation
75. Reviews concept of isometry
76. Performs reflection of a point through a line
77. Performs rotations across x and y axes
78. Understands concept of glide reflection
79. Applies concepts of rotation, reflection, and translation symmetry
80. Performs combinations of translations through all four quadrants
AREA
81. Understand concept of polygonal regions
82. Reviews area formula for rectangles and squares
83. Finds area of rectangles and squares
84. Explores and applies area formula for triangle
85. Understands the term altitude and how it applies to areas of triangles
86. Applies altitude to areas of parallelograms and trapezoids
87. Finds areas of parallelograms and trapezoids
88. Understands the Pythagorean Theorem
89. Applies Pythagorean Theorem to solve for missing sides
90. Uses Pythagorean Theorem to prove triangle is right
SIMILARITIES
91. Understands the concepts of ratio and proportion
92. Reviews concept of geometric mean
93. Applies similarity rules to triangles and circles
94. Understands and applies Side-Splitter Theorem for triangles
95. Applies Angle-Angle Similarity Theorem
96. Understands proportion with regard to similarity
97. Applies theorem for perimeters of similar figures
98. Applies theorem for areas of similar figures
THE RIGHT TRIANGLE
99. Understands altitude to hypotenuse of right triangle forms similar triangles
100. Understand altitude to hypotenuse is geometric mean of segments formed
101. Reviews and applies advanced uses of Pythagorean Theorem
102. Understands and applies Isosceles Right Triangle Theorem
103. Sees relationship between diagonal and sides of a square
104. Understands and applies 30º-60º Right Triangle Theorem
105. Understands definition of tangent to acute angle of right triangle
106. Uses tangent to solve for missing sides of right triangle
107. Understands laws of sine and cosine ratios with right triangles
108. Uses sine and cosine ratios to find missing sides of right triangle
109. Applies slope, rise over run, angle of inclination to hypotenuse of right triangle
CIRCLES
110. Reviews definition of a circle
111. Explores concepts of concentric circles
112. Reviews definition of radius of circle
113. Uses fact that all radii of a circle are equal
114. Understands definitions of chord and special case of diameter
115. Understands and applies chord theorems with regard to circles
116. Explores concept of tangent to a circle
117. Understands and applies tangent theorem with regard to circles
118. Explores concepts of central angles and arcs
119. Performs constructions using chords and tangents
120. Understands and applies Arc Addition Postulate
121. Understands equal chords have equal arcs
122. Understands concepts of inscribed angles
123. Understands angles inscribed in semicircles are right angles
124. Explores concepts of secants and secant angles
125. Applies secant angle theorems
126. Understands definition of tangent segment
127. Applies Tangent Segments Theorem
128. Understands and Applies Intersecting Chords Theorem
CONCURRENCE THEOREMS
129. Understands cyclic polygons and that all triangles are cyclic
130. Applies definitions of inscribed polygons
131. Applies definitions of circles circumscribed about polygons
132. Understands definitions of circumcircle and circumcenter
133. Performs constructions of circles about a triangle
134. Understands theorem for cyclic quadrilaterals
135. Understands when a circle is inscribed in a polygon
136. Understands every triangle has an incircle and incenter
137. Performs construction to inscribe circle in a triangle
138. Understands concepts of medians and centroids of a triangle
139. Applies concept of orthocenter to construction of concurrent altitudes
140. Uses Ceva’s Theorem to prove three cevians are concurrent
REGULAR POLYGONS AND THE CIRCLE
141. Reviews definition of regular polygon
142. Understands all regular polygons are cyclic
143. Applies concepts of inscribed, circumscribed, central angles to regular polygons
144. Reviews concepts related to finding the area of a circle
145. Applies trigonometric functions to regular polygons
146. Can find the perimeter of a regular polygon
147. Can apply trigonometric functions to find the area of a regular polygon
148. Can apply knowledge of arcs find the area of sectors
GEOMETRIC SOLIDS
149. Understands intersecting plane, line, and point postulates
150. Applies theorems for determining a plane
151. Can identify parts of a polyhedron
152. Can find the length of a diagonal of a rectangular and cubic solid
153. Understands and applies the definition of a prism
154. Can find the surface area of a prism
155. Understands distinction between right and oblique prism
156. Can find the volume of a prism
157. Can find the area of a cross section of a prism
158. Can apply volume formulae for prisms, rectangular solids, and cubes
159. Understands the definition of and identifies parts of a pyramid
160. Can compute the volume of a pyramid
161. Understands the definition of cylinders and cones and identifies parts
162. Can find the volumes of cones and cylinders
163. Understands the definition of a sphere
164. Can compute the volume and surface area of a sphere
165. Can apply theorems comparing similar solids
166. Understands the definition and criteria for regular polyhedra
NON-EUCLIDEAN GEOMETRIES
167. Understands geometry can be performed on other than flat surfaces
168. Understands great circles and antipodal points
169. Understands the Saccheri Quadrilateral and birectangular quadrilaterals
170. Can apply theorems with regard to Saccheri Quadrilaterals
171. Understands and applies the Lobachevskian Theorems
172. Understands the sum of the angles in a triangle in non-Euclidian is not 180º
173. Has a basic understanding of Fractal Geometry
ALGEBRA 2
TOOLS OF ALGEBRA
1. Properties of real numbers
2. Algebraic Expressions
3. Solving Equations
4. Solving Inequalities
5. Absolute Value Equations & Inequalities
6. Probability
FUNCTIONS, EQUATIOINS, AND GRAPHS
7. Relations and Functions
8. Linear Equations
9. Direct Variation
10. Using Linear Models
11. Absolute Value Functions and Graphs
12. Families of Functions
13. Two Variable Inequalities
Linear systems
14. Graphing Systems of Equations
15. Solving Systems Algebraically
16. Systems of Inequalities
17. Linear Programming
18. Graphs in 3 Dimensions
19. Systems with 3 Variables
matrices
20. Organizing Data into Matrices
21. Adding and Subtracting Matrices
22. Matrix Multiplication
23. Geometric Transformations with Matrices
24. 2x2 Matrices, Determinants, & Inverses
25. 3x3 Matrices, Determinants, & Inverses
26. Inverse Matrices & Systems
27. Augmented Matrices & Systems
quadratic equations and functions
28. Modeling Data with Quadratic Functions
29. Properties of Parabolas
30. Transforming Parabolas
31. Factoring Quadratic Expressions
32. Quadratic Equations
33. Complex Numbers
34. Completing the Square
35. The Quadratic Formula
Polynomials and polynomial functions
36. Polynomial Functions
37. Polynomial and Linear Factors
38. Dividing Polynomials
39. Solving Polynomial Equations
40. Theorems about roots of Polynomial Equations
41. The Fundamental Theorem of Algebra
42. Permutations and Combinations
43. The Binomial Theorem
radical functions and rational exponents
44. Roots and Radical Expressions
45. Multiplying and Dividing Racial Expressions
46. Binomial Radical Expressions
47. Rational Exponents
48. Solving Square Root and Other Radical Equations
49. Function Operations
50. Inverse Relations and Functions
51. Graphing Square Root and Other Radical Functions
exponential and logarithmic functions
52. Exploring Exponential Models
53. Properties of Exponential Functions
54. Logarithmic Functions and Inverses
55. Properties of Logarithms
56. Exponential and Logarithmic Equations
57. Natural Logarithms
rational functions
58. Inverse Variation
59. The Reciprocal Function Family
60. Rational Functions and their Graphs
61. Rational Expressions
62. Adding and Subtracting Rational Expressions
63. Solving Rational Equations
64. Probability of Multiple Events
quadratic relations and conic sections
65. Exploring Conic Sections
66. Parabolas
67. Circles
68. Ellipses
69. Hyperbolas
70. Translating Conic Sections
sequences and series
71. Mathematical Patterns
72. Arithmetic Sequences
73. Geometric Sequences
74. Arithmetic Series
75. Geometric Series
76. Area Under a Curve
PRE-CALCULUS
SOCIAL STUDIES
Toddler – Social Studies
Central subject: CELEBRATIONS
T-1 LEARNS ROUTINES THAT PROMOTE COURTESY AND SAFETY (EATING, LEARNING, TOILET TRAINING)
T-2 Listens respectfully to teachers and fellow students
T-3 Talks freely, at appropriate times, with teachers and fellow students
T-4 Participates in dress-up play activity
Pre-Kindergarten 3 – Social Studies
Central subject: ANIMALS
P3-1 LEARNS AND PRACTICES RULES AND ROUTINES THAT PROMOTE COURTESY AND SAFETY
P3-2 Listens respectfully to teachers and fellow students
P3-3 Talks freely and offers opinion at appropriate times
P3-4 Describes the weather on a given day
P3-5 Speculates on the implications of weather (rainy day dress)
Pre-Kindergarten 4 – Social Studies
Central subject: The Seasons
GEOGRAPHY
P4-1 Is aware of time (seconds, minutes and hours)
P4-2 Is aware that changes occur as the year progresses (weather, daylight)
P4-3 Describes the characteristics of fall (colors, flowers, leaves, smoke etc.)
P4-4 Describes the characteristics of winter (dark, cold rain, snow, wind etc.)
P4-5 Describes the characteristics of spring (warmer, brighter, flowers, newborn animals)
P4-6 Describes the characteristics of summer (hot, sunny, water, outdoors)
History
P4-7 Is aware of seasonal celebrations in the United States
P4-8 Is aware that many celebrations are very old (Christmas)
P4-9 Is aware of some of the origins of major seasonal celebrations
Society and Culture
P4-10 Is aware of personal experiences that happen during the year (birthday, vacation)
P4-11 Understands the seasonal message in music and dance
P4-12 Understands the seasonal message in decoration
P4-13 Recognizes that people adjust behavior as the seasons change
P4-14 Recognizes that people change their appearance as the seasons change
P4-15 Recognizes that animals can change their behavior as the seasons change
P4-16 Recognizes that animals can change their appearance as the seasons change
Kindergarten – Social Studies
CENTRAL SUBJECT: Food
EALRS
In kindergarten, students begin their investigation of the world using perspectives, concepts, and skills from the social studies. The context for social studies learning in kindergarten is the student’s interaction with classroom and school. The classroom serves as a microcosm of society in which decisions are made with respect to rights, rules, and responsibilities. They begin to learn the basic concepts of fairness and respect for the rights and opinions of others.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands the key ideals of justice and fairness within the context of the classroom community.
Examples:
• Explains that there are rules to follow in the classroom and on the playground.
• Explains that students can demonstrate fairness by sharing classroom supplies and playground equipment.
Suggested Unit: Learning About Myself and My Classroom Community
1.1.2 Applies the ideals of justice and fairness when making choices or decisions in the classroom or on the playground.
Examples:
• Uses the classroom rules when making choices about behavior in the classroom and on the playground.
• Uses the ideal of fairness when sharing classroom supplies and playground equipment.
Suggested Unit: Learning About Myself and My Classroom Community
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Remembers the people who make and carry out rules in the classroom and school.
Examples:
• Identifies the teacher, principal, vice principal, counselor, and others who make and carry out rules at the school.
Suggested Unit: Learning About Myself and My Classroom Community
1.2.2 Understands the purpose of rules in the classroom and school.
Examples:
• Explains that classroom rules are important so everyone can learn.
• Explains that playground rules are important so everyone is safe.
Suggested Unit: Learning About Myself and My Classroom Community
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
This component is addressed in grades 2, 4-8, and 11-12.
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
This component is addressed in grades 1, 2 and 4 - 12.
Component 2.2: Understands how economic systems function.
This component is addressed in grades 2 - 12.
Component 2.3: Understands the government’s role in the economy.
This component is addressed in grades 5 – 12.
Component 2.4: Understands the economic issues and problems that all societies face.
This component is addressed in grades 4, and 6 – 12.
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
This component is addressed in grades 1 – 12.
Component 3.2: Understands human interaction with the environment.
This component is addressed in grades 1 – 12.
Component 3.3: Understands the geographic context of global issues.
This component is addressed in grades 3, 4, 6, and 8 – 12.
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates timelines to show personal events in a sequential manner.
Examples:
• Creates and explains an individual timeline that shows personal events over time.
• Creates and explains a classroom timeline to show major events over a school day, school week, or school year.
Suggested Unit: Learning About Myself and My Classroom Community
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
This component is addressed in grades 2 – 12.
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
This component is addressed in grades 4 – 12.
Component 4.4: Uses history to understand the present and plan for the future.
This component is addressed in grades 1, and 4 – 12.
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands one’s point of view.
Examples:
• Explains one’s point of view on a playground rule.
Suggested Unit: Learning About Myself and My Classroom Community
5.1.2 Evaluates the fairness of one’s point of view.
Examples:
• Determines one’s point of view about a playground rule based on how fair it is to oneself and others.
• Determines how to share playground equipment fairly.
Suggested Unit: Learning About Myself and My Classroom Community
Component 5.2: Uses inquiry-based research.
5.2.1 Understands how to ask questions about the classroom and school community.
Examples:
• Brainstorms questions about playground rules.
• Brainstorms questions about people who work at the school.
Suggested Unit: Learning About Myself and My Classroom Community
Component 5.3: Deliberates public issues.
5.3.1 States own viewpoints and listens to viewpoints of others.
Examples:
• States own viewpoint on following classroom rules and listens to the viewpoints of classmates and teacher.
• States own viewpoint on fairness and listens to the viewpoints of classmates and the teacher.
Suggested Unit: Learning About Myself and My Community
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Retells and explains personal history.
Examples:
• Retells a sequence of events that have happened over time.
• Explains physical changes over time.
Suggested Unit: Learning About Myself and My Classroom Community
Geography
K-1 Is aware of what constitutes a year (time, days, weeks & months)
K-2 Relates conditions and occurrences to different times of year (cold-storms)
K-3 Identifies and evidences a favorite time of year
K-4 Is aware of the characteristics of each season
K-5 Can evidence pleasant and unpleasant aspects of each season
K-6 Becomes aware of celebrations in other lands
K-7 Compares and contrasts celebrations in other lands with those of the United States
History
K-8 Is aware of the major seasonal celebrations in the United States
K-9 Can name at least one celebration in each season
K-10 Is aware of some of the origins of seasonal celebrations
K-11 Can relate a story, from family members, about past celebrations
Society and Culture
K-12 Is aware of personal experiences that happen during the year (celebrations, reunions)
K-13 Understands the seasonal messages in singing, music and dance
K-14 Understands the origins and seasonal messages in decoration
K-15 Recognizes that people and animals change behavior as seasons change
K-16 Recognizes that people and animals change appearance as seasons change
K-17 Is aware that food is an integral part of many celebrations
K-18 Can name foods synonymous with seasonal celebrations in U.S.
K-19 Explores foods synonymous with other lands
Grade One – Social Studies
CENTRAL SUBJECT: Families
EALRS
In first grade, students develop their understanding of basic concepts and ideas from civics, economics, geography, and history. The context for social studies learning in first grade is the family and the ways they choose to live and work together. To develop students’ understanding of the basic social studies concepts, students are asked to think about families nearby and those far away.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
This component is addressed in grades K, 2 – 5, 7, 8, 11, and 12.
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
This component is addressed in grades K, 2, and 4 – 12.
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
This component is addressed in grades 2, 4-8, and 11-12.
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Understands that when individuals and families make choices about meeting their needs and wants, something is gained and something is given up.
Examples:
• Explains that families make choices about the need for buying groceries based on cost, availability, family or cultural customs, and personal taste.
• Explains that when families make choices about moving, a new home is gained and an old neighborhood is given up.
Suggested Unit: Families in Our Community
Component 2.2: Understands how economic systems function.
This component is addressed in grades 2 - 12.
Component 2.3: Understands the government’s role in the economy.
This component is addressed in grades 5 – 12.
Component 2.4: Understands the economic issues and problems that all societies face.
This component is addressed in grades 4, and 6 – 12.
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Understands and uses maps and globes to identify major bodies of water and continental land masses.
Examples:
• Uses a map or globe to identify the location of the continents and major bodies of water.
• Explains how maps and globes can be used to locate the continents where families live.
Suggested Unit: Families in Other Places
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands that the way families live is shaped by the environment.
Examples:
• Explains how the climate and physical features of an area determine the types of home in which people live.
• Explains how the food families eat is affected by the natural resources that are available in their regions.
Suggested Unit: Families in Other Places
3.2.3 Understands why families make decisions to move.
Examples:
• Explains that families may move to a smaller or bigger home when family size decreases or increases.
• Explains that families may move when job opportunities become available.
Suggested Unit: Families in Our Community
Component 3.3: Understands the geographic context of global issues.
This component is addressed in grades 3, 4, 6, and 8 – 12.
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates family timelines to show events in a sequential manner.
Examples:
• Creates and explains a timeline that describes family events over time.
• Creates and explains a family timeline that describes changes to the family.
Suggested Unit: Families in Our Community
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
This component is addressed in grades 2 – 12.
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
This component is addressed in grades 4 – 12.
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Understands how knowledge of family history can be used to make current choices.
Examples:
• Explains how a family marks celebrations using traditions and customs from the past.
Suggested Unit: Families in Our Community
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
This component is addressed in grades K, and 2 – 12.
Component 5.2: Uses inquiry-based research.
5.2.1 Understands how questions are used to find out information.
Examples:
• Explains how questions can be used to find out how families celebrate holidays.
• Explains how questions can be used to find out how families live in different countries.
Suggested Unit: Families in Other Places
5.2.2 Uses texts and visuals to identify the main ideas or key details to study family life.
Examples:
• Uses photos to describe how different families live.
Suggested Unit: Families in Our Community
Component 5.3: Deliberates public issues.
5.3.1 Engages in discussions to learn about how families live around the world.
Examples:
• Engages in discussions to learn how families from around the world celebrate birthdays.
• Engages in discussions to learn about the clothing worn by families from around the world.
Suggested Unit: Families in Other Places
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Describes how different people live using a graphic organizer.
Examples:
• Describes similarities and differences in the ways families celebrate holidays using a T-chart.
• Describes similarities and differences in the ways in which families live using a table.
Suggested Unit: Families in Our Community
Geography
1. Understands our homes, streets; classrooms can be illustrated (mapped)
2. Draws simple representations of familiar locations
3. Can appraise own (map) work and make required modifications
4. Is familiar with the concept of environment
5. Can describe own environment
6. Can appraise the influences the immediate environment has on self/family
7. Describes the environment of children & families in other parts of America
8. Describes the environment of children/families in other lands
History
9. Explores the background of own family
10. Realizes that families pass through generations
11. Understands that families/people come from many different places
12. Assesses the challenges faced by pioneer families in America
13. Describes the life experiences of pioneer families (including children)
Society and Culture
14. Realizes that families change steadily (births, marriages)
15. Respects the fact that a family may be constituted differently from own
16. Identifies the different roles and responsibilities of family members
17. Understands that there are communities beyond the immediate family
18. Understands why people become part of a community (including school)
19. Understands that to enjoy the advantages of a community, members must contribute
20. Is able to assess personal responsibilities towards community (school)
21. Describes the benefits families and individuals receive from the community
Grade Two – Social Studies
CENTRAL SUBJECT: cultures around the world
EALRS
In second grade, students apply their emerging understanding of civics, economics, geography, and history to their communities and others around the world. Students learn about how their community works as well as the variety of ways that communities organize themselves. To develop conceptual understanding, students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands the key ideal of public or common good within the context of the community.
Examples:
• Explains one’s responsibility to obey the law of not littering for the public good of the community.
• Explains how people can respect the rights of others to live safely in the neighborhood by obeying speed limits.
Suggested Unit: Our Community
1.1.2 Applies the key ideal of the public or common good to uphold rights and responsibilities within the context of the community.
Examples:
• Explains what effect following park rules has on the common good.
Suggested Unit: Participating in Our Community
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Understands the basic organization of government in the community.
Examples:
• Explains that cities are governed by mayors and city councils.
• Explains that police and judges enforce laws.
Suggested Unit: Our Community
1.2.2 Understands the basic function of government and laws in the community.
Examples:
• Explains that city governments make and enforce laws to support a safe community.
• Explains that city governments support local businesses and neighborhoods by improving and maintaining streets and sidewalks.
Suggested Unit: Our Community
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
1.4.1 Understands that citizenship and civic involvement in the neighborhood and community are the rights and responsibilities of individuals.
Examples:
• Explains that citizens have the right to live in a safe community.
• Explains that citizens have the responsibility to obey the laws of the community.
• Explains that citizens have the responsibility to take care of the environment in the community.
Suggested Unit: Participating in Our Community
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Understands that members of the community make choices among products and services that have costs and benefits.
Examples:
• Explains how people’s choice of purchasing goods from a large business can result in the loss of smaller businesses.
• Explains the costs and benefits that food banks and thrift stores provide for people in the community.
Suggested Unit: Communities Meeting Their Needs and Wants
Component 2.2: Understands how economic systems function.
2.2.1 Understands the basic elements of a community’s economic system, including producers, distributors, and consumers of goods and services.
Examples:
• Explains that goods sold in local stores are used by people living in the community to meet their needs and wants.
• Explains that people in communities are consumers of the public safety services that police officers or fire fighters provide.
Suggested Unit: Communities Meeting Their Needs and Wants
Component 2.3: Understands the government’s role in the economy.
This component is addressed in grades 5 – 12.
Component 2.4: Understands the economic issues and problems that all societies face.
This component is addressed in grades 4, and 6 – 12.
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Understands and applies basic mapping elements such as symbols, compass rose, labels, and a key to read and construct maps that display information about neighborhoods or local communities.
Examples:
• Explains how maps of the local community can be used to describe where people live and where businesses are located.
• Constructs maps that display information about the local community using a compass rose, labels, and a key.
Suggested Unit: Our Community
3.1.2 Understands the physical characteristics of places in the community.
Examples:
• Describes physical characteristics such as rivers, lakes, mountains, and parks
of the community in which they live.
Suggested Unit: Our Community
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands that people in communities affect the environment as they meet their needs and wants.
Examples:
• Explains how people affect their environment by clearing land or developing farm land to meet their need for homes and businesses.
• Explains how people affect the community’s environment by making parks for recreation.
Suggested Unit: Communities Meeting Their Needs and Wants
Component 3.3: Understands the geographic context of global issues.
This component is addressed in grades 3, 4, 6, and 8 – 12.
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates timelines for events in a community to show how the present is connected to the past.
Examples:
• Creates and explains a community timeline that displays events that are still celebrated or remembered today.
Suggested Unit: Our Community
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands individuals who have shaped history in the local community.
Examples:
• Explains how Marcus and Narcissa Whitman shaped the history of Walla Walla.
• Explains how Chief Sealth played a role in the development of Seattle as a city.
Suggested Unit: Our Community
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
This component is addressed in grades 4 – 12.
Component 4.4: Uses history to understand the present and plan for the future.
This component is addressed in grades 1, and 4 – 12.
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands multiple points of view on issues in the community.
Examples:
• Explains points of view on how to stop littering.
Suggested Unit: Participating in Our Community
Component 5.2: Uses inquiry-based research.
This component is addressed in grades K, 1, and 3 – 12.
Component 5.3: Deliberates public issues.
5.3.1 Engages in discussions to learn about different points of view on issues.
Examples:
• Engages in discussions to learn about different points of view on neighborhood recycling.
• Engages in discussions to learn about different points of view on where to build parks in the community.
Suggested Unit: Participating in Our Community
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
This component is addressed in grades K, 1, and 3 – 12.
Geography
1. Becomes familiar with the maps and the globe
2. Can identify basic features on a map (water, continents)
3. Applies growing skills in locating home state and various countries on a map
4. Observes and describes contrasts between the United States and other cultures
5. Observes and describes how the climate differs between cultures/countries
6. Housing can vary from country to country
HistorY
7. Learns that many cultures are older than our own here in the United States
8. Observe changes that have taken place over time in select cultures
9. Observes duties and contributions made by members in different cultures (examples: police, political officers, firefighters)
10. Observe relationships among other cultures: working together (trading), opposing (war)
11. Identifies ways past communities worked together (trade) or opposed each other (war)
Society and Culture
12. Realizes that the definition of a family may be different in other cultures
13. Learns about customs/traditions from other cultures
14. Understands responsibilities of children their age in other cultures
15. Understands that communities and cultures require leaders and can give examples of leadership roles
16. Identifies different modes of transportation in other cultures
17. Identifies differences in clothing, food, and languages in other cultures
18. Understands that laws may be different in other cultures and can state a few examples (driving age, voting age)
19. Identifies differences in schools and what/how students in other cultures learn
Grade Three – Social Studies
CENTRAL SUBJECT: NATIVE PEOPLES
EALRS
In third grade, students begin to explore more complex concepts and ideas from civics, economics, geography, and history as they study the varied backgrounds of people living in Washington and the rest of the United States. Emphasis is on cultures in the United States, including the study of American Indians. Students examine these cultures from the past and in the present and the impact they have had in shaping our contemporary society. They begin to look at issues and events from more than one perspective.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands the key ideals of unity and diversity.
Examples:
• Explains that the community is made up of people from various cultures.
• Explains the benefits of diversity for a community, including the increased range of viewpoints, ideas, customs, and choices available.
Suggested Unit: Cultures in our Community
1.1.2 Understands and applies the key ideals of unity and diversity within the context of the community.
Examples:
• Explains the diverse perspectives of cultural groups in the community.
• Contributes one’s own diverse cultural perspective to the classroom community.
Suggested Unit: Cultures in Our Community
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
This component is addressed in grades K, 1, and 3 – 12.
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
This component is addressed in grades 2, 4-8, and 11-12.
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
This component is addressed in grades 1, 2 and 4 - 12.
Component 2.2: Understands how economic systems function.
2.2.1 Understands how the economic systems of groups are influenced by laws, values, and customs.
Examples:
• Explains how the farming and herding practices of Eastern Woodland peoples reflected how they viewed their environment.
• Explains how the basket and rug weaving customs of the Southwest tribes contributed to their economy through trade.
• Compares how laws, values, and customs affected the ways in which Pueblo tribes and Plains tribes built homes; produced, gathered, or hunted food; and made clothing and tools.
Suggested Unit: First Nations of North America
CBA: Meeting Needs and Wants
Component 2.3: Understands the government’s role in the economy.
This component is addressed in grades 5 – 12.
Component 2.4: Understands the economic issues and problems that all societies face.
This component is addressed in grades 4, and 6 – 12.
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Understands and applies how maps and globes are used to display the regions of North America in the past and present.
Examples:
• Uses maps to identify physical features of the regions where the Plains and Eastern Woodland Indians lived.
• Explains the regions of North America based on current and historical maps.
• Uses maps of North America to explain the interaction between indigenous peoples and their environment.
Suggested Unit: First Nations of North America
CBA: Humans and the Environment
3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the U.S.
Examples:
• Explains the physical geography, including landforms and climate, of Mexico, Canada, and the U.S.
• Explains the unique cultural characteristics of regions in North America, including language, food, customs, religion, stories, music, and art.
• Explains which states are located in the southwest region of the United States.
Suggested Unit: Cultures of North America
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands how the environment affects cultural groups and how cultural groups affect the environment.
Examples:
• Explains how the environment influenced the development of a native culture’s lifestyle, traditions, and beliefs.
• Explains ways native people affected their environment as they met their needs.
• Uses different maps, such as climate and vegetation maps, to explain the interaction between native people and their environment.
Suggested Unit: First Nations of North America
CBA: Humans and the Environment
3.2.2 Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education.
Examples:
• Explains the variety of ways that people in North America use language to communicate, including spoken, written, sign, and body language in the past or present.
• Compares the forms of literature, music, art, dance, and games that belong to cultures in Mexico, Canada, and the United States.
• Compares the traditions, beliefs, and values of cultural groups in North America.
• Explains how children gain knowledge formally through school and informally through family, friends, and media.
• Explains how people make a living in different communities.
• Explains the variety of ways that people in one’s community use money or trade to meet their needs and wants.
Suggested Unit: Cultures in Our Community
CBA: Cultural Contributions
Component 3.3: Understands the geographic context of global issues.
3.3.1 Explains that learning about the geography of North America helps us understand cultures from around the world.
Examples:
• Explains that cultural groups in North America have traditions, beliefs, and celebrations that have been brought from countries all around the world.
Suggested Unit: Cultures of North America
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
This component is addressed in grades K – 2, and 4 – 11.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.2 Understands how contributions made by various cultural groups have shaped the history of the community and world.
Examples:
• Explains the technology, art, and music contributions made by the Southwest native tribes and the Eastern Woodland native tribes.
• Compares the contributions to transportation made by the Northern Plains native tribes with those of the Southeast native tribes.
• Compare the contributions that people from Mexico, Canada, or other countries have made to art, food, music, literature, and sports in your community.
• Explains the contributions that Asian immigrants have made to strawberry farming in Bainbridge Island.
• Explains the contributions that Hispanic workers have made to farming in the Yakima Valley.
Suggested Unit: Cultures in Our Community
CBA: Cultural Contributions
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
This component is addressed in grades 4 – 12.
Component 4.4: Uses history to understand the present and plan for the future.
This component is addressed in grades 1, and 4 – 12.
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.2 Evaluates if information is clear, specific, and detailed.
Examples:
• Determines whether there are details to support a conclusion about tools as a cultural contribution of the Eastern Woodlands tribe.
• Determines whether there are details to support a conclusion about apple farming as a contribution of Japanese Americans in your community.
• Determines whether a conclusion on the cultural contribution of the Eastern Woodlands tribes is clearly stated.
Suggested Unit: Cultures in Our Community
CBA: Cultural Contributions
Component 5.2: Uses inquiry-based research.
5.2.2 Uses a graphic organizer to organize main ideas and supporting details from visuals and literary, narrative, informational, and expository texts.
Examples:
• Uses a graphic organizer to organize main ideas and supporting details from sources on the cultural contributions of Eastern Woodland tribes.
• Uses a graphic organizer to organize main ideas and supporting details from sources on the cultural contributions of Northern Plains tribes and Southeast tribes.
Suggested Unit: First Nations of North America
CBA: Meeting Needs and Wants; Humans and the Environment; Cultural Contributions
Component 5.3: Deliberates public issues.
5.3.1 Engages in discussions that attempt to answer questions about cultural similarities and differences.
Examples:
• Engages in discussion on creation legends to learn about the differences in tribes’ beliefs.
• Engages in discussion to learn about the different ways tribes affected their environments as they met their needs.
Suggested Unit: First Nations of North America
CBA: Humans and the Environment
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Draws conclusions using at least two clear, specific, and accurate examples in a paper or presentation.
Examples:
• Draws a conclusion using at least two clear, specific, and accurate examples in a paper about the trading systems of different tribes.
• Draws a conclusion using at least two clear, specific, and accurate examples in a presentation about how different tribes met their needs.
Suggested Unit: First Nations of North America
CBA: Meeting Needs and Wants; Humans and the Environment; Cultural Contributions
5.4.2 Prepares a list of resources, including the title and author for each source.
Examples:
• Completes a graphic organizer listing resources on various cultures, including the title and author for each source.
Geography
1. Examines maps and identifies the world’s natural features (land, water, mountains)
2. Learns and employs a geographic vocabulary (atlas, globe, location, climate)
3. Learns basic mapping skills (landforms, water bodies, symbols)
4. Can produce a simple map of a native Indian encampment (real or imagined)
5. Studies maps of the Northwest, concentrating on Whatcom County
6. Aware of the local reservations
7. Assesses the influence the Northwest environment had on native settlement
8. Appreciates that the geography of an area can change with time
9. Can enumerate the forces and factors that can alter geography
10. Understands climate and is able to describe the climate of the Northwest
History
11. Appreciates that in many parts of the world there are indigenous people (examples)
12. Appreciates that North American Indians were the first immigrants
13. Understands that the tribes usually had their own homelands
14. Can name tribes of the Northwest (Coast Salish etc.)
15. Speculates on how the environment would have influenced initial settlement
16. Explains how Northwest tribes traditionally fed themselves
17. Describes how Northwest native people housed themselves
18. Describes how Northwest native people transported themselves
19. Understands native technology (for food, shelter, transportation & defense)
Society and Culture
20. Understands why some native Indian people or tribes frequently relocated
21. Is aware of the roles and responsibilities held by tribal members
22. Understands the basics of tribal governance (Chief, elders, etc.)
23. Is aware of some native traditions and celebrations
24. Is aware of how native history and technology passed through generations/legends)
25. Understands how the native economy functioned (trade)
26. Is able to compare native and non-native communities
27. Describes the first contact between natives & Europeans in the Northwest
28. Describes early interaction between native peoples and European explorers/settlers
29. Has knowledge about native, English and Spanish place names in the Northwest
30. Understands religious missionary activities
31. Is exposed to aboriginal worship activities
Grade Four – Social Studies
CENTRAL SUBJECT: WASHINGTON STATE
EALRS
In fourth grade, students use their understanding of social studies concepts and skills to explore Washington State in the past and present. Students learn about the state’s unique geography and key eras in early Washington State history, particularly the treaty-making period. They use this historical perspective to help them make sense of the state’s geography, economy, and government today. The cognitive demand of many GLEs begins to include analysis and asks students to look at issues and events from multiple perspectives.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands the key ideal of rights set forth in Article I of the Washington State Constitution.
Examples:
• Explains that personal rights include not being deprived of life, liberty, or property, without due process of law (section three).
• Explains that every person has the right to freely speak, write, and publish on all subjects (section five).
• Explains how the right to religious choice protects people’s freedom (section eleven).
Suggested Unit: WA—Being Citizens in Washington
1.1.2 Evaluates the effectiveness of a law or policy by explaining how it promotes ideals.
Examples:
• Critiques how well the seatbelt law of Washington State promotes the personal right to life [RCW 46.61.688].
• Critiques how well the legal ban on smoking in public places in Washington State promotes the right to life [RCW 70.160.030].
Suggested Unit: WA—Being Citizens in Washington
CBA: Whose Rules
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Understands that governments are organized into local, state, tribal, and national levels.
Examples:
• Explains the hierarchy of state government over local government.
• Explains that tribal governments are sovereign, separate from state and local governments.
Suggested Unit: WA—Being Citizens in Washington
1.2.2 Understands how and why state and tribal governments make, interpret, and carry out policies, rules, and laws.
Examples:
• Explains how Senate Bill 5610 promoting salmon recovery became a law in 2005.
• Explains how a local tribal council created its code of laws.
• Explains how the seatbelt law attempts to solve the problem of injury collisions.
• Identifies and explains how the voters of Washington State participated in making the law that banned smoking in public places.
Suggested Unit: WA—Being Citizens in Washington
CBA: Whose Rules?
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
1.4.1 Understands that civic participation involves being informed about public issues and voting in elections.
Examples:
• Explains that reading the newspaper or watching the news can help a citizen stay informed about public issues.
• Explains that attending a town meeting can help a citizen stay informed about public issues.
• Explains why voting is a civic duty.
Suggested Unit: WA—Being Citizens in Washington
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Understands and analyzes the costs and benefits of people’s decisions to move and relocate to meet their needs and wants.
Examples:
• Examines the costs of traveling on the Oregon Trail for pioneers and the benefits they received once they reached their destination.
• Examines the effects of the Oregon Trail on tribes living in the Pacific Northwest.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: People on the Move
Component 2.2: Understands how economic systems function.
2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture, businesses, industry, natural resources, and labor.
Examples:
• Explains components of Washington State’s timber industry, including the trees, workers, production mills, and consumers of wood products.
• Explains components of Washington State’s agricultural industry, including the natural resources of land and water, the farmers and laborers, the distributors, and the consumers of agricultural products.
• Compares how the geography, available natural resources, climate, and the available labor force affect the economic opportunities available in rural and urban Washington State.
• Examines how technology and transportation industries impact the economy of Western Washington.
• Examines how irrigating the semi-desert climate of Eastern Washington has impacted the economies of Indian tribes and other residents in Washington State.
Suggested Unit: WA—Living in Washington: Its Geography, Resources, and the Economy
2.2.2 Understands that the economy in Washington State relies on trade with Pacific Rim countries.
Examples:
• Explains how timber and agricultural products from Washington State are sold to other Pacific Rim countries and transported via cargo ships across the Pacific Ocean.
• Explains why clothing, toys, and electronic goods are brought to Washington State from Pacific Rim countries to be sold to people in the state.
Suggested Unit: WA—Living in Washington: Its Geography, Resources, and the Economy
Component 2.3: Understands the government’s role in the economy.
This component is addressed in grades 5 – 12.
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State.
Examples:
• Explains that available labor resources determine economic opportunities for the agricultural industry.
• Draws conclusions about how the economy in each region of Washington State could change as a result of the depletion of natural resources specific to the regions.
• Explains how climate influences the production of goods and has an impact on the sustainability of the economy for the agricultural industry of Washington State.
• Explains how dams impact the economic well-being of regions in Washington State.
Suggested Unit: WA—Living in Washington: Its Geography, Resources, and the Economy
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Constructs and uses maps to explain the movement of people.
Examples:
• Constructs maps of the Oregon Trail showing and labeling the starting location, the destination, the route, tribes along the route, geographic features that affected the route, and a title, captions, or symbols that describe the movement of the settlers.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: People on the Move
3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries.
Examples:
• Explains the differences in the physical characteristics, including landforms, climate, and natural resources, of the different regions within Washington State.
• Explains the cultural characteristics, including distribution of population and languages, of the people in Washington State.
• Explains the location of Washington State in relation to other states and countries.
Suggested Unit: WA—Living in Washington: Its Geography, Resources, and the Economy
Component 3.2: Understands human interaction with the environment.
3.2.3 Understands that the geographic features of the Pacific Northwest have influenced the movement of people.
Examples:
• Explains why people traveling on the Oregon Trail made the choice to move west because of a need for available land.
• Explains why indigenous peoples were forced to move to reservation land that was neither fertile nor profitable.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: People on the Move
Component 3.3: Understands the geographic context of global issues.
3.3.1 Explains that learning about the geography of Washington State helps us understand global trade.
Examples:
• Explains how the climate and land in Eastern Washington allow farmers to grow apples for trade with other countries.
• Explains how the ports of Tacoma and Seattle enable Washington to be a gateway for products to and from Pacific Rim countries.
Suggested Unit: WA—Living in Washington: Its Geography, Resources, and Economy
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates timelines to show how historical events are organized into time periods and eras.
Examples:
• Constructs a timeline with events from pre-contact to the treaty-making era that are related to artifacts and/or primary sources.
• Constructs a timeline with events from the Lewis and Clark Expedition that are related to artifacts and/or primary sources.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Dig Deep
4.1.2 Understands how the following themes and developments help to define eras in Washington State history from time immemorial to 1889:
▪ Growth of northwest coastal and plateau tribes prior to treaties (time immemorial to 1854).
▪ Maritime and overland exploration, encounter, and trade (1774—1849).
▪ Immigration and settlement (1811—1889).
▪ Territory and treaty-making (1854—1889).
Examples:
• Explains how the growth of major tribes helps to define the history of the Pacific Northwest prior to 1854.
• Explains how the Lewis and Clark Expedition helps to define the history of the Pacific Northwest from 1774 to 1849 as a time of exploration and encounter.
• Explains how the Hudson's Bay Company’s establishment of Fort Vancouver in 1825 helps to define the history of the Pacific Northwest from 1811 to 1889 as a time of immigration and settlement.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands and analyzes how individuals caused change in Washington State history.
Examples:
• Explains the contributions Mother Joseph of the Sisters of Providence made to Eastern Washington, including building schools and orphanages.
• Examines how George Washington Bush promoted the movement of
African-American people to Washington State.
• Examines how Chief Joseph helped shape the development of the Pacific Northwest.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.
Examples:
• Compares the account of the Whitman Massacre from the perspective of the missionaries and the perspective of the Cayuse native people.
• Constructs an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries.
• Constructs an historical account of how treaties affected changes in land ownership for the native tribes in the Pacific Northwest using evidence from multiple sources.
• Constructs an historical account of the Pig War using evidence from artifacts and primary sources.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Dig Deep
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Understands that significant historical events in Washington State have implications for current decisions.
Examples:
• Explains how the Stevens treaties with native tribes led to the Boldt decision and current tribal fishing rights.
Suggested Unit: WA—Being Citizens in Washington
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands the concepts used in documents and sources.
Examples:
• Explains how the state law limiting cell phone usage in cars relates to the concepts of individual liberty and public safety.
• Explains how a school rule prohibiting running in the hallways relates to the concepts of rule of law and freedom.
Suggested Unit: WA—Being Citizens in Washington
CBA: Whose Rules?
5.1.2 Evaluates the accuracy of primary and secondary sources.
Examples:
• Determines the accuracy of resources by comparing multiple versions of the Whitman Massacre.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Whose Rules?; Dig Deep
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses a research question to conduct research on an issue or event.
Examples:
• Develops a research question to study the Lewis and Clark Expedition.
• Develops a research question on people’s experiences traveling on the Oregon Trail.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Dig Deep
5.2.2 Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.
Examples:
• Makes a list of the main ideas from an artifact on the Lewis and Clark Expedition.
• Summarizes the main ideas from a secondary source on the Oregon Trail by creating a web of information.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Dig Deep; People on the Move; Whose Rules?
Component 5.3: Deliberates public issues.
This component is addressed in grades K – 3, and 5 – 12.
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts and/or primary sources in a paper or presentation.
Examples:
• Writes a clear, well-reasoned conclusion about the challenges pioneers faced when moving west, supported by diaries, letters, and journals.
• Presents a clear, well-reasoned explanation of the causes of the Pig War supported by maps and other artifacts.
Suggested Unit: WA—Exploring the Pacific Northwest Prior to Statehood
CBA: Dig Deep; People on the Move; Whose Rules?
5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source.
Examples:
• Completes a list of resources on the Pig War including the title, author, type of source, date published, and publisher for each source.
Geography
1. Identifies and understands hemispheres, regions & climatic zones
2. Identifies continents and major countries, oceans, rivers & landforms
3. Locates using coordinate grids, longitude (prime meridian) & latitude (equator)
4. Employs cartographic skills to construct a map of the United States
5. Employs coordinate grids to locate major American cities/landmarks
6. Employs coordinate grids to locate any point on Earth, including oceans
7. Identifies in which geographical region of the U.S. Washington State lies
8. Employs cartographic skills to produce a physical map of Washington State
9. Can produce, for Washington State, different types of maps (resource, population etc.)
10. Discusses environmental implications of the State’s location (settlement, employment)
11. Is knowledgeable on State’s political organization (city, county, state, elections)
12. Is knowledgeable on State government (capital, governor, roles etc.)
History
13. Understands rationale for exploration (trade routes, resources, colonization)
14. Understands rationale for immigration (economic, religious, freedom from tyranny)
15. Is aware of famous voyages of discovery (Cook, Magellan, Vikings)
16. Is aware of famous voyages of discovery to America
17. Describes the discovery of (what became) Washington State by Europeans
18. Compares the discovery of Washington State from Aboriginal/European perspectives
19. Describes the interrelations between the explorers and the native communities
20. Is familiar with the advent of settlers into Washington State
21. Describes the technology used by European explorers and settlers
22. Describes the interaction between settlers and native communities
23. Is aware of Washington’s development & events in postcolonial years (gold rush etc.)
24. Describes Washington’s journey to statehood and its relations with the Union
Society and Culture
25. Discusses, for a distinct society, culture or community, the impact of immigration
26. Can evidence examples around the world where immigration changed a culture
27. Knows, while cultures may change, responsibilities from inhabitants are mandatory
28. Evidences societal/cultural demise where responsibilities declined (Rome)
29. Can evidence the attractions the United States has always held for immigrants
30. Can evidence benefits immigration brings to the U.S. (skills, melting pot of cultures)
31. Discusses ongoing issues between diverse American cultures
32. Can identify distinct cultures present in Washington State
33. Understands citizenship & describes rights/responsibilities of United States citizens
34. Is familiar with the economy of the State and resources that drive it
35. Is familiar with the contributions Washington State makes to the U.S. and the world
36. Understands the implications of Washington State’s Pacific Rim orientation (Japan)
37. Understands that religion can be a powerful political force, for good and evil
Grade Five – Social Studies
CENTRAL SUBJECT: AmericaN SETTLEMENT
EALRS
In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up to 1791. By applying what they know from civics, economics and geography, students learn the ideals, principles, and systems that shaped this country’s founding. They conclude the fifth grade by applying their understanding of the country’s founding and the ideals in the nation’s fundamental documents to issues of importance to them today. This learning forms the foundation and understanding of social studies concepts that will provide students with the ability to examine their role in the community, state, nation, and world.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S. Constitution, and other fundamental documents.
Examples:
• Explains that the Declaration of Independence was written to declare the freedom of the thirteen colonies from Great Britain.
• Explains how the First Amendment promotes liberty.
Suggested Unit: U.S.—Founding the Nation
1.1.2 Evaluates how a public issue is related to constitutional rights and the common good.
Examples:
• Justifies how a position on the issue of censorship relates to freedom of speech.
• Justifies how a position on the phrase “under God” in the Pledge of Allegiance relates to freedom of religion.
Suggested Unit: U.S.—The Legacy for Us Today
CBA: You Decide
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Understands the organization of the U.S. government.
Examples:
• Explains that the national government is organized into three branches: executive, legislative, and judicial.
• Explains who is involved in each of the branches of government.
• Explains that the President and the Cabinet are part of the federal executive branch.
Suggested Unit: U.S.—Founding the Nation
1.2.2 Understands the function of the U.S. government.
Examples:
• Explains how the legislative branch makes laws.
• Explains how the judicial branch judges laws according to the U.S. Constitution.
Suggested Unit: U.S.—Founding the Nation
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
This component is addressed in grades 6 – 12.
Component 1.4: Understands civic involvement.
1.4.1 Understands that civic participation involves being informed about how public issues are related to rights and responsibilities.
Examples:
• Explains how the public issue of censorship is related to the right to freedom of speech.
• Explains how the public issue of “under God” in the Pledge of Allegiance is related to the right to freedom of religion.
• Explains how the public issue of maintaining public parks is related to the responsibility of paying taxes.
Suggested Unit: U.S.—The Legacy for Us Today
CBA: You Decide
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Analyzes the costs and benefits of decisions colonists made to meet their needs and wants.
Examples:
• Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16, 1773.
• Examines reasons why colonists chose to move away from Britain, including needs such as economic opportunities and wants such as freedom of religion.
• Examines the costs colonists faced when deciding to move to the Americas, including the costs of lost possessions and risks to personal safety and the benefits of economic opportunities and freedoms once settlements were formed.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
Component 2.2: Understands how economic systems function.
2.2.2 Understands how trade affected the economy of the thirteen colonies.
Examples:
• Explains how the triangular trade between Britain, Africa, and the thirteen colonies supported cotton, tobacco, and sugar production in the colonies.
• Explains the causes and effects of Eastern Woodland tribes trading with the French.
• Explains how and why the colonists traded cotton, tobacco, and sugar.
• Explains that the African slave trade provided labor for the farming in the colonies.
• Explains the fur trade system between Eastern Woodland tribes and European colonists.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
Component 2.3: Understands the government’s role in the economy.
2.3.1 Understands the impact of the British government on the economy of the thirteen colonies.
Examples:
• Explains how British taxes on tea and sugar affected the distribution of goods in the colonies.
• Explains how the Stamp Act imposed by British Parliament affected the economy of the colonies by requiring the purchase of a tax stamp for all legal documents.
• Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16, 1773.
Suggested Unit: U.S.—Independence
Component 2.4: Understands the economic issues and problems that all societies face.
This component is addressed in grades 4, and 6 – 12.
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Constructs and uses maps to show and analyze information about European settlement in the Americas.
Examples:
• Constructs maps that show the location of the thirteen colonies, major landforms, climate, natural resources, and economic products.
Suggested Unit: U.S.—Independence
3.1.2 Understands the physical and cultural characteristics of the thirteen colonies.
Examples:
• Explains the differences in the physical characteristics, including landforms, climate, and natural resources, of the thirteen colonies
• Explains the cultural characteristics, including distribution of population and languages, of the people in the thirteen colonies.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
Component 3.2: Understands human interaction with the environment.
3.2.3 Understands and analyzes the impact of the European colonists’ movement to the Americas on the land and the indigenous peoples.
Examples:
• Explains and analyzes how the movement of the colonists to the Americas forced the movement of native peoples from their land.
• Explains how the triangular trade route between Africa, Britain, and the thirteen colonies forced the movement of African people as slave labor.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
Component 3.3: Understands the geographic context of global issues.
This component is addressed in grades 3, 4, 6, and 8 – 12.
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates timelines to show how historical events are caused by other important events.
Examples:
• Constructs and explains a timeline that shows the major eras in U.S. history up to 1776.
• Constructs a timeline that relates events involving historical, economic, geographic, and civic factors to the causes of the Revolutionary War.
Suggested Unit: U.S.—Independence
CBA: Causes of Conflict
4.1.2 Understands how the following themes and developments help to define eras in U.S. history from time immemorial to 1791:
▪ Development of indigenous societies in North America (time immemorial to 1791).
▪ Encounter, colonization, and devastation (1492—1763).
▪ Revolution and the Constitution (1763—1791).
Examples:
• Explains how the rise of the Anasazi civilization helps to define the history of North America prior to European settlement as a time when indigenous societies were developing.
• Explains how the interaction between the Puritans and the Wampanoag defines the history of the Americans between 1492 and 1763 as a time of encounter.
• Explains how the establishment of the colony of Virginia, the Massachusetts Bay Colony, and the Pennsylvania Colony helps to define the history of the Americas between 1492 and 1763 as a time of settlement and colonization.
• Explains how the effects of disease on indigenous peoples in the Americas between 1492 and 1763 define this era as a time of devastation.
• Explains how the Revolution and Constitution help to define U.S. history from 1763 to 1791.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands and analyzes how individuals caused change in U.S. history.
Examples:
• Examines the impact Crispus Attucks had on the colonists’ desire to fight for freedom from Great Britain.
• Explains how George Washington led troops to victory over Great Britain in the Revolutionary War.
Suggested Unit: U.S.—Independence
4.2.2 Analyzes how people from various cultural groups have shaped the history of the United States.
Examples:
• Examines how African slaves and free people of color contributed to the establishment and growth of agriculture in the thirteen colonies.
• Examines how Germans and Swiss contributed to the development of Pennsylvania.
• Examines how native peoples helped the colonists establish survival skills in their new environment.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
4.2.3 Understands how technology and ideas have affected the way people lived and changed their values, beliefs, and attitudes.
Examples:
• Explains how the idea of individual rights led to the creation of the Bill of Rights.
• Explains how the printing press was used to print the Declaration of Independence in newspapers throughout the thirteen colonies, which led to an interest in democratic movements.
• Explains how the idea of democracy led the colonists to seek change by fighting Great Britain in the Revolutionary War.
Suggested Unit: U.S.—Founding the Nation
CBA: What’s the Big Idea?
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Analyzes the multiple perspectives and interpretations of historical events in U.S. history.
Examples:
• Examines different accounts of the colonization era, including colonists’ perspective of settlement and indigenous people’s perspective of genocide.
• Examines different accounts of colonists and indentured servants.
• Differentiates between historical facts, evidence, and historical interpretations of the Boston Massacre as a turning point igniting the Revolutionary War.
Suggested Unit: U.S.—Encounter, Colonization, and Devastation
4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.
Examples:
• Analyzes the historical, economic, civic, and geographical causes of the Revolution.
• Analyzes the historical, economic, civic, and geographical causes of the Boston Tea Party.
• Explains how the distance between England and the thirteen colonies was a factor in the Revolutionary War.
Suggested Unit: U.S.—Independence
CBA: Causes of Conflict
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Understands that significant historical events in the United States have implications for current decisions and influence the future.
Examples:
• Explains how the slogan of “no taxation without representation” has influenced initiative processes in states across the United States.
• Explains how the principles and ideals set forth in the Constitution affect current government and citizen decisions.
Suggested Unit: U.S.—Legacy for Us Today
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands the purpose of documents and the concepts used in them.
Examples:
• Explains the purposes of the Declaration of Independence and how Thomas Jefferson used the concept of rights in this document.
• Explains how the concept of rights outlined in the Declaration of Independence relates to a particular public issue.
• Explains the purposes of the Constitution and how the framers of the Constitution expressed the concept of government responsibilities.
• Explains how the concept of government responsibilities in the Constitution relates to a particular public issue.
• Explains how the founders expressed the concept of individual rights in the Bill of Rights.
Suggested Unit: U.S.—Founding the Nation
CBA: You Decide
5.1.2 Evaluates the relevance of facts used in forming a position on an issue or event.
Examples:
• Determines which facts are relevant in supporting a position on whether there should be a ban on smoking in public places.
• Determines which facts are relevant in supporting a position on whether students should say the Pledge of Allegiance.
Suggested Unit: U.S.—The Legacy for Us Today
CBA: You Decide
Component 5.2: Uses inquiry-based research.
5.2.1 Understands how essential questions define the significance of researching an issue or event.
Examples:
• Explains how the essential question “Why do people want to be free?” reminds us why we study the American Revolution.
• Explains how the essential question “How can we be heard by our government?” reminds us why we study the writing of the Declaration of Independence.
Suggested Unit: U.S.—Independence
CBA: Causes of Conflict
Component 5.3: Deliberates public issues.
5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
Examples:
• Engages classmates in a discussion to clarify the multiple viewpoints surrounding censorship based on the key ideal of individual rights.
• Engages classmates in a discussion to clarify the multiple viewpoints surrounding the inclusion of “under God” in the Pledge of Allegiance based on the key ideal of freedom.
Suggested Unit: U.S.—Legacy for Us Today
CBA: You Decide
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.
Examples:
• Researches multiple perspectives on the public issue of mandating school uniforms.
• Researches multiple perspectives on the public issue of banning cell phones in school.
• Researches multiple perspectives on the public issue of removing dams to save salmon
• Researches multiple perspectives on the public issue of mandating recycling.
Suggested Unit: U.S.—The Legacy for Us Today
CBA: You Decide; Causes of Conflict; What’s the Big Idea?
5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source, and arranges the sources alphabetically.
Examples:
• Using an online program, completes an alphabetical list of resources on the American Revolution, including the title, author, type of source, date published, and publisher for each source.
Geography
1. Develops cartographic skills, encompassing symbols, scale, compass points
2. Can produce a diorama showing features: bay, peninsula, plain, plateau, and basin
3. Conducts regional study of U. S: Northeast, Southeast, Midwest, South & Northwest
4. Demonstrates knowledge of topography & physical features of each region
5. Is knowledgeable on the climate(s) of each region
6. Describes typical environmental conditions in each region
7. Describes the natural resources of each region
8. Locates, with coordinates, several points of significance in each region
9. Plots the major transportation routes across the United States
10. Locates the disembarkation points of explorers and settlers
11. Plots and explains the routes taken by explorers
12. Plots and explains the shifting course of early settlement
History
13. Can discuss the origins and lifestyles of ancient inhabitants of America (land bridge)
14. Can describe the climatic conditions of the Americas in ancient times
15. Can describe the flora and fauna of the Americas in ancient times
16. Has knowledge of pre-contact Native Americans in each region (gatherers, hunters)
17. Understands conditions in Europe that promoted exploration and mass emigration
18. Enumerates the major explorers and early settlers (e.g. Vikings, Portuguese, etc.)
19. Can illustrate a basic timeline for exploration and settlement
20. Describes exploration and early settlement in each region
21. Describes inter-cultural contact in early America (coexistence and conflict)
22. Describes early settlement (thirteen colonies, farms, villages, towns – Jamestown)
23. Describes the pre-eminence of the British (settlers, army, navy & colonial rule)
24. Can enumerate and discuss the key figures & events in America’s early history
25. Can explain religious influences driving American settlement
26. Knows the historical controversy about “One Nation Under God”
Society and Culture
27. Compares pre-contact native American culture(s) of the wider Americas
28. Can discuss early pre-eminence & subsequent decline of British influence in America
29. Describes the impact successive societies and cultures have had on the environment
30. Describes the influence diverse cultures have had on the institutions of the U. S.
31. Describes the ways people in the U. S. have preserved their culture
32. Understands the background to early cultural conflict & progress towards equality
33. Explains development of economy (trading, money, supply, demand, consumerism)
34. Can follow the course of American expansion (the push west)
35. Speculates on the interrelationship between wealth and population growth
36. Can identify where & why certain cultures have remained distinct & relatively strong
37. Describes aspects of culture (language, traditions, celebrations, food, music)
38. Speculates on the future of American culture
39. Knows the derivation of “In God We Trust” on currency
40. Recognizes the Jewish background of worship and sacrifice
Grade Six – Social Studies
CENTRAL SUBJECT: RIVERS
EALRS
In sixth grade, students are ready to deepen their understanding of the Earth and its peoples through the study of history, geography, politics, culture, and economic systems. The recommended context for social studies learning in sixth grade is world history and geography. Students begin their examination of the world by exploring the location, place, and spatial organization of the world’s major regions. This exploration is then followed by looking at world history from its beginnings. Students are given an opportunity to study a few ancient civilizations deeply. In this way, students develop higher levels of critical thinking by considering why civilizations developed where and when they did and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link between the contemporary and ancient worlds.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
This component is addressed in grades K, 2 – 5, 7, 8, 11, and 12.
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.3 Understands a variety of forms of government from the past or present.
Examples:
• Compares monarchy and democracy in ancient Greece and ancient Egypt.
• Explains the “Mandate of Heaven” as a principle in the creation of Chinese Dynasties.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
1.3.1 Analyzes how societies have interacted with one another in the past or present.
Examples:
• Examines how goods were exchanged along the Silk Road between China and the Middle East.
• Examines trade between Minoan and Egyptian societies.
• Examines alliances between the Assyrians and the Egyptians.
• Examines how Alexander the Great expanded the Macedonian empire through military conquest and cultural assimilation of neighboring societies.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 1.4: Understands civic involvement.
1.4.1 Understands the historical origins of civic involvement.
Examples:
• Explains how the male, property-owning citizens of ancient Athens practiced direct democracy.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Analyzes the costs and benefits of economic choices made by groups and individuals in the past or present.
Examples:
• Examines how the Phoenicians’ use of finite natural resources forced them to relocate.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: People on the Move
Component 2.2: Understands how economic systems function.
2.2.1 Understands the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.
Examples:
• Compares the production and distribution of agricultural goods in Egypt and Mesopotamia.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Meeting Needs and Wants
2.2.2 Understands how the forces of supply and demand have affected international trade in the past or present.
Examples:
• Compares how ancient Chinese and Egyptian civilizations used trade to meet their needs and wants.
• Explains how demand for spices increased the trade along the Silk Road.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 2.3: Understands the government’s role in the economy.
2.3.1 Understands the role of government in the world’s economies through the creation of money, taxation, and spending in the past or present.
Examples:
• Explains how Sumerian priest kings’ need for monetary record keeping advanced the development of cuneiform.
• Explains why people in ancient Greece established the use of coins as money to make trade easier.
• Explains the establishment of salt as a currency in Tikal and other Yucatan Nation States.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Understands the distribution of wealth and sustainability of resources in the world in the past or present.
Examples:
• Compares the deforestation of Easter Island with the current deforestation of the Amazon Rainforest.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information.
Examples:
• Compares past and present satellite images of the Amazon Rainforest to illustrate deforestation.
• Constructs a population map of Canada, including annual temperature, and draws conclusions about how the environment affects human settlement.
Suggested Unit: World Geography
3.1.2 Identifies the location of places and regions in the world and understands their physical and cultural characteristics.
Examples:
• Identifies the location of the seven continents of the world.
• Explains the unique characteristics of the physical and cultural landscape between North Africa and Sub-Saharan Africa.
Suggested Unit: World Geography
CBA: People on the Move
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present.
Examples:
• Examines how people in Mesopotamia shaped agriculture through the building of canals.
• Examines how Incas modified their environment to maximize crop production.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
3.2.2 Understands the characteristics of cultures in the world from the past or in the present.
Examples:
• Explains the Mayans’ ways of life, including their technology, traditions, language, social roles, beliefs, and values.
• Explains how the Sumerians developed a unique culture based on the domestication of grain.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
3.2.3 Understands the geographic factors that influence the movement of groups of people in the past or present.
Examples:
• Compares the factors that led to migration of the Han and the Goths into Europe.
• Compares how the physical environments of island culture influenced Maori and Polynesian migration.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: People on the Move
Component 3.3: Understands the geographic context of global issues.
3.3.1 Understands that learning about the geography of the world helps us understand the global issue of sustainability.
Examples:
• Explains how studying the deforestation of Easter Island helps us understand the importance of environmental conservation.
• Explains how irrigation difficulties in Mesopotamia are similar to the challenges currently facing California’s agricultural industry.
• Compares the Anasazis’ struggle to find an adequate water supply in the 13th century with that of many societies today.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Analyzes different cultural measurements of time.
Examples:
• Compares the different ways calendars were used in ancient Egypt and the Mayan civilization to plan agriculture.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
4.1.2 Understands how the rise of civilizations defines eras in ancient history by:
▪ Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on two or more continents.
▪ Explaining and comparing the rise of civilizations from 200 CE to 600 CE on two or more continents.
Examples:
• Explains and compares the basic cultural elements of early civilization in Mesopotamia and Egypt (8000 BCE to 200 CE).
• Explains and compares the basic cultural elements of later civilization in Rome and Han China (200 CE to 600 CE).
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands and analyzes how individuals and movements from ancient civilizations have shaped world history.
Examples:
• Explains the impact of Confucius and Buddha on Eastern belief systems.
• Explains the impact of Aristotle on scientific investigation with human reasoning.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
4.2.2 Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world history.
Examples:
• Explains how Mesopotamia and Egypt responded to environmental challenges.
• Compares the experiences of Jewish slaves in Egypt with those of Greek slaves in the Roman Empire.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Enduring Cultures
4.2.3 Understands and analyzes how technology and ideas from ancient civilizations have impacted world history.
Examples:
• Examines the impact of the Phoenician alphabet on improved communication among societies.
• Examines the impact of irrigation on the establishment of river societies.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Analyzes and interprets historical materials from a variety of perspectives in ancient history.
Examples:
• Describes the impact of the Code of Hammurabi on ancient Mesopotamia.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
4.3.2 Analyzes multiple causal factors that shape major events in ancient history.
Examples:
• Presents a position on the causes and outcomes of the Peloponnesian wars, demonstrating understanding of varying viewpoints of the conflict.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Analyzes how an event in ancient history helps us to understand a current issue.
Examples:
• Examines how studying the effects of lead on people living in ancient Rome helps us to understand the dangers of lead today.
• Examines how the history of “Tse-whit-zen,” an ancient burial ground and native village in Port Angeles, helps us understand the current conflict over use of the land.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Why History?
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands positions on an issue or event.
Examples:
• Explains positions historians take on Mesopotamia’s and Egypt’s responses to challenges.
• Explains one’s own position on how history helps us understand current events.
• Explains one’s own position on the factors that caused the Punic Wars.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Enduring Cultures
5.1.2 Evaluates the significance of information used to support positions on an issue or event.
Examples:
• Selects the most significant information to support positions on Mesopotamia’s and Egypt’s responses to challenges.
• Selects the most significant information to support positions on how history helps us understand current events.
• Selects the most significant information to support positions on what caused the Punic Wars.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Enduring Cultures
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses research questions to guide inquiry on an historical event.
Examples:
• Develops a research question to guide inquiry on the challenges that early civilizations faced.
• Develops a research question to guide inquiry to determine how physical geography contributed to the political, economic, and cultural development of a particular civilization.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Enduring Cultures
5.2.2 Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event.
Examples:
• Uses Cornell Notes to examine the validity, reliability, and credibility of secondary sources on ancient Egypt and Mesopotamia while researching why people relocated to the Middle East during ancient times.
• Uses a Venn diagram to examine the validity, reliability, and credibility of primary sources on the causes of the Peloponnesian Wars.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: People on the Move; Why History; Enduring Cultures; Meeting Needs and Wants
Component 5.3: Deliberates public issues.
5.3.1 Engages in discussions that clarify and address multiple viewpoints on public issues.
Examples:
• Engages in a debate to clarify multiple viewpoints on how the Phoenicians could have conserved resources.
• Engages in a discussion to address multiple viewpoints on how studying the history of Mesopotamia helps one understand current issues in the Middle East region.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: Enduring Cultures; Why History?
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Analyzes multiple factors, compares two groups, generalizes, and connects past to present to formulate a thesis in a paper or presentation.
Examples:
• Examines multiple factors, generalizes, and connects the past to the present to formulate a thesis on the significance of the fall of Rome in a paper.
• Examines multiple factors, generalizes, and connects past to present to formulate a thesis on the significance of the Peloponnesian War in a presentation.
Suggested Unit: World—Ancient Civilizations (8000 BCE—600 CE)
CBA: People on the Move; Why History; Enduring Cultures; Meeting Needs and Wants
5.4.2 Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism and copyright.
Examples:
• Demonstrates ethical responsibility while writing a paper by using one’s own words and giving credit to ideas from others.
• Explains the legal and ethical consequences of plagiarism.
Geography
1. Develops cartographic skills encompassing maps, charts & geographic tools
2. Produces a model or diorama to illustrate an ancient civilization
3. Is familiar with the location of ancient civilizations
4. Is familiar with rivers associated with ancient civilizations
5. Maps the extremities of ancient civilizations (empires, frontiers)
6. Is familiar with landforms in proximity with ancient civilizations
7. Describes the environmental conditions in proximity to ancient civilizations
8. Describes the resources exploited by ancient civilizations
9. Describes the successful interaction between environment/civilization
10. Locates, with coordinates, ancient cities and landmarks
11. Locates, on a map, transportation routes used by ancient civilizations
12. Discusses, with maps, coexistence and conflict between civilizations
History
13. Explains why settlement developed in river valleys (Mesopotamia, Egypt, Rome) and describes how the river helped feed early settlers
14. Describes how the river afforded protection
15. Explains the contribution the river(s) made to transportation
16. Describes the growth of civilization(s) through farming and trade
17. Describes the growth of civilization(s) through manufacturing and money
18. Understands the role of technology in river civilizations (great buildings)
19. Has background knowledge on the emergence of ancient Chinese civilization
20. Can explain rapid development of Chinese civilization (technology, trade – silk)
21. Describes first contact between Chinese and Europeans
22. Is familiar with periods of Chinese/European cooperation (trade)
23. Is familiar with periods of Chinese/European conflict
Society and Culture
24. Can explain the concept of civilization
25. Evidences how people in successful societies took advantage of their environment
26. Understands how successful societies were well governed
27. Understands how the division of labor and organization prospered societies
28. Appreciates that, as ancient societies grew, so did government and religion
29. Can discuss how the rule of law and religion controlled the people
30. Appreciates that a well-trained military was essential to growth
31. Appreciates that civilian and military technology prospered civilizations
32. Compares and contrasts how different civilizations met their peoples’ needs
33. For river and Chinese civilizations, describes daily life (work, play, eating etc.)
34. Explains the demise of cultures
35. Can evidence societal and cultural legacies left by ancient civilizations
36. Can trace the importance of water to present and past Middle Eastern societies
Grade Seven – Social Studies
CENTRAL SUBJECT: Africa
EALRS
In seventh grade, students become more proficient with the core concepts in social studies. There are two recommended contexts in which students can demonstrate this proficiency in the seventh grade. The first part of the year is focused on a continuation of world history from sixth grade as students look at the geography, civics, and economics of major societies up through 1450 C.E. The second part of the year asks students to bring their understanding to their world today as they examine Washington State from 1889 to the present. The study of Washington State includes an examination of the state constitution and key treaties. While these two contexts may be very different, the purpose of studying these different regions and eras is the same: to develop enduring understandings of the core concepts and ideas in civics, economics, geography, and history.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands how key ideals set forth in fundamental documents, including the Washington State Constitution and tribal treaties, define the goals of our state.
Examples:
• Explains how liberty is defined in the Washington State Constitution.
• Explains how justice is defined in the Washington State Constitution.
• Explains how sovereignty is defined in and limited by tribal treaties.
• Explains how the Washington State Constitution defines equality when declaring that it is “the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste, or sex.”
Suggested Unit: WA—Railroads, Reform, Immigration, and Labor (1889—1930)
1.1.2 Analyzes the relationship between the actions of people in Washington State and the ideals outlined in the State Constitution.
Examples:
• Examines the relationship between Washington State citizens’ support for Gordon Hirabayashi’s resistance to incarceration and the right to “due process” outlined in Article 1, Section 3 of the State Constitution.
• Examines the relationship between Washington State women’s contribution to the war effort during World War II and the equality of rights and responsibility outlined in Article 31, Section 1 of the State Constitution.
• Examines the relationship between the implementation of the Bracero Program and the personal rights outlined in Article 1, Section 3 of the State Constitution.
Suggested Unit: WA—The Great Depression and World War II (1930—1945)
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Understands and analyzes the structure, organization, and powers of government at the local, state, and tribal levels including the concept of tribal sovereignty.
Examples:
• Explains the organization and powers of city and county government.
• Explains the organization and powers of the three branches of Washington State government.
• Explains the organization and powers of a local tribal government.
• Explains the populist features of the Washington State Constitution, including initiative and referendum.
Suggested Unit: WA—Contemporary Washington State (1980—present)
1.2.3 Understands various forms of government and their effects on the lives of people in the past or present.
Examples:
• Compares the effects of theocracy on the lives of people in the Islamic Caliphate and the Mayan Kingdom.
• Compares and contrasts the effects of feudalism on the lives of people in medieval Europe and Japan.
Suggested Unit: World—Major Societies (600—1450)
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
1.3.1 Analyzes how international agreements have affected Washington State in the past or present.
Examples:
• Examines how the World Trade Organization has affected environmental regulations and employment opportunities in Washington State.
• Examines how treaties have affected fishing in Washington State.
Suggested Unit: WA—Contemporary Washington State (1980—present)
CBA: International Relations
Component 1.4: Understands civic involvement.
1.4.1 Understands the effectiveness of different forms of civic involvement.
Examples:
• Explains the influence of letters to the editor of the local paper on school funding and instructional resources.
• Explains the influence of testimony at public hearings on laws regulating the use of private property.
• Explains how lobbying the legislature contributed to the passage of the “Becca Bill.”
Suggested Unit: WA—Contemporary Washington State (1980—present)
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Analyzes the importance of financial literacy in making economic choices related to spending, saving, and investing.
Examples:
• Examines the costs and benefits of getting a credit card and accumulating debt.
• Examines the pros and cons of buying a Washington State lottery ticket.
• Examines how people in Washington State make choices about where to invest their money for the highest return and lowest risk.
• Examines how people evaluate advertising when choosing where to spend their money.
Suggested Unit: WA—Contemporary Washington State (1980—present)
Component 2.2: Understands how economic systems function.
2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.
Examples:
• Examines the types of services offered under feudalism in medieval Europe and Japan in helping people meet their needs and wants.
• Examines the role women played in the Washington State economy before, during, and after World War II.
Suggested Unit: World—Major Societies (600—1450)
2.2.2 Understands and analyzes how the forces of supply and demand have affected international trade in Washington State in the past or present.
Examples:
• Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship.
• Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber Industry.
• Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon.
Suggested Unit: WA—Contemporary Washington State (1980—present)
CBA: International Relations
Component 2.3: Understands the government’s role in the economy.
2.3.1 Understands and analyzes the role of government in the economy of Washington State through taxation, spending, and policy setting in the past or present.
Examples:
• Examines how the Legislature levies taxes to create public schools, state parks, and sporting arenas.
• Examines how state laws have improved the economic and living conditions of migrant farm workers through the establishment of a higher minimum wage.
• Examines how tribal councils invest monies from enterprises, such as gaming, into their communities.
• Examines what authority tribal governments have to impose taxes.
Suggested Unit: WA—Contemporary Washington State (1980—present)
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State.
Examples:
• Examines the effects of economic growth in Washington State agriculture on the distribution of wealth and sustainability.
• Examines the relationship between types of employment and standard of living.
• Examines how the emergence of Microsoft has affected income distribution in Washington State.
• Examines the efforts of the Northwest Indian Fish Commission to co-manage the state’s natural resources.
Suggested Unit: WA—New Technologies and Industries (1945—1980)
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.1 Analyzes maps and charts from a specific time period to analyze an issue or event.
Examples:
• Examines a map of the Northwest and constructs an interpretation about why Japanese internment camps were placed where they were.
Suggested Unit: WA—The Great Depression and World War II (1930—1945)
3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present.
Examples:
• Compares the patterns of human settlement in Middle Eastern and European countries during the Crusades and explains the reasons for similarities and differences.
• Explains the differences in spatial patterns between the agricultural regions of the Palouse and those of the Skagit Valley in Washington State.
Suggested Unit: World—Major Societies (600—1450)
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present.
Examples:
• Examines how the Columbia Basin Irrigation Project impacted the Yakima River.
• Compares how Washington State’s suburban and rural communities have impacted the environment differently.
• Examines the impact of urban sprawl on the natural environment and communities.
Suggested Unit: WA—New Technologies and Industries (1945—1980)
CBA: Humans and the Environment
3.2.2 Understands examples of cultural diffusion in the world from the past or in the present.
Examples:
• Explains the spread of Christianity and Islam across Europe and Africa.
• Explains how the Norman Conquest of England led to the diffusion of French language into English.
• Explains how the Islamic culture influenced European art during the Renaissance.
• Explains how the establishment of Indian boarding schools led to the loss of tradition and language within tribes in the Pacific Northwest.
Suggested Unit: World—Major Societies (600—1450)
3.2.3 Understands the role of immigration in shaping societies in the past or present.
Examples:
• Draws conclusions about the role Norwegian immigrants had on urban development in coastal communities.
• Understands the role of the Klondike Gold Rush on the development of Seattle.
Suggested Unit: WA—Railroads, Reform, Immigration, and Labor (1889—1930)
Component 3.3: Understands the geographic context of global issues.
This component is addressed in grades 3, 4, 6, and 8 – 12.
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Analyzes a major historical event and how it is represented on timelines from different cultural perspectives.
Examples:
• Examines how the Crusades are represented differently on Christian and Muslim timelines.
• Examines how the Islamic Conquest of the Iberian Peninsula is represented differently on Christian and Muslim timelines.
Suggested Unit: World—Major Societies (600—1450)
4.1.2 Understands how themes and developments have defined eras in Washington State and world history by:
▪ Explaining and comparing the development of major societies from 600 to 1450 in two or more regions of the world.
Examples
• Explains and compares the development of Islam and Hinduism.
• Explains and compares feudalism in Japan and Europe.
• Explains and compares the development of the Aztec empire with that of the Mali kingdom.
• Explains and compares the development of the Incan Empire with that of ancient Ghana.
▪ Explaining how the following themes and developments help to define eras in Washington State history from 1854 to the present:
← Territory and treaty-making (1854—1889).
← Railroads, reform, immigration, and labor (1889—1930).
← The Great Depression and World War II
(1930—1945).
← New technologies and industries (1945—1980).
← Contemporary Washington State (1980—present).
Examples:
• Explains how the exchange of land for continued fishing and hunting rights in the Point No Point Treaty helps to define the treaty-making period.
• Explains how women gaining the right to vote in 1910 helps to define Washington State history from 1889 to 1930 as a period of reform.
• Explains how the building of dams as part of the New Deal helps to define the 1930s and 1940s in Washington State.
• Explains how the establishment of the civilian aerospace industry after World War II helps to define this era as a time of new technologies and industries.
• Explains how international trade treaties affecting Washington State business and agriculture help to define contemporary Washington.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands and analyzes how individuals and movements have shaped Washington State or world history.
Examples:
• Explains the impact of Muhammad and the spread of Islam on world civilization.
• Explains the impact of Chapultepec on the development of Meso-America.
Suggested Unit: World—Major Societies (600—1450)
4.2.2 Understands and analyzes how cultures and cultural groups contributed to Washington State or world history.
Examples:
• Explains how the experiences of the Polynesians on Easter Island show the effect of exploitation of limited natural resources.
• Explains how the Mali Empire shaped African history in the 11th century and beyond.
Suggested Unit: World—Major Societies (600—1450)
4.2.3 Understands and analyzes how technology and ideas have impacted Washington State or world history.
Examples:
• Examines how the invention of algebra by Muhammad ibn Musa al-Khwarizmi to advancements in mathematics, astronomy, astrology, geography, and cartography.
• Examines the effects of the moveable type on literacy in Song China.
Suggested Unit: World—Major Societies (600—1450)
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Analyzes and interprets historical materials from a variety of perspectives in Washington State or world history.
Examples:
• Constructs an interpretation of why the U.S. government incarcerated Japanese Americans, as well as the effects of the incarceration, using historical materials from Washington State.
• Examines conflicting accounts of the effects of dams in the Pacific Northwest.
Suggested Unit: WA—The Great Depression and World War II (1930—1945)
CBA: Dig Deep—Analyzing Sources
4.3.2 Analyzes multiple causal factors that shape major events in Washington State or world history.
Examples:
• Presents a position on the causes and outcomes of the Indian Wars in Washington Territory demonstrating understanding of varying viewpoints of the conflict.
Suggested Unit: WA—Territory and Treaty Making (1854—1889)
CBA: Causes of Conflict
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Analyzes how an event in Washington State or world history helps us to understand a current issue.
Examples:
• Examines how the history of damming the Snake and Columbia Rivers helps us understand tension between the agricultural, environmental, and tribal communities.
• Examines how the history of the Islamic Empire helps us understand issues in the Middle East today.
Suggested Unit: WA—New Technologies and Industries (1945—1980)
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands evidence supporting a position on an issue or event.
Examples:
• Explains the evidence supporting a position on how the World Trade Organization has affected trade between Washington State and Japan.
• Explains the evidence supporting a position on how the North American Free Trade Agreement has affected trade between Washington State and Canada.
Suggested Unit: WA—Contemporary Washington State (1980—present)
CBA: International Relations
5.1.2 Evaluates the breadth of evidence supporting positions on an issue or event.
Examples:
• Critiques how one accounts for a range of perspectives when developing a position on the trade relationship between Washington State and Japan.
• Critiques how one accounts for a range of perspectives when developing a position on the effects of the North American Free Trade Agreement on the Washington State economy
Suggested Unit: A—Contemporary Washington State (1980—present)
CBA: International Relations
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses research questions to guide inquiry on an issue or event.
Examples:
• Develops a research question to guide inquiry on how the demand for lumber in Japan and the supply of lumber in Washington State led to a trade relationship between the two countries.
• Develops a research question to guide inquiry on how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon.
Suggested Unit: WA—Contemporary Washington State (1980—present)
CBA: International Relations; Dig Deep – Analyzing Sources; Causes of Conflict
5.2.2 Evaluates the breadth of primary and secondary sources and analyzes notes to determine the need for additional information while researching an issue or event.
Examples:
• Critiques the range of perspectives reflected in sources related to feudalism in Japan and Europe during the
Middle Ages.
• Critiques the range of perspectives reflected in sources related to the Crusades.
Suggested Unit: World—Major Societies (600—1450)
CBA: Dig Deep – Analyzing Sources; International Relations; Causes of Conflict; Humans and the Environment
Component 5.3: Deliberates public issues.
5.3.1 Analyzes and responds to multiple viewpoints on public issues brought forth in the context of a discussion.
Examples:
• Engages in a Socratic seminar to analyze and respond to the multiple viewpoints on how the World Trade Organization has affected environmental regulations and employment opportunities in Washington State.
• Engages in a discussion to analyze and respond to the multiple viewpoints on how treaty fishing rights have affected the return of the Chinook salmon to the Columbia River.
Suggested Unit: WA—Contemporary Washington State (1980—present)
CBA: International Relations
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Analyzes multiple factors, makes generalizations, and interprets primary sources to formulate a thesis in a paper or presentation.
Examples:
• Examines the lasting impact of the incarceration of Japanese Americans using newspapers, governmental records, and journals of those who were incarcerated.
• Examines the impact of feudalism in medieval Europe and Japan using art and artifacts.
Suggested Unit: World—Major Societies (600—1450)
CBA: Dig Deep – Analyzing Sources; International Relations; Causes of Conflict; Humans and the Environment
5.4.2 Creates annotated bibliography or works cited page using an appropriate format.
Examples:
• Develops a bibliography annotated with a summary of the resources used, non-text features of the resources, and the questions the resources answer.
Geography
1. Develops cartographic skills, with emphasis on history, settlement and economy
2. Can locate on a map, civilizations designated for study, (cities, battles etc.)
3. Is conversant with various forms of maps of Washington State (topographical etc.)
4. Can assess using cartography, the five regions of Washington State
5. Locates on map, with grid reference, major cities, towns & landmarks of Wash. State
6. Locates and comments on the site of Bellingham & its environs
7. Gains basic knowledge of Islamic civilization (history & legacy & timeline)
HISTORY
8. Explains why both nomadic and settled lifestyles prevailed in Islamic civilization
9. Describes the resources that promoted growth in Islamic civilization
10. Indicates the reasons for the growth and development of Islamic civilization
11. Explains the functioning of the Islamic economy (trade, food acquisition etc.)
12. Has knowledge of Islamic empires (Byzantine, Muslim)
13. Gains basic knowledge of European civilization (history, legacy & timeline)
14. Understands the concept “Middle Ages” (facts, & famous people)
15. Describes the resources that promoted growth in European civilization
16. Describes settlement and the impact of successive invasions in European civilization
17. Describes the rise of great cities and city states in European civilization
18. Understands the functioning of European economy (agriculture, manufacturing etc.)
19. Gains basic knowledge of African kingdom, Meso America & Japan (history, etc.)
20. Describes the form of settlement prevalent in each civilization (African, Japanese etc.)
21. Describes the resources that promoted growth in each of the civilization (African etc.)
22. Indicates the reasons for growth and development in each civilization (African etc.)
23. Explains the functioning of the economy of each civilization (African, Japanese etc.)
24. Gains basic knowledge of the passage of Washington from territory to statehood
25. Describes the growth of settlement and the emergence of towns and cities
26. Describes, post-statehood, the growth of agriculture, forestry, fishing, & industry
27. Is knowledgeable on the distinct regions (five) of Washington State
28. Is knowledgeable on Washington State government
29. Describes, with a timeline, the major personalities & events since statehood
30. Outlines the reasons Bellingham became a city
31. Assesses strengths/weaknesses of different forms of leadership (monarchy, etc.)
Society and Culture
36. Describes aspects of religious beliefs from each civilization
37. Describes the cultural strengths from each civilization
38. Discusses reactions of Washington State inhabitants to adversity (the Depression etc.
39. Enumerates & comments on the strengths cultural diversity brings to Washington State
40. Enumerates & comments on the strengths cultural diversity brings to Bellingham
41. Is aware of the early Hebrews and their place in history
42. Is aware of the five pillars of the Islamic faith
43. Acknowledges similarities and differences between various religions
44. Can explain the major forces in tribal and modern African worshipers
Grade Eight – Social Studies
Central subject: Connections – ENGLAND & the United States
EALRS
In eighth grade, students develop a new, more abstract level of understanding of social studies concepts. The recommended context for developing this understanding is U.S. history and government, 1776 to 1900. Students explore the ideas, issues, and events from the framing of the Constitution up through Reconstruction and industrialization. After reviewing the founding of the United States, particularly the Constitution, students explore the development of politics, society, culture, and economy in the United States to deepen conceptual understandings in civics, geography, and economics. In particular, studying the causes and consequences of the Civil War helps them to comprehend more profoundly the rights and responsibilities of citizens in a culturally diverse democracy.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
1.1.1 Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness, the U.S. Constitution, including the rule of law, separation of powers, representative government, and popular sovereignty, and the Bill of Rights, including due process and freedom of expression .
Examples:
• Explains how the Declaration of Independence establishes life, liberty, and the pursuit of happiness as goals for our nation.
• Explains how the Constitution distinguishes popular sovereignty as a principle of our nation.
Suggested Unit: U.S.—Fighting for Independence and Framing the Constitution
(1776—1815)
CBA: Constitutional Issues
1.1.2 Evaluates efforts to reduce discrepancies between key ideals and reality in the United States including:
▪ How amendments to the Constitution have sought to extend rights to new groups.
▪ How key ideals and constitutional principles set forth in fundamental documents relate to public issues.
Examples:
• Judges how well the Fourteenth and Fifteenth Amendments have expanded freedoms for African Americans and other groups in the past and present.
• Judges the legacy of the Declaration of Sentiments and Resolutions in Seneca Falls in promoting women’s right to own property.
• Judges the legacy of the Indian Reorganization Act in promoting the rights of tribal governments.
Suggested Unit: U.S.—Looking Forward
CBA: Constitutional Issues
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.1 Understands and analyzes the structure and powers of government at the national level.
Examples:
• Examines Article 1 of the U.S. Constitution and identifies the powers and responsibilities of the House of Representatives and Senate.
• Examines Article 2 of the U.S. Constitution and identifies the powers and responsibilities of the President and his cabinet.
• Examines Article 3 of the U.S. Constitution and identifies the responsibilities and powers of the Supreme Court.
• Examines how the Supreme Court exercised powers outlined in Article 3 of the Constitution when ruling in Cherokee Nation v. Georgia.
• Examines how Congress exercised powers outlined in Article 1 of the Constitution when it passed the Missouri Compromise.
• Examines how President Jefferson used
Article 2 of the Constitution to justify his role in the Louisiana Purchase.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
CBA: Checks and Balances
1.2.2 Evaluates the effectiveness of the system of checks and balances in the United States based on an event.
Examples:
• Critiques the effectiveness of checks and balances when President Andrew Jackson ignored the Supreme Court’s ruling in Cherokee Nation v. Georgia.
• Critiques the effectiveness of checks and balances when President James Polk took control of Mexican territory without a formal declaration of war.
• Critiques the effectiveness of checks and balances in the Supreme Court case of Marbury v. Madison.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
CBA: Checks and Balances
1.2.3 Understands that the U.S. government includes concepts of both a democracy and a republic.
Examples:
• Explains how the U.S. government can be considered a “constitutional democracy” because the people are the ultimate source of authority.
• Explains how the U.S. government can be considered a “constitutional republic” because its leaders and officials are elected as representatives of the people.
Suggested Unit: U.S.—Fighting for Independence and Framing the Constitution (1776—1815)
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
1.3.1 Analyzes how the United States has interacted with other countries in the past or present.
Examples:
• Examines how the Dawes Act resulted in loss of land and economic devastation for tribes.
• Examines how the U.S. government recruited workers from China to build the Transcontinental Railroad.
• Examines how the United States recruited workers from Europe to provide industrial labor.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
Component 1.4: Understands civic involvement.
1.4.1 Analyzes how a position on an issue attempts to balance individual rights and the common good.
Examples:
• Takes a position on federal immigration policy that attempts to balance human rights with national security.
• Takes a position on government surveillance that attempts to preserve individual privacy while maintaining national security.
Suggested Unit: U.S.—Looking Forward
CBA: Constitutional Issues
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Analyzes examples of how groups and individuals have considered profit and personal values in making economic choices in the past or present.
Examples:
• Examines how the profit motive inspired the entrepreneurship of Levi Strauss, Richard Sears, Alvah Roebuck, Henry Wells, and William G. Fargo during the Gold Rush.
• Examines how the personal values of settlers determined what services were established, including saloons and general stores.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
Component 2.2: Understands how economic systems function.
2.2.1 Analyzes how the forces of supply and demand have affected the production, distribution, and consumption of goods, services, and resources in the United States in the past or present.
Examples:
• Examines the use of immigrant labor in the building of the transcontinental railroads as a result of the forces of supply and demand.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
2.2.2 Understands and analyzes how the forces of supply and demand have affected international trade in the United States in the past or present.
Examples:
• Examines how England’s demand for cotton and indigo resulted in increased exports for the United States.
• Examines how the European demand for animal furs impacted trade with the United States.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
Component 2.3: Understands the government’s role in the economy.
2.3.1 Understands and analyzes the influence of the U.S. government’s taxation, creation of currency, and tariffs in the past or present.
Examples:
• Examines how President Andrew Jackson used the protective tariff to secure emerging industries in the nineteenth century.
• Examines and critiques how government’s laissez faire approach to business regulation led to the establishment of the Lowell Girls Union in the 1830s.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in the United States in the past or present.
Examples:
• Compares the impact of Industrialization in the North on the standard of living of laborers and factory owners.
• Analyzes how the growth of slavery throughout the South created an economic system dominated by large plantation owners.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.2 Understands and analyzes physical and cultural characteristics of places and regions in the United States from the past or in the present.
Examples:
• Explains information gained from physical and political maps of the United States.
• Examines how the railroad led to the development of Chicago as a leader in the meatpacking industry.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
Component 3.2: Understands human interaction with the environment.
3.2.1 Analyzes how the environment has affected people and how people have affected the environment in the United States in the past or present.
Examples:
• Examines how Pierre L’Enfant altered the landscape of Washington, D.C., in order to build the Capitol.
• Examines how communication difficulties, due to the breadth of the Atlantic Ocean, were a factor in the Battle of New Orleans and the rise of Andrew Jackson.
Suggested Unit: U.S.—Fighting for Independence and Framing the Constitution (1776—1815)
3.2.2 Understands cultural diffusion in the United States from the past or in the present.
Examples:
• Explains the diffusion of Chinese culture in the West during the Gold Rush.
• Explains how Mexican vaqueros introduced ranching practices.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform. (1801—1850)
3.2.3 Understands and analyzes migration as a catalyst on the growth of the United States in the past or present.
Examples:
• Examines the impact of the forced migration of slaves on the growth of the United States.
• Explains the role of European immigrants in propelling Thomas Jefferson to the presidency.
Suggested Unit: U.S.—Fighting for Independence and Framing the Constitution (1776—1815)
Component 3.3: Understands the geographic context of global issues.
3.3.1 Understands that learning about the geography of the United States helps us understand the global issue of diversity.
Examples:
• Explains how migration and immigration instigated by the California Gold Rush led to the establishment of today’s multicultural communities in the West.
• Explains how immigration caused by the transcontinental railroad led to anti-immigration sentiment that continues today.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Urbanization, and Immigration (1870—1900)
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.2 Understands how the following themes and developments help to define eras in U.S. history from 1776 to 1900:
▪ Fighting for independence and framing the Constitution
(1776—1815).
▪ Slavery, expansion, removal, and reform (1801—1850).
▪ Civil War and Reconstruction (1850—1877).
▪ Development and struggles in the West, industrialization, immigration, and urbanization (1870—1900).
Examples:
• Explains how the Revolutionary War and the War of 1812 help to define early U.S. history as a time of struggle for independence.
• Explains how the Monroe Doctrine helps to define U.S. history from 1801 to 1850 as a period of expansion.
• Explains how Reconstruction and the emergence of Jim Crow laws help to define U.S. history following the Civil War.
• Explains how the rise of prominent American Indian leaders in resistance movements against U.S. encroachment helps to define U.S. history at the end of the 19th century.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Understands and analyzes how individuals and movements have shaped U.S. history (1776 —1900).
Examples:
• Examines the impact of Harriet Beecher Stowe’s novel Uncle Tom’s Cabin on the abolitionist movement in the United States.
• Explains the impact of the Seneca Falls Convention on the advancement of women’s rights.
• Explains the impact the Lowell strike had on future labor movements.
Suggested Unit: U.S.—Civil War and Reconstruction (1850—1877)
4.2.2 Understands and analyzes how cultures and cultural groups have contributed to U.S. history (1776—1900).
Examples:
• Explains how African cultural and religious customs influenced the culture of the U.S.
• Explains how the Whitmans and other missionaries affected the religious and social practices of indigenous people in the United States.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
4.2.3 Understands and analyzes how technology and ideas have impacted U.S. history (1776—1900).
Examples:
• Examines the effect of the cotton gin on propagating the expansion of slavery in the Southern U.S.
• Examines how Robert Fulton’s steamship accelerated trade and westward movement in the United States.
Suggested Unit: U.S.—Civil War and Reconstruction (1850—1877)
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Analyzes and interprets historical materials from a variety of perspectives in U.S. history
(1776—1900).
Examples:
• Distinguishes between conflicting views of the reasons for Southern secession.
• Examines artifacts documenting the various ways African Americans communicated on the Underground Railroad.
Suggested Unit: U.S.—Civil War and Reconstruction (1850—1877)
4.3.2 Analyzes multiple causal factors to create positions on major events in U.S. history (1776 – 1900).
Examples:
• Presents a position on the causes and outcomes of the Civil War demonstrating understanding of varying viewpoints of the conflict.
• Presents a position on the causes and outcomes of the Mexican War demonstrating understanding of varying viewpoints of the conflict.
Suggested Unit: U.S.—Civil War and Reconstruction (1850—1877)
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Analyzes how a historical event in United States history helps us to understand a current issue.
Examples:
• Examines how past immigration patterns to the United States have shaped modern immigration policy and public opinion.
• Examines how the Sherman Anti-Trust Act helps us to understand corporate regulations today.
Suggested Unit: U.S.—Development and Struggles in the West, Immigration, Industrialization, and Urbanization (1870—present)
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Understands reasons based on evidence for a position on an issue or event.
Examples:
• Explains the reasons for one’s own position about the effectiveness of the system of checks and balances when Jackson ignored the Supreme Court Ruling in Cherokee Nation v. Georgia.
• Explains the reasons for one’s own position about the effectiveness of the system of checks and balances when Congress impeached Andrew Johnson.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
CBA: Checks and Balances
5.1.2 Evaluates the logic of reasons for a position on an issue or event.
Examples:
• Critiques the order and coherence of reasons when evaluating the effectiveness of the federal system of checks and balances during Andrew Jackson’s presidency.
• Critiques the organization of reasons when evaluating the effectiveness of the federal system of checks and balances during the impeachment of Andrew Johnson.
Suggested Unit: U.S.—Slavery, Expansion, Removal, and Reform (1801—1850)
CBA: Checks and Balances
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses research questions that are tied to an essential question to focus inquiry on an issue.
Examples:
• Develops research questions that are tied to an essential question to focus inquiry on how the need for national security can be balanced with the right to individual privacy.
• Develops research questions that are tied to an essential question to focus inquiry on how amendments to the Constitution have sought to extend rights to disenfranchised individuals.
Suggested Unit: U.S.—Looking Forward
CBA: Constitutional Issues
5.2.2 Evaluates the logic of positions in primary and secondary sources to interpret an issue or event.
Examples:
• Critiques the order and coherence of newscasts and newspaper articles on the contributions of migrant workers when interpreting various perspectives on federal immigration policy.
• Critiques the coherence of positions taken by slaves, slaveholders, and abolitionists.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
CBA: Constitutional Issues; Checks and Balances
Component 5.3: Deliberates public issues.
5.3.1 Applies key ideals outlined in fundamental documents to clarify and address public issues in the context of a discussion.
Examples:
• Applies key ideals outlined in the Constitution to clarify and address positions on federal immigration policy that attempt to balance human rights with national security.
• Applies key ideals outlined in the Constitution to clarify and address the government’s position on surveillance that attempts to preserve individual privacy while maintaining national security.
Suggested Unit: U.S.—Development and Struggles in the West, Industrialization, Immigration, and Urbanization (1870—1900)
CBA: Constitutional Issues
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Uses sources within the body of the work to support positions in a paper or presentation.
Examples:
• Uses sources within the body of the work to support one’s position on the Indian Removal Act.
• Uses sources within the body of the work to support one’s position on the framing of the Constitution.
Suggested Unit: U.S.—Looking Forward
CBA: Constitutional Issues; Checks and Balances
5.4.2 Uses appropriate format to cite sources within an essay or presentation.
Examples:
• Demonstrates proper citation by citing others’ ideas within an essay (e.g., MLA, APA).
GEOGRAPHY
1. Identify how people of both nations develop their understandings of culture through the exchange of ideas
2. Explain how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues
3. Examine how technology can affect people’s interaction with the environment
4. Analyze the different ways that people use the environment, identify the consequences of use and consider possible alternatives
5. Analyze how human spatial patterns emerge from natural processes and human activities
6. Identify the major groups and cultures in the English speaking world, G eat Britain, England, the United States, and Washington State
HISTORY
7. Explain the origin and historical context of major ideas and their impact on societies
8. Group events and individuals in the United States, England and Washington State by broadly defined historical eras and develop related timelines
9. Using evidence for support, identify, analyze, and explain possible causal factors contributing to given historical events
United States
10. Identify and analyze major issues, people, and events in U.S. history from the Revolution to 1900 including Expansion and Reform (1801-1861)
11. Identify and analyze major issues, people, and events in U.S. history
Washington State
12. Examine the development of different cultures in Washington State
13. Relating to events of the same period in the United States and England, identify and analyze the following eras in the development of Washington State: Settlement (1800’s), Early Years (statehood – 1930), the Great Depression and World War II (1930 – 1945), Post World War II domestic political, social, and economic issues (1945 – 1980), Contemporary Washington (1980 – present)
England
EARLY INVADERS
14. Explain how geology played a role in the settlement of England
15. Describe the cultures that build, added to, and used Stonehenge
16. Describe England under Julius Caesar’s legions
THREE CENTURIES OF PEACE
17. Discuss the importance of London and the Roman roads to Roman England
18. Detail the life of Alban, the first English martyr
19. Explain why the Romans left England
THE RISE AND FALL OF WESSEX
20. Explain the origins of the Anglo-Saxons
21. Explain the legends of King Arthur, a British champion of Christianity
22. Describe the role of St. Augustine in the conversion of England to Christianity
23. Explain the importance of Egbert of Wessex, King of all England
24. Describe the Viking and Danish invasions
25. Explain the lasting influences from the Norman invasion of 1066
THE MAKING OF A NATION
26. Describe the English feudal system
27. Describe details leading to the murder of Becket
28. Describe the involvement of King Richard I with the Crusades
29. Explain the importance of the Magna Carta
30. Describe the effect of the Black Death on England
31. Explain the importance of the Wars of the Roses
32. List reigns of each monarch of the period
RENAISSANCE, REFORMATION AND A NEW WORLD
33. Describe how the medieval order ended and nationalism replaced feudalism
34. Discuss the effect of King Henry VIII on English life
35. Discuss the relationship between Mary Queen of Scotts and Elizabeth
36. List reigns of each monarch of the period
KING, PARLIAMENT AND CIVIL WAR
37. Describe events leading up to civil war in 1640
38. Explain events leading up to Oliver Cromwell abolishing Parliament
39. Explain events that led to the execution of Charles I
40. List reigns of each monarch of the period
CROMWELL, RESTORATION, AND TOLERATION
41. Describe life under The Republic of Cromwell
42. Describe events leading up to the Restoration of the Crown
43. Explain the development of Habeas Corpus
44. Discuss the role of Marlborough and Blenheim in English history
45. List reigns of each monarch of the period
THE FIRST BRITISH EMPIRE AND THE LOSS OF THE AMERICAN COLONIES
46. Discuss the role the British Navy played in the establishment of a powerful British Empire
47. Discuss events in England leading up to the War of American Independence
48. Know the important events in the reign of George III
THE INDUSTRIAL REVOLUTION, NAPOLEONIC WARS, REFORM AND PROSPERITY
49. Apply the term laissez/faire to England’s political economy
50. Discuss examples of humanitarianism in English society
51. Explain the ability of the American Navy to defeat English ships in battle
52. Explain the importance of Nelson’s victory at Trafalgar
BRITISH IMPERIALISM
53. Discuss life in England during Queen Victoria’s reign
54. Explain the events leading to “Irish Home Rule”
THE TWENTIETH CENTURY AND TWO WORLD WARS
55. Discuss the events leading up to British involvement in WWI
56. Explain how British demands on Germany contributed to the rise of the Nazi Party
57. Explain the term “Peace with honor”
58. Discuss the importance of Winston Churchill to England
59. List the reigns of each monarch of the period
60. Identify major events during the reign of Queen Elizabeth II
61. Identify reasons for the breakup of the commonwealth
SOCIETY AND CULTURE
United States
62. Describe the origins and creation of foundational documents such as the Declaration of Independence
63. Explain key democratic ideals of the U.S. government and discuss their application in specific situations
64. Describe how the state and federal government derives its power from the consent of the governed through voting, constituent meetings
65. Describe the purposes of government and how its powers are acquired, used and justified
Structure of Government
66. Explain how U.S. citizens govern through representative government
67. Explain how the U.S. government includes concepts of both a democracy and a republic
68. Describe the structure of state and federal government
69. Distinguish among making, enforcing, and interpreting laws
Rights and Responsibilities
70. Explain specific rights guaranteed by the constitution and how these rights are related to responsibilities
71. Describe efforts to reduce differences between democratic ideals and realities
72. Explain how responsibility to the common good might conflict with the exercise of individual rights
73. Examine why democracy requires government to protect the rights of citizens and to promote the common good
74. Participate in civic discussions with the aim of solving current problems
75. Discuss how voting in a representative democracy is a privilege and a responsibility
76. Analyze the influence of various interest groups and individuals on the development of public policy and decision-making
77. Describe the relationship between civic responsibility and public service
England
78. Describe the origins and creation of foundational documents such as the Magna Carta
79. Explain key democratic ideals of the British government and discuss their application in specific situations
80. Explain how the British government derives its power from the consent of the governed through voting, constituent meetings
Structure of Government
81. Explain how British subjects govern through representative government
82. Explain how the role of the Crown has changed throughout British history
83. Describe the structure of British government from local hamlets to Parliament
84. Describe the role of the Prime Minister and high court by comparing and contrasting with the U.S. counterparts
Rights and Responsibilities
85. Describe rights granted to the British by the Magna Carta and the 1689 Bill of Rights
Differing Political Systems & Foreign Policy
86. Describe a variety of forms of government
87. Describe efforts to reduce differences between democratic ideals and realities
88. Explain how various forms of government have differing effects on the lives of people
89. Explain how responsibility to the common good might conflict with the exercise of individual rights
90. Describe and explain how national interests affect international political alliances
91. Evaluate how national interests are maintained through international agreements, treaties, and alliances
92. Define and identify American and British foreign policies and the factors that influence them
93. Describe and explain historical and contemporary examples of U.S. and British foreign policy
94. Describe why the U.S. and British foreign policies are allied in the Middle East
95. Identify and describe the roles of international multinational organizations in foreign policy
ECONOMICS
96. Identify laws and values that limit or change what is produced
97. Explain the need to establish a legal framework to protect and foster voluntary trade
98. Understand why private ownership and property rights are important to market economies
99. Understand how private ownership and property rights vary in the United States, England, and Washington State
100. Describe the trade relationship between England and the U.S.
101. Describe the trade relationship between England and Washington State
102. Provide examples of how groups and individuals face choices and consider price and personal values, etc., in making choices in present and in historical situations
103. Analyze how resources are utilized and distributed under different economic systems
104. Give examples of natural resources, labor, capital, and entrepreneurship
105. Give and example of specialization in the production process
106. Describe circular flow where households sell labor and buy goods and businesses sell goods and services and buy labor
107. Explain how prices, costs, substitutes, advertising, tastes and values interact with supply and demand
108. Understand that markets are inter-related; changes in the price of one good or service can lead to changes in prices of many other goods and services
109. Demonstrate how the number of buyers and sellers in a market influence competition
110. Provide examples of how groups and individuals faced scarcity and made choices
Grade Nine & Ten Social Studies
EALRS
EALRS
In ninth and tenth grade, students apply their deeper understanding of social studies concepts on a global scale. The recommended context in the ninth and tenth grade is modern world history, 1450 to the present. Students explore major themes and developments that shaped the modern world, including human rights, revolution and democracy, to develop an understanding of the roots of current world issues. Students also consider more deeply the role of economics in shaping the world’s events.
EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Component 1.1: Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.
This component is addressed in grades K, 2 – 5, 7, 8, 11, and 12.
Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.
1.2.3 Evaluates the impact of various forms of government on people in the past or present.
Examples:
• Weighs the impact of the Qing Dynasty government on the people of China as compared with life under communist rule.
• Weighs the impact of the British occupation of Hong Kong compared with life under China’s “one-country, two systems” control.
Suggested Unit: World—International Conflicts (1870—present)
Component 1.3: Understands the purposes and organization of international relationships and U.S. foreign policy.
1.3.1 Analyzes the relationships and tensions between national interests and international issues in the world in the past or present.
Examples:
• Examines the relationship between the United States and Mexico in addressing labor issues.
Suggested Unit: World—International Conflicts (1870—present)
Component 1.4: Understands civic involvement.
This component is addressed in grades 2, 4-8, and 11-12.
EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
2.1.1 Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present.
Examples:
• Examines how competition for natural resources contributed to the beginning of World War I and World War II.
• Examines how the French bourgeoisie’s commercial success contributed to the beginning of the French Revolution.
• Examines how latifundistas’ decisions to expand their plantations contributed to the desire in Latin America for independence from Spain.
Suggested Unit: World—Age of Revolutions (1750—1917)
Component 2.2: Understands how economic systems function.
2.2.1 Understands and analyzes how planned and market economies have shaped the production, distribution, and consumption of goods, services, and resources around the world in the past or present.
Examples:
• Explains how competition in a market system among sellers and buyers affects costs and prices.
• Compares how the free market economy in Pinochet’s Chile differed from the planned economy in Castro’s Cuba in meeting their peoples’ needs and wants.
• Compares the market economies of Taiwan and China.
• Examines the changes in economic systems that occurred as a result of the African Independence Movement.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
2.2.2 Analyzes how and why countries have specialized in the production of particular goods and services in the past or present.
Examples:
• Examines how and why Nigeria specializes in oil production.
• Examines how and why India specializes in call centers.
• Examines how and why Costa Rica specializes in ecotourism.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
Component 2.3: Understands the government’s role in the economy.
2.3.1 Analyzes the costs and benefits of government trade policies from around the world in the past or present.
Examples:
• Examines the costs and benefits of protective tariffs in the development of “infant” automobile industries in South Korea and Brazil.
• Examines the effects of government subsidies for Airbus on the global buying and selling of airplanes.
• Examines the effects of import-led growth and export-led growth when examining the economic development of countries in Southeast Asia and Latin America.
• Examines the effects of the European Economic Union on global trade.
• Examines how anti-dumping regulations in the General Agreement on Trade and Tariffs affect Chile’s agricultural products.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present.
Examples:
• Examines and critiques how the Soviet Union’s distribution of resources affected the standard of living.
• Examines and critiques how Canada has distributed resources to its people.
• Examines and critiques how China’s use of resources has addressed sustainability.
• Examines and critiques the sustainability of Sri Lanka’s use of resources.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
CBA: Humans and the Environment
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.
3.1.2 Identifies major world regions and understands their cultural roots.
Examples:
• Compares the political regimes of the Middle East, including those of Palestine and Israel.
• Describes Latin America based on its colonial history.
Suggested Unit: World—Global Expansion and Encounter (1450—1750)
Component 3.2: Understands human interaction with the environment.
3.2.1 Analyzes and evaluates human interaction with the environment across the world in the past or present.
Examples:
• Critiques political solutions to the damming and pollution of the Danube River to improve water quality downstream.
• Examines ways to address global climate change that promote environmental sustainability and economic growth in the developing world.
• Examines the different ways people have built houses on flood plains of the Mekong and Mississippi Rivers.
Suggested Unit: World—Challenges to Democracy and Human Rights (1945—present)
CBA: Humans and the Environment
3.2.2 Understands and analyzes examples of ethnocentrism.
Examples:
• Examines whether there is ethnocentrism in attitudes about the use of multiple languages in communities across the world.
• Examines whether there are elements of ethnocentrism in French perceptions of Muslim girls wearing hijabs in school.
Suggested Unit: World—Challenges to Democracy and Human Rights (1945—present)
3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.
Examples:
• Explains the factors leading to the slave trade and its effects on societies in Africa and the Americas.
• Explains the factors leading to the movement of prisoners to Van Diemen’s Land and its effects on native Australian populations.
• Explains the factors leading to the Jewish Diaspora.
Suggested Unit: World—Global Expansion and Encounter (1450—1750)
Component 3.3: Understands the geographic context of global issues.
3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present.
Examples:
• Explains how political boundaries drawn by colonial powers continue to serve as sources of conflict.
• Explains how the natural resources of North, Central, and South America affected the colonial aims of the British and Spanish.
• Compares how places with similar geographic characteristics, such as Mozambique and South Africa, have been differently influenced by colonial powers.
Suggested Unit: World—Global Expansion and Encounter (1450—1750)
EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Analyzes change and continuity within a historical time period.
Examples:
• Examines how Spain under Ferdinand and Isabella changed with the influx of trade while still preserving the monarchy.
• Examines how the impact of guns caused some countries to form and others to maintain their power.
Suggested Unit: World—Global Expansion and Encounter (1450—1750)
4.1.2 Understands how the following themes and developments help to define eras in world history:
▪ Global expansion and encounter (1450—1750).
▪ Age of revolutions (1750—1917).
▪ International conflicts
(1870—present).
▪ Emergence and development of new nations (1900—present).
▪ Challenges to democracy and human rights (1945—present).
Examples:
• Explains how the Atlantic slave system helps to define world history from 1450 to 1750 as an age of expansion and imperialism.
• Explains how the French, Industrial, and Russian Revolutions help to define world history from 1750 to 1917 as an age of revolutions.
• Explains how the causes and consequences of World War I and World War II define 1870 to the present as a time of international conflict.
• Explains how nationalism in Asia and Africa helps to define the 20th century as an era of new nations
• Explains how the experience of South African apartheid helps to define world history as an era of challenges to human rights.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
4.2.1 Analyzes how individuals and movements have shaped world history (1450—present).
Examples:
• Examines the impact Toussaint L’Ouverture had on revolutionary ideas in Latin America.
• Examines the impact Lenin had on revolutionary ideas in Russia.
• Examines the significance of Raoul Wallenberg’s actions during the Holocaust and World War II.
Suggested Unit: World—Age of Revolutions (1750—1917)
4.2.2 Analyzes how cultures and cultural groups have shaped world history (1450-present).
Examples:
• Examines the impact the British Raj had on the reshaping of Indian society.
• Examines the impact that Machiavelli had on popular culture.
• Examines the impact that slave labor had on economic growth in the Americas.
Suggested Unit: World—Age of Revolutions (1750—1917)
4.2.3 Analyzes and evaluates how technology and ideas have shaped world history
(1450—present).
Examples:
• Analyzes the costs, benefits, and long-term consequences of Adam Smith’s ideas in the Wealth of Nations.
• Analyzes the costs, benefits, and long-term consequences of access to weapons for Sub-Saharan Africa.
• Analyzes the costs, benefits, and long-term significance of nuclear weapons on the political systems in India and Pakistan.
Suggested Unit: World—Age of Revolutions (1750—1917)
CBA: Technology Through the Ages
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Analyzes and interprets historical materials from a variety of perspectives in world history (1450—present).
Examples:
• Distinguishes between conflicting views of the causes of Rwandan genocide.
• Distinguishes between conflicting views of the causes of the Russian Revolution.
• Distinguishes between conflicting views of the causes of the Holocaust.
Suggested Unit: World—International Conflicts (1870—present)
CBA: Causes of Conflict
4.3.2 Analyzes the multiple causal factors of conflicts in world history (1450 – present).
Examples:
• Examines the causes of World War I from political, economic, military, social, and religious perspectives to develop a position on the primary cause of the war.
• Examines Palestinians’ and Israelis’ perspectives on the causes of conflict in the Middle East to develop a position on the primary cause of the conflict.
Suggested Unit: World—International conflicts (1870—present)
CBA: Causes of Conflict
Component 4.4: Uses history to understand the present and plan for the future.
4.4.1 Analyzes how an understanding of world history can help us prevent problems today.
Examples:
• Examines the United Nations’ ability to fight the spread of AIDS worldwide based on the success of international public health campaigns in the past.
• Examines how study of the Holocaust has led to efforts to prevent genocide across the world.
Suggested Unit: World—Challenges to Democracy and Human Rights (1945—present)
EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
5.1.1 Analyzes consequences of positions on an issue or event.
Examples:
• Examines the consequences of positions taken in the Treaty of Versailles.
• Examines the consequences of the positions in favor of the establishment of the state of Israel in 1948.
Suggested Unit: World—International Conflicts (1870—present)
CBA: Causes of Conflict
5.1.2 Evaluates the precision of a position on an issue or event.
Examples:
• Critiques the specificity of details that support a position on the consequences of the Treaty of Versailles.
• Critiques the specificity of details that support a position on the consequences of the establishment of the state of Israel in 1948.
Suggested Unit: World—International Conflicts (1870—present)
CBA: Causes of Conflict
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue, or event.
Examples:
• Develops research questions tied to an essential question to focus inquiry on the costs, benefits, and long-term significance of nationalism.
• Develops research questions tied to an essential question to focus inquiry on the causes of World War I.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
CBA: Causes of Conflict; Technology Through the Ages
5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an issue or event.
Examples:
• Critiques the validity, reliability, and credibility of research on the rise and break-up of Soviet Union to determine the implications and consequences of nuclear proliferation.
• Critiques the validity, reliability, and credibility of research on the successes and failures of new nations in Sub-Saharan Africa.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
CBA: Causes of Conflict; Technology Through the Ages; Humans and the Environment
Component 5.3: Deliberates public issues.
5.3.1 Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion.
Examples:
• Contributes to a discussion board or blog to evaluate one’s own and others’ viewpoints about the primary cause of the Middle East conflict.
• Engages in a panel discussion to evaluate one’s own and others’ viewpoints about the costs, benefits, and long-term significance of nationalism for Sub-Saharan Africa.
Suggested Unit: World—Emergence and Development of New Nations
(1900—present)
CBA: Causes of Conflict
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.
Examples:
• Evaluates multiple factors to determine the primary cause of revolutions in Latin America.
• Evaluates multiple factors to determine the primary cause of the creation of North Atlantic Treaty Organization.
Suggested Unit: World—Emergence and Development of New Nations (1900—present)
CBA: Causes of Conflict; Technology Through the Ages; Humans and the Environment
5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation.
Examples:
• Demonstrates a note-taking strategy to keep track of one’s own ideas and the ideas of others when conducting research.
Grade Nine – Geography
THE STUDENT USES MAPS, CHARTS, AND OTHER GEOGRAPHIC TOOLS TO UNDERSTAND THE SPATIAL ARRANGEMENT OF PEOPLE, PLACES, RESOURCES, AND ENVIRONMENTS ON EARTH’S SURFACE.
1. Use and construct maps, charts, and other resources to gather and interpret geographic information.
• Produce and interpret maps, tables, and graphs to help explain phenomenon such as transportation networks within regions, literacy rates, voting patterns, or the variation in population density in relation to resources and land use (Five Themes).
2. Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns
• Explain why different places of the world have particular physical and human characteristics (Five Themes).
The student understands the complex physical and human characteristics of places and regions.
3. Describe the natural characteristics of places and regions and explain the causes of their characteristics.
• Describe and interpret the physical processes that shape places and regions (Location, Region, Place).
4. Describe the patterns humans make on places and regions.
• Analyze how social, cultural, and economic influences shape the physical features of places and regions (Five Themes).
5. Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions
• Analyze how cultural and physical features define the Pacific Rim as a region (Five Themes).
The student observes and analyzes the interaction between people, the environment, and culture.
6. Identify and examine people’s interaction with and impact on the environment.
• Analyze and evaluate the positive benefits and negative consequences of people’s different uses of the environment (Human/Environment Interaction, Region).
• Analyze how environmental knowledge and responsible action can encourage species’ survival in the midst of air, water, and land issues (Human/ Environment Interaction, Region).
7. Analyze how the environment and environmental changes affect people.
• Detect and interpret how changes in the physical environment enhance or diminish its capacity to support human activity (Five Themes).
• Analyze how technological innovation may both solve environmental problems and create new ones (Five Themes).
8. Examine cultural characteristics, transmission, diffusion, and interaction.
• Evaluate how the numerous subcultures that comprise a national culture interact and examine the consequences of their interaction (Five Themes).
• Analyze how peoples’ responses to policy debates are shaped by cultural influences (Five Themes).
• Examine how communication technologies are bridging and impacting cultures (Five Themes).
The five themes of geography are:
• Place
• Region
• Human/Environment Interaction
• Location
• Movement.
SCIENCE
Toddler - Science
Central subject: CELEBRATIONS
T-1 PLAYS WITH MANIPULATIVE TOYS
T-2 Controls working parts of toys (legs, wheels)
T-3 Stacks and tumbles blocks
T-4 Builds creative structures with given materials
Pre-Kindergarten 3 - Science
Central subject: ANIMALS
P3-1 PLAYS WITH MANIPULATIVE TOYS
P3-2 Learns the difference between living and non-living things
P3-3 Offers examples of living and non-living things
P3-4 Can suggest what a limited number of objects are made of
P3-5 Can name a range of living creatures
Pre-Kindergarten 4 - Science
Central subject: The Seasons
PROCEDURES IN SCIENCE
P4-1 Sept. - Understands the need for safety and follows rules
P4-2 Sept. - Becomes aware of hazard signs on products
P4-3 Oct. - Understands that science involves looking closely at the world around us
P4-4 Oct. - Appreciates why we must study science
P4-5 Sept. - Begins a vocabulary for science
Life Science
P4-6 Oct. - Shows interest in living things
P4-7 May – Can identify a range of living things
P4-8 April - Understands that life requires sustenance
P4-9 April - Quotes examples of life-supporting needs (e.g. children – food, plants- water)
Matter and Materials
P4-10 March - Quotes examples of materials that are all around us
P4-11 March - Recognizes materials are temporary (paper), and (more) permanent (desks, walls)
P4-12 March - Can describe characteristics of materials (hard, soft, heavy, light, strong or delicate)
Earth and Space
P4-13 March - Understands that our home is Earth
P4-14 March - Appreciates the tangible (e.g. rocks) and intangible (air) components of Earth
P4-15 Feb. - Compares the conditions of light and dark
P4-16 Feb. - Understands the concept of night and day
Structures and Controls
P4-17 Appreciates that many structures have supporting frames
P4-18 Realizes that some structures are made to move while others are fixed
P4-19 Gives examples of things that move (transportation devices, running children.)
Kindergarten - Science
CENTRAL SUBJECT: Food
EALRS
In kindergarten, students begin their scientific inquiry. They understand that scientists observe carefully and ask questions. Students develop the skills of observing, sorting, and identifying parts and begin using scientific tools to understand the natural world.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
• Identify and describe a property of an object.
• Sort common materials and objects using a simple property (e.g., texture, color, size, shape).
Earth and Space Systems
Name and Properties of Earth Materials
1.1.5 Understand physical properties of Earth materials.
• Sort rocks based on size, shape, and other physical properties (e.g., color, texture).
Living Systems
Characteristics of Living Matter
1.1.6 Understand characteristics of living organisms.
• Identify observable characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants have roots, stems, leaves, seeds, flowers).
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Understand that things are made of parts that go together.
• Identify the parts of objects, organisms, and materials (e.g., toys with moving parts, plants, animals, soils).
Living Systems
Structure and Organization of Living Systems
1.2.6 Know that living things are made of small parts.
• Observe and show how living things look different under a magnifier.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
• Wonder and ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Follow all safety rules during investigations.
Communicating
2.1.5 Understand how to record and report investigations, results, and explanations.
• Report observations of simple investigations using drawings and simple sentences.
• Report safety procedures used during the investigation.
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
• Record what is observed and explain how it was done accurately and honestly.
Limitations of Science and Technology
2.2.2 Understand that observations and measurement are used by scientists to describe the world.
• Raise questions about the natural world and seek answers by making careful observations and trying things out.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
Relationship of Science and Technology
3.2.2 Know that people have invented tools for everyday life.
• Describe ways in which common tools help people in their everyday life.
3.2.4 Understand how humans depend on the natural environment.
• Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, which is used to make sweaters).
Procedures in Science
K-1 Understands the need for safety, and knows and follows the rules
K-2 Recognizes the international hazard signs on products
K-3 Understands concept of observation, and how, in science, it is applied to the world around us
K-4 Appreciates that we study science in order to survive
K-5 Develops a vocabulary for science
K-6 Develops and extends knowledge of five senses
Life Science
K-7 Develops a respect for living things
K-8 Understands the great diversity among living things
K-9 Quotes examples of the sustenance required by specific life-forms
K-10 Appreciates that one life form relies on others for sustenance
K-11 Understands continuing cycles of life
Matter and Materials
K-12 Quotes examples of materials in our environment
K-13 Becomes aware of our reliance on material objects (e.g. paper, crayons)
K-14 Develops an awareness of consumable/expendable materials
K-15 Can quote examples of materials that undergo change (e.g. erasers & pencils wear down)
Earth and Space
K-16 Develops understanding that Earth is a home, an environment and a planet
K-17 Develops an understanding of weather systems
K-18 Gains knowledge of the Earth’s water and atmosphere
K-19 Can discuss bright light, absolute dark and gradations between
K-20 Understands concepts of night, day, seasons and passage of time
Structures and Controls
K-21 Can quote examples of structures/frames (e.g. people – skeletons, spider’s webs – strands)
K-22 Gives examples of how a range of structures move (e.g. boats sail, children run)
K-23 Appreciates that moving objects require a motivator (e.g. car – engine, children – hearts)
Grade One - Science
CENTRAL SUBJECT: Families
EALRS
In first grade, students learn to find patterns and ask their own questions about their natural world, both living and non-living. For example, students may learn to ask, “What do plant and animals need to live?”; “Why does weather change?”; and “How is weather measured?” Students develop skills with sorting, describing, comparing, and recording their observations.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Motion of Objects
1.1.2 Understand the position and motion of common objects.
• Know that things may move in many different ways (i.e., back and forth, fast and slow, round and round, straight).
• Describe that the way to change how something is moving is to give it a push or a pull.
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Understand that things are made of parts that go together.
• Describe how the parts of objects, organisms, and materials go together.
Physical Systems
Structure of Matter
1.2.3 Know that common materials are made of smaller parts.
• Sort objects based on component parts (e.g., toys with wheels).
Earth and Space Systems
Components of the Solar System and Beyond (Universe)
1.2.5 Know daily changes of the position of the Sun.
• Observe and record (i.e., draw, construct, build, measure with nonstandard units) changes in the Sun’s position in the sky during the day.
Living Systems
Human Biology
1.2.8 Know the external parts of the body.
• Identify the external parts of the body (e. g., head, hands, fingers, eyes, ears).
• Draw and name the external parts of the body.
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Nature of Force
1.3.1 Know that a push or a pull is a force on an object but some forces can act without touching an object.
• Observe and show that a push or a pull on an object is a force on that object.
• Observe and show that a magnet can push or pull some objects without touching the objects.
Forces to Explain Motion
1.3.2 Know that pushes and pulls can change the motion of common objects.
• Observe and show that objects fall toward the ground because of the pull of Earth’s gravity.
• Observe and show that magnets can make some objects move without touching the objects.
Earth and Space Systems
Hydrosphere and Atmosphere
1.3.6 Know common weather indicators and understand that weather conditions change from season to season.
• Observe, measure, and record weather conditions, noting changes and patterns from day to day and over the seasons (e.g., temperature, wind, rain, snow).
• Name common weather conditions (e.g., rain, snow, wind).
Living Systems
Life Processes and the Flow of Matter and Energy
1.3.8 Know that most living things need food, water and air.
• Observe and record that most living things need food, water, and air.
• Observe and record or demonstrate that plants need light.
Interpendence of Life
1.3.10 Know that plants and animals need a place to live.
• Observe and show how organisms live in specific places (e.g., fish live in a pond).
• Describe how animals depend on plants or other animals for food.
• Describe how animals depend on plants or other animals for shelter.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
• Wonder and ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Make observations and record characteristics or properties.
• Follow all safety rules during investigations.
Communicating
2.1.5 Understand how to record and report investigations, results, and explanations.
• Report observations of simple investigations using drawings and simple sentences.
• Describe and or draw the materials used in the investigation (e.g., numbers, shapes, colors).
• Report safety procedures used during the investigation.
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
• Record what is observed and explain how it was done accurately and honestly.
• Keep records and explain that the records have not been changed even when they did not match initial expectations.
Limitations of Science and Technology
2.2.2 Understand that observations and measurement are used by scientists to describe the world.
• Raise questions about the natural world and seek answers by making careful observations and trying things out.
• Make observations and measurements about natural phenomena.
Evolution of Scientific Ideas
2.2.5 Know that ideas in science change as new scientific evidence arises.
• Tell how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
Relationship of Science and Technology
3.2.2 Know that people have invented tools for everyday life.
• Describe ways in which common tools help people in their everyday life.
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Know how knowledge and skills of science, mathematics, and technology are used in common occupations.
• Tell at least one way that science, mathematics, or technology is used by a person in a job.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment.
• Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, which is used to make sweaters).
• Describe what organisms obtain from their environment (e.g., a school plant needs water and sunlight).
Procedures in Science – scientific inquiry
1. Observes all safety rules in procedures, including experiments
2. Is aware of international signs and safety directions
3. Contrasts looking with observing, and shows proficiency in the latter (details and changes)
4. Appreciates that we study science in order to survive, and to improve living standards
5. Develops scientific vocabulary in relation to observation and experimentation
6. Asks questions about objects, organisms, and events in the environment
7. Plans and conducts simple investigations, using appropriate tools, measures, and safety rules
8. Uses data to construct reasonable explanations
9. Models objects, events, or processes by representing them with concrete objects, metaphors, analogies, or other conceptual or physical constructs
10. Records and reports observations, explanations, and conclusions using oral, written, and mathematical expression
11. Uses properties to identify, describe, and categorize substances, materials and objects, and use characteristics to categorize living things
12. Recognizes the components, structure, and organization of systems and the interconnections within and among them
13. Understands how interactions within and among systems cause changes in matter and energy
14. Knows and applies the skills and processes of science and technology as well as develops abilities necessary to do scientific inquiry
15. Applies science knowledge and skills to solve problems or meet challenges
16. Knows that science and technology are human endeavors, interrelated to each other, to society, and to the workplace
Life Science – investigating animals and their needs
17. Knows animals have basic needs; they require air, water, food, and protection for survival.
18. Knows an animal’s structures enable it to meet its needs for survival
19. Knows an animal’s behavior enables it to meet its needs for survival
20. Knows an animal can survive only in environments in which it can meet its needs
21. Recognizes that care must be taken to know the needs of living things and how to provide for them in a classroom
22. Knows despite their diversity, animals have similar needs
23. Develops respect for living things and the environment at large
24. Examines the basic needs of plants and animals (food, shelter etc.)
25. Appreciates how the basic needs of plants and animals can be interrelated
physical science – investigating properties
26. Observes objects have physical properties, such as size, weight, shape, color, texture, and flexibility
27. Uses properties of objects and materials as criteria to compare, sort, and arrange the objects and materials in serial order
28. Distinguishes and describes objects and materials by their observable properties
29. Describes the properties of objects and materials in order to communicate clearly with others
Need to do - Earth and space science – investigating earth materials
30. Understands soils, rocks, and water have properties that can be observed, described and compared
31. Recognizes the properties of earth materials make them useful in different ways
32. Describes the physical properties of soils such as color, texture, odor, particle size, permeability and the capacity to retain water, that can be observed, described and compared
33. Observes that fossils provide evidence about plants, animals, and environments of long ago
34. Experiments with soil, rocks and water to demonstrate the changes in rocks and soil from moving water
35. Recognizes earth materials help to support life
36. Names bodies of space and the solar system such as planets, moons and stars
Grade Two - Science
CENTRAL SUBJECT: cultures around the world
EALRS
In second grade, students expand their investigation skills. They use their prior knowledge to begin making predictions and finding patterns based on careful observation. A second grade student will look at and examine more closely the natural world by classifying based on properties and describing characteristics of living and nonliving things. They begin to look for patterns in the natural world.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
• Sort common objects by multiple simple properties (e.g., texture, color, size, shape).
• Identify and describe the differences between common natural and manufactured materials and objects using properties.
Earth and Space Systems
Nature and Properties of Earth Materials
1.1.5 Understand physical properties of Earth materials.
• Illustrate and tell about the properties of water as a solid and liquid.
• Explain how some Earth materials are used by living things (e.g., water and soil for growing plants).
Living Systems
Characteristics of Living Matter
1.1.6 Understand characteristics of living organisms.
• Observe and describe characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants have roots, stems, leaves, seeds, flowers).
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Understand that things are made of parts that go together.
• Construct simple devices to do common tasks using common materials and explain how the parts depend on each other (e.g., cardboard, wood, clay, rubber bands).
Physical Systems
Structure of Matter
1.2.3 Know that common materials are made of smaller parts.
• Show that people use magnifiers to observe things they cannot see with their eyes.
Living Systems
Structure and Organization of Living Systems
1.2.6 Know that living things are made of small parts.
• Observe and identify the parts of an object seen under a magnifier.
• Illustrate or draw the small parts that make up the whole living thing.
Molecular Basis of Heredity
1.2.7 Understand that plants and animals have life cycles.
• Observe and describe the life cycle of a plant or animal (e.g., describe the life cycle of a butterfly — egg, caterpillar or larva, cocoon, and butterfly or adult).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Conservation of Matter and Energy
1.3.3 Know that water can exist in different states: solid and liquid.
• Observe and record water changing from solid to liquid.
• Describe the physical properties of water in solid and liquid states (e.g., hard, cold, wet).
Earth and Space Systems
Processes and Interactions in the Earth System
1.3.4 Know that rocks break down to form pebbles and sand.
• Describe how rocks can break down into smaller pieces (e.g., pebbles and sand) by the action of water.
History and Evolution of the Earth
1.3.5 Know that fossils provide evidence of plants and animals that existed long ago.
• Identify a fossil in a rock.
• Compare fossils (that represent the remains of prehistoric plants and animals) with similar living organisms (e.g., a fossil leaf with a leaf, a fossil shell with a shell).
Living Systems
Biological Evolution
1.3.9 Know that fossils show how organisms looked long ago.
• Observe and record how fossils are similar to living organisms (e.g., leaves, shells).
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating System
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment
• Wonder and ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Make observations and record characteristics or properties.
• Make predictions of the results of an investigation.
• Plan and conduct an observational investigation that collects information about characteristics or properties.
• Collect data using simple equipment and tools that extend the senses (e.g., magnifiers, rulers, balances, scales, and thermometers).: Investigating
• Follow all safety rules during investigations.
Explaining
2.1.3 Understand how to construct a reasonable explanation using evidence.
• Categorize and order observational data from multiple trials.
• Explain an event or phenomenon using observations as evidence (e.g., shape, texture, size, weight, color, motion, and/or other physical properties).
Modeling
2.1.4 Understand that models represent real objects, events, or processes.
• Describe how a model (e.g., diagram or map and/or physical model) of something is similar to the real thing, such as an object, event, or process, and how it is different (e.g., size, shape, color).
• Create a simple model (e.g., diagram or map and/or physical model) of a common object, event, or process.
Communicating
2.1.5 Understand how to record and report investigations, results, and explanations.
• Report observations of simple investigations using drawings and simple sentences.
• Describe and/or draw the materials used in the investigation (e.g., numbers, shapes, colors).
• Report safety procedures used during the investigation.
• Report the process used and results of the investigation (e.g., verbal, visual, written, and/or mathematical formats).
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately even when the observations contradict expectations.
• Record what is observed and explain how it was done accurately and honestly.
• Keep records and explain that the records have not been changed even when they did not match initial expectations.
Limitations of Science and Technology
2.2.2 Understand that observations and measurement are used by scientists to describe the world.
• Raise questions about the natural world and seek answers by making careful observations and trying things out.
• Make observations and measurements about natural phenomena.
Evaluating Inconsistent Results
2.2.3 Understand that similar investigations may not produce similar results.
• Observe the procedures of two similar investigations and explain that they produced different results.
Evolution of Scientific Ideas
2.2.5 Know that ideas in science change as new scientific evidence arises.
• Tell how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Know and understand problems that can be solved or have been solved by using scientific design.
• Identify and explain problems that can be solved through investigations and/or with tools.
• Identify and describe a problem in a given situation (e.g., “I want to make the plant grow faster”).
• Identify and name a common material, object, or tool that helps solve a simple problem.
Designing and Testing Solutions
3.1.2 Understand how to construct and test a solution to a problem.
• Propose, construct, and test a solution to a problem:
• give examples of possible solutions to the problem
• select and construct a solution to the problem
• test a solution to the problem
Evaluating Potential Solutions
3.1.3 Understand how well a design or a product solves a problem.
• Choose and justify at least one reason why a design or product would or would not work to solve a specific problem.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All People Contribute to Science and Technology
3.2.1 Know that science and technology are practiced by all peoples around the world.
• Identify ways that people around the world use science and technology.
• Identify ways that people around the world use science and technology to invent things and ideas.
Relationship of Science and Technology
3.2.2 Know that people have invented tools for everyday life.
• Describe ways in which common tools help people in their everyday life.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment.
• Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, which is used to make sweaters).
• Describe what organisms obtain from their environment (e.g., a school plant needs water and sunlight).
Procedures in Science
1. Engages in the processes of technological design
2. Engages in the processes of scientific inquiry
3. To become aware of the inquiry processes scientists use in their work
4. Makes general observations and compares those observations with others
5. Observes safety rules in all procedures
6. Makes general observations and reports findings
7. Appreciates that we study science in order to survive and improve living standards
8. Develops vocabulary in relation to observation and experimentation
physical science –investigating position and motion
9. Describes position in relation to themselves, other students, and objects
10. Describes position in terms of two directions “to the right/left of”
11. Connects describing position to their daily lives
12. Represents the positions of objects graphically
13. Describes a variety of motions and explores paths of motion and graphically represents motion
14. Describes the speed of objects
earth and science – investigating weather
15. Shows familiarity with objects which allow them to describe temperature, wind
directions and speed, and precipitation amounts
16. Relates temperatures on a thermometer to familiar objects and settings
17. Collects data and describes day to day weather changes
18. Understands weather changes happen quickly and can result in horrible storms
Life Science – Investigating Plants
19. Investigates the structure of seeds
20. Understands the concept of evidence
21. Collects accurate data using measurement
22. Plans and conducts a scientific investigation on the needs of plants
23. Understands and proves through evidence that plants need water, light and air to grow
24. Thinks about plant structure and function
25. Understands that certain structures enable plants to obtain the things they need to live and grow
26. Recognizes the diversity of plants and how plants meet their needs in diverse environments
Grade Three - Science
CENTRAL SUBJECT: NATIVE PEOPLES
EALRS
In third grade, students begin to explore more complex systems and make inferences about their observations. Students are developing an understanding of systems and are able to identify individual parts and how they work together. In order to understand how the connections between the parts interact, students begin to manipulate one part and look for a change in the system. For example, students may study a system of plant growth by observing what happens to plant growth under different light conditions.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify and describe and categorize substances, materials and |
|objects, and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.2 Understand the relative position and motion of objects. W
• Measure and describe the position of one object relative to another object (or surroundings) using positional language (such as in front of, behind, to the left, to the right, above, and below) and a distance scale (such as centimeters).
Wave Behaviors
1.1.3 Understand the behavior of sound in terms of vibrations and pitch and the behavior of light in terms of bouncing off, passing through, and changes in direction. W
• Explain that when an object vibrates the object may produce sound that people can hear and give an example.
• Explain the relationship between the pitch of a sound and the vibrations of the object causing the sound.
• Describe experiences with sound (i.e., vibrations, echoes, and pitch).
• Experience, measure, and describe the motion of light as light bounces off and/or passes through an object.
Earth and Space Systems
Nature and Properties of Earth Materials
1.1.5 Understand physical properties of Earth materials including rocks, soil, water, and air.
• Describe and sort rocks based on physical properties (e.g., color, shape, size, texture).
• Describe and sort soils based on physical properties (e.g., color, particle size, ability to retain or drain water, texture, smell, support plant growth, source of mineral nutrients [not food] for plants).
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how the parts of a system go together and how these parts depend on each other. W
• Identify the parts of a system (e.g., a device, natural or living thing) and how the parts go together.
• Describe the function of a part of a system (e.g., a device, natural or living thing).
Earth and Space Systems
Components and Patterns of Earth Systems
1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. W
• Identify land masses, bodies of water, and landforms on a globe or a map (e.g., continents, oceans, rivers, mountains).
Living Systems
Structure and Organization of Living Systems
1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions. W
• Observe with a microscope and record that living things are made mostly of cells (i.e., plants, animals, and single-celled organisms).
• Describe how plant and animal cells are similar and different.
• Describe the life function of a part of a living thing (e.g., wings of a bird).
Molecular Basis of Heredity
1.2.7 Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics. W
• Observe and describe the life cycle of a plant or animal.
• Describe that the young of plants and animals grow to resemble their parents as they mature into adults.
• Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics (e.g., languages, social customs).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Nature of Force
1.3.1 Understand forces in terms of strength and direction. W
• Describe a force that is acting on an object in terms of strength and direction (e.g., electrical force, gravitational force, magnetic force, a push, or a pull).
• Measure the force acting on an object with a spring scale calibrated in newtons (N).
Forces to Explain Motion
1.3.2 Understand that forces can change the motion of common objects. W
• Investigate and report how the position and motion of objects can be changed by a force.
Earth and Space Systems
Hydrosphere and Atmosphere
1.3.6 Understand weather indicators and understand how water cycles through the atmosphere. W
• Observe, measure, and describe weather indicators (i.e., temperature, wind direction and speed, precipitation), noting changes and patterns of change from day to day and over the year.
• Describe the weather patterns of each season.
Living Systems
Life Process and the Flow of Matter and Energy
1.3.8 Understand that living things need constant energy and matter. W
• Identify sources of energy and matter used by plants to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
Interdependence of Life
1.3.10 Understand that that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. W
• Describe the characteristics of organisms that allow them to survive in an ecosystem.
• Describe the role of an organism in a food chain of an ecosystem (i.e., predator, prey, consumer, producer, decomposer, scavenger).
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. W
• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules. W
• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.
Explaining
2.1.3 Understand how to construct a reasonable explanation using evidence. W
• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
Modeling
2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. W
• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
Communicating
2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations or data of simple investigations without making inferences
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• safety procedures used
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W
• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W
• Describe how new scientific facts are established every day (e.g., find examples of new facts in current media).
Evaluating Inconsistent Results
2.2.3 Understand why similar investigations may not produce similar results. W
• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable. W
• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
Evolution of Scientific Ideas
2.2.5 Understand that scientific comprehension of systems increases through inquiry. W
• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).
Designing and Testing Solutions
3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze how well a design or a product solves a problem. W
• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Understand that science and technology have been practiced by all peoples throughout history.
• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.
Relationship of Science and Technology
3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. W
• Describe tools (technology) invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes).
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.
• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W
• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effects of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.
Procedures in Science – Scientific Inquiry and Collaboration
1. Observes safety rules & hazard signs/instructions in all procedures, including experiments
2. Makes detailed observations and records findings using appropriate vocabulary
3. Understands the implications of tests and controls
4. Employs test and measuring instruments (showing respect & care in the process)
5. Recognizes that scientific inquiries often include both direct and indirect evidence (e.g. Observation and gathering information from other’s research)
6. Listens when others talk, taking turns talking about the team tasks, and responding to teammates’ ideas during team discussions
7. Communicate findings and explanations
8. Recognizes that sources of information must be credible
9. Uses data to construct reasonable explanations of concepts
10. Is aware of the inquiry processes scientist use in their work
Life science – investigating life cycles
11. Understands that the life cycles of plants and animals progress through sequential stages
12. Understands that life cycles repeat from generation to generation
13. Understands that the details of life cycles are different for different organisms
14. Understands that organisms mature to resemble their parents
15. Shows ability to observe and keep accurate records of ongoing experiments
physical science – investigating electrical systems
16. Understands that, for electrical devices to function, they must include a closed circuit for electricity to travel in a loop from its source to the device and back to the source.
17. Understands that a circuit is a path for electricity.
18. Understands the difference between a closed circuit and an open circuit.
19. Is aware that switches open and close circuits.
20. Is aware that some materials allow electricity to pass through them easily (conductors); other materials tend to block the movement of electricity (insulators).
Earth and Space
21. Can name all of the planets in the solar system
22. Understands and describes the implications of planet rotation
23. For a specific region, describes: climate, weather, topography and life forms
24. Evidences the reasons for the distinct characteristics of a specific region
25. Understands the basic composition of water, atmosphere and soil
26. Appreciates that rocks are formed with differing materials & formed in various ways
Grade Four - Science
CENTRAL SUBJECT: WASHINGTON STATE
EALRS
In fourth grade, students use their developing investigative skills to begin to compare systems. They examine cause and effect and ask what is a fact and what is an opinion. They are primarily exploring more complex systems in a more complex manner, such as the changes of earth systems over time.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.1 Understand how to use properties to sort natural and manufactured materials and objects. W
• Identify, describe, and sort objects and materials using observed physical properties such as hardness, shape, state of matter, smell, temperature, texture, weight, and magnetic properties.
• Sort and classify natural and manufactured materials and objects according to various physical properties (e.g., length, weight, hardness, temperature, color, shape, texture, and smell).
• Identify and describe the state of water as solid, liquid, or gas in different situations.
• Identify which states of matter (solid, liquid, or gas) can change shape and which can expand to fill a container.
Wave Behaviors
1.1.3 Understand the behavior of sound in terms of vibrations and pitch and the behavior of light in terms of bouncing off, passing through, and changes in direction. W
• Experience, measure, and describe the motion of light as light bounces off and/or passes through an object.
Forms of Energy
1.1.4 Understand that energy comes in many forms. W
• Describe the forms of energy present in a system (i.e., energy of motion [kinetic], heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy).
Earth and Space Systems
Nature and Properties of Earth Materials
1.1.5 Understand physical properties of Earth materials including rocks, soil, water, and
air. W
• Describe the states of water on Earth (i.e., clouds, fog, dew, rain, hail, snow, ice) as solid, liquid, or gas.
• Describe the common conditions or properties of air (i.e., moving, blowing, wind, still, warm, cold, moist, takes up space, has weight).
Living Systems
Characteristics of Living Matter
1.1.6 Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. W
• Describe the characteristics of organisms.
• Describe and sort organisms using multiple characteristics (e.g., anatomy such as fins for swimming or leaves for gathering light, behavior patterns such as burrowing or migration, how plants and animals get food differently).
Systems Structure
Structure of Physical Earth/Space and living Systems
1.2.1 Analyze how the parts of a system go together and how these parts depend on each other. W
• Describe a simple system that can perform a task and illustrate how the parts depend on each using common classroom materials.
• Explain how one part of a system depends upon other parts of the same system.
Physical Systems
Energy Transfer and Transformation
1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. W
• Identify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released from the top of a ramp).
• Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup).
• Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy).
• Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).
Structure of Matter
1.2.3 Know that substances are made of small particles. W
• Identify small parts of a substance as still being that substance (e.g., a drop of water is still water; a speck of sugar is still sugar).
• Observe and describe that some particles can only be seen with magnification.
• Describe objects that are made of only one kind of material and objects made of several kinds of material.
Earth and Space Systems
Components of the Solar System and Beyond (Universe)
1.2.5 Know how the Sun, Moon, and stars appear from Earth. W
• Describe the daily motion of the Sun, Moon, and stars as seen from Earth’s surface (e.g., the Sun, the Moon, and the stars all rise in the east and set in the west).
• Describe how the Moon looks a little different every day as seen from Earth (e.g., the lighted portion of the Moon changes shape every day).
• Describe how the patterns of stars in the sky stay the same as seen from Earth (e.g., constellations such as the “Big Dipper” always have the same pattern).
Living Systems
Human Biology
1.2.8 Understand the organization and function of human body structures and organs and how these structures and organs interconnect. W
• Recognize, explain, and give examples of human systems that are composed of organs (e.g., ear for hearing, mouth for speech).
• Describe the functions of major organs (e.g., the skin protects the human body from harmful substances, unhealthy organisms, and from drying out; the brain get signals from the parts of the human body, controls the life functions, and sends signals out to the body parts).
• Describe the interdependence of organ systems in the human body (e.g., what would happen if one part of the human body system was missing).
• Describe how the systems allow the human body to take in and use mineral nutrients (air, food, water) for living, growth, and repair (e.g., breathing in air supplies the oxygen necessary to live).
• Identify and describe how human body systems compare to the systems of other living organisms (e.g., the human ear compared to an elephant’s for hearing sound)
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Conservation of Matter and Energy
1.3.3 Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances. W
• Observe and describe water changing state from ice to liquid water to water vapor and back (e.g., with freezing, melting, evaporation, and condensation water remains water).
Earth and Space Systems
Interactions in the Solar System and Beyond (Universe)
1.3.7 Know how the appearance of the Sun, Moon, and stars changes as seen from Earth. W
• Describe how the Sun rises and sets at different places and times every day in a yearly pattern.
• Describe how the appearance of the Moon changes in a predictable pattern (e.g., new Moon to full Moon every 28 days).
• Describe how star patterns are different at different times of the year as seen from Earth (e.g., constellations such as Orion cannot always be seen during the course of a year).
Living Systems
Life Processes and the Flow of Matter and Energy
1.3.8 Understand that living things need constant energy and matter. W
• Identify sources of energy and matter used by animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. W
• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules. W
• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.
Explaining
2.1.3 Understand how to construct a reasonable explanation using evidence. W
• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.
Modeling
2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. W
• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and /or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
Communicating
2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• safety procedures used
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W
• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W
• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky versus seeing a star).
Evaluating Inconsistent Results
2.2.3 Understand why similar investigations may not produce similar results. W
• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable. W
• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).
Evolution of Scientific Ideas
2.2.5 Understand that scientific comprehension of systems increases through inquiry. W
• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).
Designing and Testing Solutions
3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze how well a design or a product solves a problem. W
• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Understand that science and technology have been practiced by all peoples throughout history.
• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.
Relationship of Science and Technology
3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. W
• Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.
• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W
• Describe how resources can be conserved through reusing, reducing, and recycling.
investigating ecosystems
1. Understands that ecosystems are areas within which diverse living things (plants and animals) and nonliving things (physical components like air, water, and soil) interact in various ways
2. Understands that different ecosystems support the needs of different kinds of living things
3. Understands that, within ecosystems, all living things are connected to one another through food chains and food webs
4. Understands that organisms interact to meet their needs for food energy
5. Understands that all living thing in a food web depend on food energy from plants
6. Understands that food webs are composed of producers (green plants), consumers (animals), and decomposers and that the food energy transfers through food webs from producers to consumers and decomposers
7. Understands that the energy needed by all organisms to survive ultimately comes from the sun
8. Understand that, within food webs, plants “capture” the sun’s energy - as organisms eat other organisms, that energy transfers within food webs from plants (producers) to the animals (consumers) and to the decomposers
9. Recognizes that only those organisms that meet their needs can survive and reproduce
10. Recognizes that all organisms (including humans) cause changes to ecosystems and that those changes can be beneficial or detrimental to those or other organisms
Investigating the changing earth
11. Understands that the Earth is constantly changing
12. Understands that some changes in Earth’s surface, such as those caused by earthquakes and volcanoes, happen quickly while others are due to slow processes, such as weathering and erosion
13. Understands the process of weathering, primarily by wind and water, break down existing rock
14. Understands that water constantly moves weathered particles downhill, over the surface of the Earth, in a process called erosion
15. Understand that as part of Earth’s surface is broken down, other parts are built up by the deposition of the broken down particles
16. Understands that models are tools that help scientists learn about the real things that the models represent
17. Understands that the Earth’s materials are recycled by the wearing down and building up of the Earth’s surface
investigating changing properties
18. Understands that substances have properties by which the substances can be identified and distinguished from the other substances
19. Understands the ways in which substances react are properties of the substance
20. Understands that solubility is a property of some substances
21. Understands that the solubility of substances varies
investigating pollution problems
22. Understands that changes in environments can be natural or influences by humans
23. Understands that pollution is a change in the environment that can harm the health, survival, or activities of humans
24. Understands that air pollution can be detrimental to human health
25. Understands that tobacco smoke is a pollutant that can harm the human body and how it functions
26. Understands the specific pollutants in the environment, such as lead, carbon monoxide, and particulate matter, can damage the human body and how it functions
27. Understands that people can monitor pollutants in the air
28. Understands that a process of technological problem solving includes; identifying a simple problem, proposing a solution, implementing a proposed solution, evaluating the solution, communicating the problem and solution, and identifying new problems
29. Understands that humans have a respiratory system which is a system of specialized structures for breathing
30. Understands that one of the main purposes of the respiratory system is to get oxygen from the air into the body
31. Understands that people have a responsibility to be aware of air quality and to work toward maintaining the quality of the air they breathe
32. Understands that people should try to determine the possible effects of solutions to technological problems to avoid creating new problems
33. Understands that a system is a group of objects that interact
34. Understands that scientists often use models to learn about how real objects or systems work
Grade Five - Science
CENTRAL SUBJECT: AMERICAN SETTLEMENT
EALRS
In fifth grade, students become more sophisticated in their analysis of the interconnections within systems. When investigating, students use data to support their conclusions and logical arguments. They begin to determine factors that contribute to scientific bias.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Motion of Objects
1.1.2 Understand the relative position and motion of objects. W
• Describe the motion of an object in terms of distance, time, and direction as the object travels in a straight line.
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how the parts of a system go together and how these parts depend on each other. W
• Predict and explain how a system would work if one of its parts was missing or broken.
• Describe what goes into (input) and out of (output) a system (e.g., what keeps a system running).
• Describe the effect on a system when an input in the system is changed.
Earth and Space Systems
Components and Patterns of Earth Systems
1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. W
• Describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g., Puget Sound water affects the air over Seattle).
• Identify and describe various landmasses, bodies of water, and landforms (e.g., illustrate continents, oceans, seas, rivers, mountains, plains from a globe and a map).
• Construct a model that demonstrates understanding of Earth’s structure as a system made of parts (e.g., solid surface, water, atmosphere).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Nature of Force
1.3.1 Understand forces in terms of strength and direction. W
• Compare the strength of one force to the strength of another force (e.g., measure that a 5-newton [N] pull from a spring scale is like the weight of a 1-pound object).
Forces to Explain Motion
1.3.2 Understand that forces can change the motion of common objects. W
• Investigate and report how a larger force acting on an object causes a greater change in motion of that object, 2nd Law of Motion (e.g., a 2-newton [N] pull causes a toy car to speed up more than a 1-newton[N] force).
Conservation of Matter and Energy
1.3.3 Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances. W
• Observe and describe how a substance is the same substance before and after heating or cooling (e.g., solid candle wax can be heated to become liquid candle wax then cooled back to the same solid candle wax).
• Describe how two different substances can form a simple chemical reaction to produce new substances (e.g., baking soda and vinegar react to form a gas).
Earth and Space Systems
Processes and Interactions in the Earth System
1.3.4 Know processes that change the surface of Earth. W
• Describe how weathering and erosion change the surface of the Earth.
• Describe how earthquakes, landslides, and volcanic eruptions change Earth’s surface.
History and Evolution of the Earth
1.3.5 Understand that fossils provide evidence of plants, animals, and environments that existed long ago. W
• Observe and describe a fossil in a rock.
• Know that fossils provide evidence about plants and animals that lived long ago and the nature of the environment at that time.
Hydrosphere and Atmosphere
1.3.6 Understand weather indicators and understand how water cycles through the atmosphere. W
• Describe the effects of water cycling through the land, oceans, and atmosphere (e.g., clouds, rain, snow, hail, rivers).
Living Systems
Life Process and the Flow of Matter and Energy
1.3.8 Understand that living things need constant energy and matter. W
• Explain how plants and animals obtain food (e.g., plants make food from air, water, sunlight, mineral nutrients; animals obtain food from other living things).
Biological Evolution
1.3.9 Understand that plant and animal species change over time. W
• Recognize and tell how some kinds of plants and animals survive well, some survive less well, and some cannot survive at all in particular environments, and provide examples.
• Recognize and describe how individual plants and animals of the same kind differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
• Demonstrate or describe that fossils can be compared to one another and to living organisms according to their similarities and differences (i.e., some organisms that lived long ago are similar to existing organisms, but some are quite different).
Interdependence of Life
1.3.10 Understand that that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. W
• Describe how an organism’s ability to survive is affected by a change in an ecosystem (e.g., the loss of one organism in a food chain affects all other organisms in that food chain).
• Describe the path of substances (i.e., air, water, mineral nutrients) through a food chain.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment. W
• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.
• Develop a new question that can be investigated with the same materials and/or data as a given investigation.
Planning and Conducting State Investigations
2.1.2 Understand how to plan and conduct simple investigations following all safety rules. W
• Make predictions of the results of an investigation.
• Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:
• prediction
• appropriate materials, tools, and available computer technology
• variables kept the same (controlled)
• one changed variable (manipulated)
• measured (responding) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.
Explaining
2.1.3 Understand how to construct a reasonable explanation using evidence. W
• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.
• Predict what logically might occur if an investigation lasted longer or was changed.
Modeling
2.1.4 Understand how to use simple models to represent objects, events, systems, and processes. W
• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.
• Describe reasons for using a model to investigate phenomena (e.g., processes that happen very slowly or quickly; things that are too small or too large for direct observation; phenomena that cannot be controlled or are potentially dangerous).
Communicating
2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• safety procedures used
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. W
• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists. W
• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky versus seeing a star).
Evaluating Inconsistent Results
2.2.3 Understand why similar investigations may not produce similar results. W
• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.
Evaluating Methods of Investigations
2.2.4 Understand how to make the results of scientific investigations reliable. W
• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).
Evolution of Scientific Ideas
2.2.5 Understand that scientific comprehension of systems increases through inquiry. W
• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how ideas about the natural and/or constructed world have changed because of scientific inquiry.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. W
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).
Designing and Testing Solutions
3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze how well a design or a product solves a problem. W
• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Understand that science and technology have been practiced by all peoples throughout history.
• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.
Relationship of Science and Technology
3.2.2 Understand that people have invented tools for everyday life and for scientific investigations. W
• Describe how common tools help people design ways to adapt to different environments (e.g., sewing needle to make clothes).
• Describe how scientific ideas and discoveries are used to design solutions to human problems, extend human ability, or help humans adapt to different environments (e.g., prosthetics used to replace lost limbs).
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.
• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. W
• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effects of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.
Procedures in Science
1. Observes safety rules, hazard warnings and instructions in all procedures & experiments
2. Demonstrates interest, commitment, curiosity and participation
3. Can assess the hazards and risks that are frequent in science
4. Makes skilled & detailed inquiries and observations and records findings
5. Conducts experiments following a prescribed model
6. Understands the basics of sorting and ordering using classification keys
physical science
7. Knows the properties of materials can change when the materials are heated or cooled
8. Knows water can exist in different states – solid (ice), liquid (water), and gas (water vapor)
9. Knows the change of state of water from liquid to solid occurs at a certain temperature as a result of cooling (loss of heat)
10. Knows heat flows from warmer objects to cooler ones - the warmer objects lose heat and the cooler object gain heart until they reach the same temperature
11. Knows thermometers measure the temperature of a substance (how hot or cold the substance is)
12. Knows water that condenses on cool objects comes from the surrounding air
13. Knows water can change state from liquid (water) to gas (water vapor) as a result of evaporation
14. Knows liquids other than water can evaporate (change state from liquid to gas)
15. Knows liquids evaporate faster at higher temperatures (i.e. as a result of heating)
Earth and Space
16. Is familiar with the major achievements of plane flight & the space program
17. Knows the angle of sunlight (direct versus indirect) striking the surface of Earth greatly influences the temperature in any location
18. Knows energy from the Sun drives all weather
19. Knows air temperature decreases as elevation increases
20. Knows wind is moving air that results from the uneven heating of the surface of Earth by the Sun and differences in air pressure
21. Knows clouds result from the condensation of water vapor in the air
22. Knows when air comes into contact with a cooler surface, the water vapor in the air condenses on that surface as liquid water
23. Knows air has properties - air takes up space, warm air takes up more space than cold air, and air has weight and pressure
life science
24. Understands that the musculoskeletal system is the body’s system for movement
25. Understands that the respiratory system is the body’s system for breathing and getting oxygen into the body
26. Recognizes that the digestive system is the body’s system for processing food and making nutrients available to the body
27. Understands the regular exercise is important in maintaining strong muscles
28. Recognizes that food provides energy (calories) and nutrients (carbohydrates, protein, fats, vitamins, and minerals) for the body
29. Recognizes the some foods have more nutrients than others
Grade Six – Science Investigating Earth Systems
CENTRAL SUBJECT: RIVERS
EALRS
In sixth grade, students become more like scientists in their thinking and their investigations. They learn how to identify the problems and generate questions that can be answered scientifically. They learn the importance of sound investigative practices. Students begin to apply their understandings to designing solutions to real world problems.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1. Understand how to use physical and chemical properties to sort and identify
substances. W
• Identify, categorize, describe, and sort substances using physical and/or chemical properties (i.e., boiling point, density, freezing point, mass, acidity [pH], solubility, magnetism).
Wave Behavior
1.1.3 Understand sound waves, water waves, and light waves using wave properties, including amplitude, wavelength, and speed. Understand wave behaviors, including reflection, refraction, transmission, and absorption. W
• Describe how sound waves and/or water waves affect the motion of the particles in the substance through which the wave is traveling (e.g., air molecules vibrate back and forth as sound waves move through air).
• Describe the behavior of sound and water waves as the waves are reflected and/or absorbed by a substance.
Forms of Energy
1.1.4 Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W
• Describe the forms of energy present in matter, objects, and systems (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).
• Describe the form of energy stored in a part of a system (i.e., energy can be stored in many forms, “stored energy” is not a form of energy).
Living Systems
Characteristics of Living Matter
1.1.6 Understand how to classify organisms by their external and internal structures. W
• Describe how organisms can be classified using similarities and differences in physical and functional characteristics (both internal and external).
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how the parts of a system interconnect and influence each other. W
• Explain how the parts of a system interconnect and influence each other.
Energy Transfer and Transformation
1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. W
• Describe and determine the factors that affect heat energy transfer (e.g., properties of substances/materials [conductors, insulators], distance, direction, position).
• Describe how an increase in one type of energy of an object or system results in a decrease in other types of energy within that object or system (e.g., a falling object’s potential energy decreases while its kinetic energy increases).
• Describe how waves transfer energy (e.g., light waves transfer energy from sun to Earth; air transfers an object’s vibrations from one place to another as sound).
Structure of Matter
1.2.3 Understand that all matter is made of particles called atoms and that atoms may combine to form molecules and that atoms and molecules can form mixtures. W
• Describe that matter is made of particles called atoms and molecules.
• Describe that elements are made of one kind of atom.
Earth and Space Systems
Components of the Solar System and Beyond (Universe)
1.2.5 Understand the structure of the Solar System. W
• Describe how the Earth orbits the Sun and the Moon orbits the Earth.
• Describe the Sun (i.e., a medium-size star, the largest body in our solar system, major source of energy for phenomena on Earth’s surface).
• Describe how planets, asteroids, and comets orbit the Sun.
• Describe meteors (e.g., planetary and comet debris that collides with Earth).
Living Systems
Structure and Organization of Living Systems
1.2.6 Understand that specialized cells within multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions. W
• Describe and identify how plant and animal cells are similar and different in structure and function.
• Describe basic cell functions (i.e., extracting energy from food, using energy, and getting rid of waste).
Molecular Basis of Heredity
1.2.7 Understand that organisms pass on genetic information in their life cycle and that an organism’s characteristics are determined by both genetic and environmental influences. W
• Explain that organisms require a set of instructions for specifying their traits (i.e., heredity is the passage of these instructions from one generation to another).
• Describe that genes inherited from parents are combined in their offspring to produce a new combination of characteristics.
Human Biology
1.2.8 Understand human life functions and the interconnecting organ systems necessary to maintain human life. W
• Describe the components and functions of the organ systems (i.e., circulatory, digestive, reproductive, excretory, nervous-sensory [brain, nerves, spinal cord, hearing, vision], respiratory, and muscular-skeletal systems).
|Component 1.3 Changes: Understands how interactions within and among systems cause changes in matter and energy. |
Earth and Space Systems
Interactions in the Solar System and Beyond (Universe)
1.3.7 Understand the effects of the regular and predictable motions of planets and moons in the Solar System. W
• Describe the causes of seasonal changes on Earth and other planets (i.e., Earth’s tilt causes different parts of Earth to point toward the Sun at different times of the year).
• Describe the effects of the position of the Sun and Moon on Earth phenomena (i.e., Moon phases, solar and lunar eclipses, shadows on Earth, tides).
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to generate a question that can be answered through scientific investigation. W
• Generate multiple questions based on observations.
• Generate a question that can be investigated scientifically.
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct scientific investigations. W
• Make predictions (hypothesize) and give reasons.
• Generate a logical plan for, and conduct, a scientific controlled investigation with the following attributes:
• prediction (hypothesis)
• appropriate materials, tools, and available computer technology
• controlled variables (kept the same)
• one manipulated (changed) variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• identify multiple variables
• select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in the investigation.
Explaining
2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic. W
• Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Predict what logically might occur if an investigation lasted longer or changed.
Modeling
2.1.4 Analyze how models are used to investigate objects, events, systems, and processes. W
• Compare models or computer simulations of phenomena to the actual phenomena.
• Explain how models or computer simulations are used to investigate and predict the behavior of objects, events, systems, or processes.
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes (e.g., phases of the Moon using a solar system model).
Communicating
2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data.
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations. W
• Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
• Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific theories explain facts using inferential logic. W
• Describe how a principle or theory logically explains a given set of facts.
Evaluating Inconsistent Results
2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained. W
• Compare two or more similar investigations and explain why different results were produced (e.g., insufficient data could be interpreted as inconsistent results).
• Explain whether sufficient information has been obtained to make a conclusion.
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable and how to make the methods of investigation valid. W
• Describe how the method of an investigation ensures reliable results (e.g., multiple trials ensure more reliable results).
• Describe how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
Evolution of Scientific Ideas
2.2.5 Understand that increased comprehension of systems leads to new inquiry. W
• Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
• Describe how increased understanding of systems leads to new questions to be investigated.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W
• Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
• Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
• Describe an appropriate question that could lead to a possible solution to a problem.
Designing and Testing Solutions
3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
• Explain the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluation Potential Solutions
3.1.3 Analyze multiple solutions to a problem or challenge. W
• Describe the criteria to evaluate an acceptable solution to the problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other,|
|society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Analyze how science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
• Explain how the contributions of diverse individuals have led to the development of science and technology.
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.
• Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.
• Research occupations/careers that require knowledge of science, mathematics, and technology.
Environmental and Resource Issues
3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. W
• Discriminate between renewable and nonrenewable resources in an ecosystem.
• Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
• Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use).
scientific inquiry
1. Identifies questions that can be answered through scientific investigations
2. Designs and conducts scientific investigations
3. Uses appropriate tools and techniques to gather, analyze and interpret data
4. Develops descriptions, explanations, and models using evidence
5. Thinks critically and logically to make the relationships between evidence and explanations
6. Communicates scientific procedures and explanations
7. Uses mathematics in all aspects of scientific inquiry
properties and changes in matter
8. Can classify plants according to physiology
9. Knows that substances have characteristic properties, such as density, a boiling point, and solubility that are independent of the size of the sample and that mixtures can be separated using characteristic properties
Properties and changes in motions and forces
10. Knows that an object that is not subjected to a force will continue to move at a constant speed in a straight line
11. Knows if one force acts on an object, the forces either reinforce or cancel each other - unbalanced forces cause changes
properties and changes in the transfer of energy
12. Knows energy is a property of many substances and associated with heat, light, electricity, motion, sound, nuclei, and chemicals
13. Knows energy is transferred in many ways
14. Knows heat moves in predictable ways, flowing from warmer to cooler objects, until temperature is equal
15. Knows electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced
16. Knows the sun is a major source of energy for changes on the earth - sun’s energy arrives in a range of wave lengths
Structure of the earth system
17. Knows the solid earth has 3 layers: lithosphere; hot, convecting mantle; and dense, metallic core
18. Knows the lithospheric plates move constantly - major geographic events result from these motions
19. Knows land forms are the result of a combination of constructive and destructive forces(crustal deformation, volcanic eruptions, sediment deposits, weathering, erosion)
20. Knows rock cycle describes the formation of rocks from sediments and back to sediments
21. Knows soil consists of weathered rocks and organic matter - soils may be layered
22. Knows water circulates in the water cycle
23. Knows water is solvent - as it passes through the water cycle, it dissolves minerals and gasses and carries them to the ocean
24. Knows the atmosphere is a mixture of N2,O2, and trace gases - the atmosphere has different properties at different elevations
25. Knows clouds affect weather and climate
26. Knows global patterns of atmospheric movement influence local weather – oceans affect climate
Structure of the earth’s history
27. Knows the earth processes that occur today are similar to those from the past - Earth history is affected by catastrophes
28. Knows fossils provide evidence of how life and environmental conditions have structure of the earth in the solar system
29. Knows the earth is the 3rd planet from the sun in a system that includes the moon, sun, and 8 other planets and smaller objects with the sun as the center
30. Knows most objects in the solar system are in regular and predictable motion - those motions explain such phenomena as the day, year, phases of the moon, and eclipses
31. Knows gravity is the force that keeps planets in orbit - gravity holds us to the earth’s surface and explains tides
32. Knows the sun is the major source of energy for phenomena on Earth’s surface such as plant growth, winds, currents, water cycle, and seasons
personal health
33. Knows the potential for accidents and the existence of hazards imposes the need for injury prevention
populations, resources and environments
34. Knows when an area becomes over populated, the environment will become degraded due to the increased use of resources
35. Knows causes of environmental degradation and resource depletion vary from region to region
natural hazards
36. Knows internal and external processes of the earth system cause natural hazards, events that destroy habitats, damage property, and harm or kill humans
37. Knows human activities can also induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal
38. Knows natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in too little attention or too much cost for unneeded prevention measures
risks and benefits
39. Knows risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences
40. Understands the risks associated with natural hazards, chemical hazards, social hazards, and personal hazards
41. Knows individuals can use a systematic approach to thinking critically about risks and benefits
42. Knows important personal and social decisions are based on perception of benefits and risks
43. Knows science influences society through its knowledge and world view
44. Knows societal challenges often inspire questions for scientific research, and social priorities influence priorities for funding
45. Knows technology influences society through its products and processes
46. Knows science and technology have advanced through contributions of many different people, cultures, and times
47. Knows science cannot answer all questions and technology cannot solve all human problems or meet all needs
Science as a human endeavor
48. Knows women and men of various ethnic backgrounds engage in the activities of science, engineering, and related fields
49. Knows science requires different abilities depending on such factors as the field of study and type of inquiry
nature of science
50. Knows scientists formulate and test their explanations of nature using observation, experiments, and models - all ideas are tentative, though most major ideas are supported by experimental and observational confirmations
51. Knows it is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, models, and explanations proposed by other scientists
history of science
52. Knows many individuals have contributed to the traditions of science
53. Knows in historical perspective science had been practiced by different individuals in different cultures
54. Knows tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted
Grade Seven – Science Investigating Physical Systems
CENTRAL SUBJECT: Africa
EALRS
In seventh grade, students become more proficient with both field and controlled investigative skills. When investigating they learn to make judgments about data and determine multiple criteria to support valid conclusions. They examine micro to macro systems with the use of models. Seventh grade students take the ability to investigate the immediate world and apply this to new situations that may be more difficult to experience directly.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures,
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
nd changes in physical, /space, and living systems.
Physical Systems
Motion of Objects
1.1.2 Understand the positions, relative speeds, and changes in speed of objects. W
• Describe and measure the relative position or change in position of one or two objects.
• Describe an object’s motion as speeding up, slowing down, or moving with constant speed using models, numbers, words, diagrams, and graphs.
• Measure and describe the speed of an object relative to the speed of another object.
Earth and Space Systems
Nature and Properties of Earth Materials
1.1.5 Understand how to classify rocks, soils, air, and water into groups based on their chemical and physical properties. W
• Describe properties of minerals and rocks that give evidence of how they were formed (e.g., crystal size and arrangement, texture, luster, cleavage, hardness, layering, reaction to acid).
• Describe properties of soils that give evidence of how the soils were formed (e.g., chemical composition such as acidic, types of particles, particle size, organic materials, layering).
• Describe how Earth’s water (i.e., oceans, fresh waters, glaciers, ground water) can have different properties (e.g., salinity, density).
• Describe how the atmosphere has different properties at different elevations.
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how the parts of a system interconnect and influence each other. W
• Describe the flow of matter and energy through a system (i.e., energy and matter inputs, outputs, transfers, transformations).
Earth and Space Systems
Components and Patterns of Earth Systems
1.2.4 Understand the components and interconnections of Earth’s systems. W
• Describe the components of the Earth’s systems (i.e., the core, the mantle, oceanic and crustal plates, landforms, the hydrosphere and atmosphere).
• Describe the interactions among the components of Earth’s systems (i.e., the core, the mantle, oceanic and crustal plates, landforms, the hydrosphere and atmosphere).
• Describe magma (i.e., magma comes from Earth’s mantle and cools to form rocks).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Physical Systems
Nature of Force
1.3.1 Understand factors that affect the strength and direction of forces. W
• Observe and describe factors that affect the strength of forces (e.g., an object with a greater mass has a greater gravitational force [weight]; certain types of magnets have greater magnetic forces; a larger muscle can pull with a greater force).
• Describe how forces acting on an object may balance each other (e.g., the downward force of gravity on an object sitting on a table is balanced by an upward force from the table).
• Measure and describe how a simple machine can change the strength and/or direction of a force (i.e., levers and pulleys).
• Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water).
Forces to Explain Motion
1.3.2 Understand how balanced and unbalanced forces can change the motion of objects. W
• Describe how an unbalanced force changes the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a larger unbalanced force is needed to equally change the motion of more massive objects).
• Describe how frictional forces act to stop the motion of objects.
• Investigate and describe the balanced and unbalanced forces acting on an object (e.g., a model car speeding up on a table has both an unbalanced force pulling it forward and a gravitational force pulling it down balanced by the table pushing upward).
• Investigate and describe pressure differences that result in unbalanced forces moving objects (e.g., pressure differences cause forces that move air masses, move blood through the heart, cause volcanic eruptions).
Conservation of Matter and Energy
1.3.3 Understand that matter is conserved during physical and chemical changes. W
• Observe and describe evidence of physical and chemical changes of matter (e.g., change of state, size, shape, temperature, color, gas production, solid formation, light).
• Observe and describe that substances undergoing physical changes produce matter with the same chemical properties as the original substance and the same total mass (e.g., tearing paper, freezing water, breaking wood, sugar dissolving in water).
• Observe and describe that substances may react chemically to form new substances with different chemical properties and the same total mass (e.g., baking soda and vinegar; light stick mass before, during, and after reaction).
Earth and Space Systems
Processes and Interactions in the earth system
1.3.4 Understand the processes that continually change the surface of the Earth. W
• Describe the processes by which soils are formed (e.g., erosion and deposition in river systems).
• Describe how heat (thermal) energy flow and movement (convection currents) beneath Earth’s crust cause earthquakes and volcanoes.
• Describe how constructive processes change landforms (e.g., crustal deformation, volcanic eruption, deposition of sediment).
• Describe how destructive processes change landforms (e.g., rivers erode landforms).
• Describe the processes involved in the rock cycle (e.g., magma cools into igneous rocks; rocks are eroded and deposited as sediments; sediments solidify into sedimentary rocks; rocks can be changed by heat and pressure to form metamorphic rocks).
History and Evolution of the Earth
1.3.5 Understand how fossils and other evidence are used to document life and environmental changes over time.
• Describe how fossils are formed. W
• Describe different kinds of evidence that are used to document past conditions on Earth (e.g., glacial markings, ash layers, tree rings, rock layers).
• Describe how fossils and other artifacts provide evidence of how life has changed over time (e.g., extinction of species).
Hydrosphere and Atmosphere
1.3.6 Analyze the relationship between weather and climate and how ocean currents and global atmospheric circulation affect weather and climate. W
• Compare weather and climate.
• Explain the effect of the water cycle on weather (e.g., cloud formation, storms).
• Explain how ocean currents influence the atmosphere in terms of weather and climate.
• Explain the causes of atmospheric circulation and oceanic currents (e.g., prevailing winds are the result of hot tropical regions, cold polar regions, and Earth’s spin).
Living Systems
Life Process and the Flow of Matter and Energy
1.3.8 Understand how individual organisms, including cells, obtain matter and energy for life processes. W
• Describe the different sources of matter and energy required for life processes in plants and animals (e.g., seeds have energy for germination, green plants need light for energy).
• Describe how organisms acquire materials needed for life processes.
• Describe how systems interact to distribute materials and eliminate wastes produced by life processes.
• Describe that both plants and animals extract energy from food, but plants produce their own food from light, air, water, and mineral nutrients; while animals consume energy-rich foods.
Biological Evolution
1.3.9 Understand how the theory of biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in species over time. W
• Describe how fossils show that extinction is common and that most organisms that lived long ago have become extinct.
• Describe how individual organisms with certain traits are more likely than others to survive and have offspring (i.e., natural selection, adaptation).
• Describe how biological evolution accounts for the diversity of species developed through gradual processes over many generations.
Interdependence of Life
1.3.10 Understand how organisms in ecosystems interact with and respond to their environment and other organisms. W
• Describe how energy flows through a food chain or web.
• Describe how substances such as air, water, and mineral nutrients are continually cycled in ecosystems.
• Explain the role of an organism in an ecosystem (e.g., predator, prey, consumer, producer, decomposer, scavenger, carnivore, herbivore, omnivore).
• Describe how a population of an organism responds to a change in its environment.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to generate a question that can be answered through scientific investigation. W
• Generate multiple questions based on observations.
• Generate a question that can be investigated scientifically.
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct scientific investigations. W
• Make predictions (hypothesize) and give reasons.
• Generate a logical plan for, and conduct, a scientific controlled investigation with the following attributes:
• prediction (hypothesis)
• appropriate materials, tools, and available computer technology
• controlled variables (kept the same)
• one manipulated (changed) variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• identify multiple variables
• select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in the investigation.
Explaining
2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic. W
• Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Describe the difference between evidence (data) and conclusions.
Modeling
2.1.4 Analyze how models are used to investigate objects, events, systems, and processes. W
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes (e.g., phases of the Moon using a solar system model).
• Explain the advantages and limitations of investigating with a model.
Communicating
2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data.
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations. W
• Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
• Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific theories explain facts using inferential logic. W
• Describe how a principle or theory logically explains a given set of facts.
• Describe how new facts or evidence may result in the modification or rejection of a theory (e.g., caloric theory of heat, theory of acquired characteristics).
Evaluating Inconsistent Results
2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained.
• Compare two or more similar investigations and explain why different results were produced (e.g., insufficient data could be interpreted as inconsistent results).
• Explain whether sufficient information has been obtained to make a conclusion.
• Explain why the results from a single investigation or demonstration are not sufficient to describe a phenomenon.
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable and how to make the methods of investigation valid. W
• Describe how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• Describe how the method of an investigation is valid (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• Describe the purpose of the steps and materials of an investigation’s procedure in terms of the validity of the investigation.
Evolution of Scientific Ideas
2.2.5 Understand that increased comprehension of systems leads to new inquiry. W
• Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Describe how increased understanding of systems leads to new questions to be investigated.
• Describe how new ideas need repeated inquiries before acceptance.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W
• Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
• Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
• Describe an appropriate question that could lead to a possible solution to a problem.
Designing and Testing Solutions
3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
• Explain the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze multiple solutions to a problem or challenge. W
• Describe the criteria to evaluate an acceptable solution to the problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to the problem or challenge (e.g., using rocks on the edge of a stream to prevent erosion may destroy habitat).
• Describe how to change a system to solve a problem or improve a solution to a problem.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Analyze how science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
• Explain how the contributions of diverse individuals have led to the development of science and technology.
Relationship of Science and Technology
3.2.2 Analyze scientific inquiry and scientific design and understand how science supports technological development and vice versa. W
• Describe how scientific investigations and scientific research support technology (e.g., investigation into materials led to Gortex and Kevlar).
• Describe how technology supports scientific investigations and research (e.g., microscopes led to the discovery of unicellular organisms).
• Describe how a scientifically designed solution to a human problem can lead to new tools that generate further inquiry (e.g., microscopes, telescopes, and computers).
• Compare the processes of scientific inquiry and scientific design in terms of activities, results, and/or influence on individuals and/or society.
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.
• Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.
• Research occupations/careers that require knowledge of science, mathematics, and technology.
Environmental and Resource Issues
3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. W
• Discriminate between renewable and nonrenewable resources in an ecosystem.
• Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
• Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use).
scientific inquiry
1. Identifies questions that can be answered through scientific investigations
2. Design and conduct scientific investigations
3. Uses appropriate tools and techniques to gather, analyze and interpret data
4. Develops descriptions, explanations, and models using evidence
5. Thinks critically and logically to make the relationships between evidence and explanations
6. Communicates scientific procedures and explanations
7. Uses mathematics in all aspects of scientific inquiry
properties and changes matter
8. Knows substances have characteristic properties, such as density, a boiling point, and solubility that are independent of the size of the sample and that mixtures can be separated using characteristic properties
9. Knows substances react chemically in characteristic ways with other substances to form new compounds and that substances may be grouped in categories
10. Knows chemical elements do not break down during normal lab reactions - there are more than 100 known elements
properties and changes in motions and forces
11. Knows that the motion of an object can be described by its position, direction, and speed - motion can be measured and graphed
12. Knows an object that is not subjected to a force will continue to move at a constant speed in a straight line
13. Knows if more than one force acts on an object, the forces either reinforce or cancel each other - unbalanced forces cause changes
Properties and changes in the transfer of energy
14. Knows energy is a property of many substances and associated with heat, light, electricity, motion, sound, nuclei, and chemicals - energy is transferred in many ways
15. Knows heat moves in predictable ways, flowing from warmer to cooler objects, until temperature is equal
16. Knows light interacts with matter by transmission, absorption, or scattering - to see an object, light from the object must enter the eye
17. Knows electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced
18. Knows energy is transferred into or out of a system in most chemical and nuclear reactions - heat, light, motion, or electricity might be involved in such transfers
19. Knows the sun is a major source of energy for changes on the earth - Sun’s energy arrives in a range of wave lengths
Structure and function of regulation and behavior
20. Knows behavior is one kind of response an organism can make to an internal or environmental stimulus - a behavioral response requires coordination… and is a set of actions determined by heredity and experience
21. Knows sunlight is the major source of energy in ecosystems
Structure of the earth system
22. Knows soil consists of weathered rocks and organic matter - soils may be layered
23. Knows living organisms affect the composition of the atmosphere, producing rocks and contributing to the weathering of rocks
Structure of the earth in the solar system
24. Knows gravity is the force that keeps planets in orbit - gravity holds us to the earth’s surface and explains tide
personal health
25. Knows the potential for accidents and the existence of hazards imposes the need for injury prevention
26. Knows alcohol and other drugs are often abused
27. Knows natural environments may contain substances that are harmful to humans
populations, resources and environments
28. Knows when an area becomes over populated, the environment will become degraded due to the increased use of resources
Natural hazards
29. Knows human activities can also induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal
risks and benefits
30. Knows risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences
31. Understands the risks associated with natural hazards, chemical hazards, social hazards, and personal hazards
32. Knows individuals can use a systematic approach to thinking critically about risks and benefits
33. Knows important personal and social decisions are based on perception of benefits and risks
34. Knows science influences society through its knowledge and world view
35. Knows societal challenges often inspire questions for scientific research, and social priorities influence priorities for funding
36. Knows technology influences society through its products and processes
37. Knows science and technology have advanced through contributions of many different people, cultures, and times
38. Knows scientists and engineers work in many settings
39. Knows science cannot answer all questions and technology cannot solve all human problems or meet all needs
science as a human endeavor
40. Knows women and men of various ethnic backgrounds engage in the activities of science, engineering, and related fields
41. Knows science requires different abilities depending on such factors as the field of study and type of inquiry
Nature of science
42. Knows scientists formulate and test their explanations of nature using observation, experiments, and models
43. Knows all ideas are tentative, though most major ideas are supported by experimental and observational confirmations
44. Knows it is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, models, and explanations proposed by other scientists
history of science
45. Knows in historical perspective science had been practiced by different individuals in different cultures
46. Knows tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted
Grade Eight – Science Investigating Life Systems
Central subject: connections – ENGLAND & the united states
EALRS
In eighth grade, students begin to use concrete evidence to develop a new, more abstract, level of understanding about matter, energy, and systems. Students will begin to develop models to describe complex systems and learn how investigation can provide evidence to test models. Students will begin to differentiate between questions that can be scientifically investigated and those that cannot.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.1 Understand how to use physical and chemical properties to sort and identify
substances. W
• Identify an unknown substance using the properties of a known substance.
• Recognize that the mass of an object is the same when measured anywhere in the universe at any normal speed.
• Describe why substances with the same volume or same mass may have different densities.
• Describe the volumetric properties of solids, liquids, and gases (e.g., a gas has the same volume as its container).
Wave Behavior
1.1.3 Understand sound waves, water waves, and light waves using wave properties, including amplitude, wavelength, and speed. Understand wave behaviors, including reflection, refraction, transmission, and absorption. W
• Describe how the observed properties of light, sound, and water are related to amplitude, frequency, wavelength, and speed of waves (e.g., color and brightness of light, pitch and volume of sound, height of water waves, light waves are faster than sound waves).
• Describe the behavior of light waves when light interacts with transparent, translucent, and opaque substances (e.g., blue objects appear blue in color because the object reflects mostly blue light and absorbs the other colors of light, transparent objects transmit most light through them, lenses refract light).
• Describe the changes in speed and direction as a wave goes from one substance into another.
Forms of Energy
1.1.4 Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W
• Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).
Living Systems
Characteristics of Living Matter
1.1.6 Understand how to classify organisms by their external and internal structures. W
• Explain an inference about whether organisms have a biological relationship or common ancestry based on given characteristics.
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how the parts of a system interconnect and influence each other. W
• Describe the interactions and influences between two or more simple systems.
Physical Systems
Energy Transfer and Transformation
1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. W
• Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy).
Structure of Matter
1.2.3 Understand that all matter is made of particles called atoms and that atoms may combine to form molecules and that atoms and molecules can form mixtures. W
• Describe how atoms may be combined in various ways and ratios to form molecules.
• Describe the different atoms and molecules in mixtures (e.g., dissolving carbon dioxide in water produces a type of mixture [solution] of CO2 and H20 molecules.)
Earth and space Systems
Components of the Solar System and Beyond (Universe)
1.2.5 Understand the structure of the Solar System. W
• Compare the relationships among the components of the solar system (e.g., composition, size, atmosphere, gravity, distance from the Sun, number of moons).
Living Systems
Structure and Organization of Living Systems
1.2.6 Understand that specialized cells within multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions. W
• Describe the life function of specialized cells or tissues (e.g., blood cells are different from bone cells, leaf tissues capture the energy from sunlight).
• Describe the life function of organs or organ systems (e.g., the stomach breaks down food and the intestines absorb food in the digestive system).
Molecular Basis of Heredity
1.2.7 Understand that organisms pass on genetic information in their life cycle and that an organism’s characteristics are determined by both genetic and environmental influences. W
• Explain how physical characteristics of living things can be affected by genetic information and/or by interactions with the environment (e.g., nutrition, disease, sanitation).
• Describe and compare sexual (two parents) and asexual (one parent) life cycles of plants and animals.
Human Biology
1.2.8 Understand human life functions and the interconnecting organ systems necessary to maintain human life. W
• Describe relationships among the organ systems of the human body (e.g., the role of the senses and the nervous system for human survival, the relationships between the digestive and excretory systems).
• Compare human body systems to another organism’s body system (e.g., human lungs to plant leaves, human skeletal or circulatory systems to plant stems).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Earth and Space systems
Interactions in the Solar System and Beyond (Universe)
1.3.7 Understand the effects of the regular and predictable motions of planets and moons in the Solar System. W
• Describe how the spin of Earth and other planets accounts for the length of a day on those planets.
• Describe how Earth’s and other planets’ orbits around the Sun account for the length of a year on those planets.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to generate a question that can be answered through scientific investigation. W
• Generate multiple questions based on observations.
• Generate a question that can be investigated scientifically.
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct scientific investigations. W
• Make predictions (hypothesize) and give reasons.
• Generate a logical plan for, and conduct, a scientific controlled investigation with the following attributes:
• prediction (hypothesis)
• appropriate materials, tools, and available computer technology
• controlled variables (kept the same)
• one manipulated (changed) variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• identify multiple variables
• select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in the investigation.
Explaining
2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic. W
• Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Describe the difference between evidence (data) and conclusions.
Modeling
2.1.4 Analyze how models are used to investigate objects, events, systems, and processes. W
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes (e.g., phases of the Moon using a solar system model).
Communicating
2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. W
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data.
|Component 2.2 Nature of Science: Understands the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations. W
• Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
• Describe a flaw in a claim or a conclusion (i.e., limited data, flawed procedure, or overgeneralization).
• Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.
Limitations of Science and Technology
2.2.2 Understand that scientific theories explain facts using inferential logic. W
• Describe how a principle or theory logically explains a given set of facts.
• Describe how new facts or evidence may result in the modification or rejection of a theory (e.g., caloric theory of heat, theory of acquired characteristics).
Evaluating Inconsistent Results
2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained. W
• Compare two or more similar investigations and explain why different results were produced (e.g., insufficient data could be interpreted as inconsistent results).
• Explain whether sufficient information has been obtained to make a conclusion.
• Explain why the results from a single investigation or demonstration are not sufficient to describe a phenomenon.
Evaluating Methods of Investigation
2.2.4 Understand how to make the results of scientific investigations reliable and how to make the methods of investigation valid. W
• Describe how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• Describe how the method of an investigation is valid (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• Describe the purpose of the steps and materials of an investigation’s procedure in terms of the validity of the investigation.
• Modify an investigation to improve the validity of the investigation and explain how the modifications improved the validity (e.g., more controlled variables, more accurate measuring techniques, greater sample size).
Evolution of Scientific Ideas
2.2.5 Understand that increased comprehension of systems leads to new inquiry. W
• Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Describe how increased understanding of systems leads to new questions to be investigated.
• Describe how new ideas need repeated inquiries before acceptance.
• Describe how new investigative questions arise at the completion of scientific inquiry.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing solutions
Identifying Problems
3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W
• Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
• Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
• Describe an appropriate question that could lead to a possible solution to a problem.
Designing and Testing Solutions
3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. W
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
• Explain the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluating Potential Solutions
3.1.3 Analyze multiple solutions to a problem or challenge. W
• Describe the criteria to evaluate an acceptable solution to the problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to the problem or challenge (e.g., using rocks on the edge of a stream to prevent erosion may destroy habitat).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Compare the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Analyze how science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
• Explain how the contributions of diverse individuals have led to the development of science and technology.
• Explain how science and technology have affected individuals, cultures, and societies throughout human history.
Relationship of Science and Technology
3.2.2 Analyze scientific inquiry and scientific design and understand how science supports technological development and vice versa. W
• Describe how scientific investigations and scientific research support technology (e.g., investigation into materials led to Gortex and Kevlar).
• Describe how technology supports scientific investigations and research (e.g., microscopes led to the discovery of unicellular organisms).
• Describe how a scientifically designed solution to a human problem can lead to new tools that generate further inquiry (e.g., microscopes, telescopes, and computers).
• Compare the processes of scientific inquiry and scientific design in terms of activities, results, and/or influence on individuals and/or society.
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.
• Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.
• Research occupations/careers that require knowledge of science, mathematics, and technology.
Environmental and Resource Issues
3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. W
• Discriminate between renewable and nonrenewable resources in an ecosystem.
• Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
• Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use).
Scientific inquiry
1. Designs and conducts scientific investigations
2. Uses appropriate tools and techniques to gather, analyze and interpret data
3. Develops descriptions, explanations, and models using evidence
4. Thinks critically and logically to make the relationships between evidence and explanations
5. Communicates scientific procedures and explanations
6. Uses mathematics in all aspects of scientific inquiry
properties and changes in matter
7. Knows substances react chemically in characteristic ways with other substances to form new compounds and that substances may be grouped in categories
8. Knows chemical elements do not break down during normal lab reactions - there are more than 100 known elements
Properties and changes in Motions and forces
9. Knows i more than one force acts on an object, the forces either reinforce or cancel each other - unbalanced forces cause changes
Properties and changes in the transfer of energy
10. Knows energy is a property of many substances and associated with heat, light, electricity, motion, sound, nuclei, and chemicals – energy is transferred in many ways
structure and function in living systems
11. Knows living systems at all levels demonstrate the complementary nature of structure and function
12. Knows all organisms are composed of cells - the fundamental unit of life.
13. Knows that cells carry on the function needed to sustain life - they grow and divide, take in nutrients, and provide energy
14. Knows that specialized cells perform specialized functions (cells to tissues to organs….)
15. Knows that the human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease
16. Knows that disease is a breakdown in structure or functions - some diseases are a result of intrinsic failure of the system; others are the result of damage through infection
structure and function of reproduction and heredity
17. Knows reproduction is a characteristic of all living systems and essential to the
continuation of the species
18. Knows females produce eggs and males produce sperm in many species, including humans - plants also reproduce sexually - sexually produced offspring contain genetic material from both parents and are never identical to either parent
19. Knows every organism requires a set of instructions for specifying its traits - heredity is the passage of these instructions from one generation to another
20. Knows heredity information is contained in genes located in chromosomes - each gene carries a single unit of information. An inherited trait of an individual can be determined by one of many genes - a human cell contains thousands of different genes
21. Knows the characteristics of an organism can be described in terms of a combination of traits - some traits are inherited and others result from interactions with the environment
structure and function of regulation and behavior
22. Knows all organisms must be able to obtain and use resources to grow, reproduce and maintain stable internal conditions while living in a constantly changing external environment
23. Knows regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within a range required to survive
24. Knows behavior is one kind of response an organism can make to an internal or environmental stimulus - a behavioral response requires coordination… and is a set of actions determined by heredity and experience
25. Knows an organism’s behavior evolves through adaptation of its environment - how a species moves, obtains its food, reproduces and responds to danger are based in the species’ evolutionary history
structure and function of populations and ecosystems
26. Knows a population consists of all individuals of a species that occur together at a given place and time - all populations living together and the physical factors with which they interact compose an ecosystem
27. Knows populations can be categorized by the function they serve in an ecosystem. (producers, consumers, decomposers)
28. Knows the number of organisms an ecosystem can support depends on the resources available and abiotic factors - lack of resources and other factors limit growth
structure and function of diversity and adaptations of organisms
29. Knows millions of species are alive today.- there is a unity among organisms apparent from an analysis of internal structures, similarity of chemical processes, and evidence of common ancestry
30. Knows biological evolution accounts for the diversity of species - species acquire unique characteristics through biological adaptation including changes in structures, behaviors, or physiology that enhance survival and reproductive success
31. Knows extinction occurs when environmental changes and the adaptive characteristics are insufficient - extinction is common
structure of the earth system
32. Knows the atmosphere is a mixture of N2,O2, and trace gases - the atmosphere has different properties at different elevations
structure of the earth’s history
33. Knows fossils provide evidence of how life and environmental conditions have changed
personal health
34. Knows regular exercise is important to the maintenance and improvement of health
35. Knows the potential for accidents and the existence of hazards imposes the need for injury prevention
36. Knows the use of tobacco increases the risk for illness
37. Knows alcohol and other drugs are often abused
38. Knows food provides energy and nutrients for growth and development
39. Knows sex drive is a natural human function that requires understanding - sex is also a means of transmitting diseases
40. Knows natural environments may contain substances that are harmful to humans
populations, resources, and environments
41. Knows when an area becomes over populated, the environment will become degraded due to the increased use of resources
42. Knows causes of environmental degradation and resource depletion vary from region to region
natural hazards
43. Knows internal and external processes of the earth system cause natural hazards, events that destroy habitats, damage property, and harm or kill humans
44. Knows human activities can also induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal
45. Knows the use of tobacco increases the risk for illness
46. Knows natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in too little attention or too much cost for unneeded prevention measures
risks and benefits
47. Knows risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences
48. Understands the risks associated with natural hazards, chemical hazards, social hazards, and personal hazards
49. Knows individuals can use a systematic approach to thinking critically about risks and benefits
50. Knows important personal and social decisions are based on perception of benefits and risks
science and technology in society
51. Knows science influences society through its knowledge and world view
52. Knows societal challenges often inspire questions for scientific research, and social priorities influence priorities for funding
53. Knows technology influences society through its products and processes
54. Knows science and technology have advanced through contributions of many different people, cultures, and times
55. Knows scientists and engineers work in many settings
56. Knows scientists and engineers have ethical codes requiring that human subjects involved with research be fully informed about risks and benefits associated with the research before participating
57. Knows science cannot answer all questions and technology cannot solve all human problems or meet all needs
science as a human endeavor
58. Knows women and men of various ethnic backgrounds engage in the activities of science, engineering, and related fields
59. Knows science requires different abilities depending on such factors as the field of study and type of inquiry
nature of science
60. Knows scientists formulate and test their explanations of nature using observation, experiments, and models - all ideas are tentative, though most major ideas are supported by experimental and observational confirmations
61. Knows in areas where active research is being pursued and in which there is not a great deal of experimental or observational evidence and understanding it is normal for scientists to differ with one another
62. Knows it is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, models, and explanations proposed by other scientists
history of science
63. Knows many individuals have contributed to the traditions of science
64. Knows in historical perspective science had been practiced by different individuals in different cultures
65. Knows tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted
Ninth Grade – Biology
Central Subject:
(ALIGNED WITH THE NATIONAL AND STATE STANDARDS)
ealrs
In ninth grade, students examine scientific theories and master both their field and controlled investigative skills. They develop physical, conceptual, and mathematical models to represent and investigate objects, events, systems, and processes. Students infer and make predictions based on scientific evidence and then apply their skills and knowledge to new sit
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Motion of Objects
1.1.2 Apply an understanding of direction, speed, and acceleration when describing the linear motion of objects. W
• Describe the linear motion (speed, direction, and acceleration) of an object over a given time interval relative to Earth or some other object (e.g., as a car accelerates onto a freeway the car speeds up from 30 km/hr to 90 km/hr in 10 sec.).
• Determine and explain the average speed of an object over a given time interval when the object is moving in a straight line.
Nature and Properties of Earth Materials
1.1.5 Understand and analyze how the chemical composition of Earth materials (rocks, soils, water, and air) is related to their physical properties. W
• Correlate the chemical composition of Earth materials (i.e., rocks, soils, water, and gases of the atmosphere) with their physical properties (e.g., limestone reaction to acid, the conductivity of copper, ice floats on water).
|Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedback of a system and its subsystems. W
• Describe the function of a system’s parts or subsystems.
• Explain inputs, outputs, transfers, transformations, and feedback of matter, energy, and information in a system.
Energy Transfer and Transformation
1.2.2 Analyze energy transfers and transformations within a system, including energy conservation. W
• Describe and determine the energy inputted to an object as work (i.e., work on an object is the product of the force acting on the object and the distance the object moves as the force acts).
• Describe how a machine transfers work and transforms force and distance through a force-distance trade-off (e.g., a small force acting over a long distance can be transformed to a large force acting over a short distance).
• Examine and explain how energy is transferred within and among systems.
Earth and Space Systems
Components and Patterns of Earth Systems
1.2.4 Analyze the patterns and arrangements of Earth systems and subsystems including the core, the mantle, tectonic plates, the hydrosphere, and layers of the atmosphere. W
• Identify and describe sources of Earth’s internal and external thermal energy.
• Explain how plate tectonics is caused by Earth’s internal energy (e.g., nuclear energy from radioactivity in the core transforms to thermal energy in the mantle that, through convection, causes the motion of tectonic plates).
• Correlate Earth’s surface features to observable weather patterns (e.g., rain shadow, deserts, rain forest).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Earth and Space Systems
Nature of Force
1.3.1 Analyze the forces acting on objects. W
• Describe how machines transform forces (e.g., a long lever allows a small downward input force to be transformed into a large upward output force).
• Describe the strength (in newtons [N]) and direction of forces acting on an object.
• Measure and describe the sum of all the forces acting on an object.
• Describe how forces between objects occur, both when the objects are touching and when the objects are apart.
• Explain that the strength of a gravitational force between two objects depends on the mass of the objects and the distance between the objects.
Forces to Explain Motion
1.3.2 Analyze the effects of balanced and unbalanced forces on the motion of an object. W
• Describe the balanced forces acting on an object moving at a constant speed along a straight line, 1st Law of Motion (e.g., a car traveling at a constant speed of 60 mph on a straight freeway has a force pushing it forward balanced by frictional forces acting in the opposite direction).
• Explain how unbalanced forces change the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a 2-kg object needs twice the unbalanced force to speed up the same amount as a 1-kg object).
• Investigate and describe that forces always come in pairs, 3rd Law of Motion (e.g., pull a spring scale against another spring scale, as water blasts out of a bottle rocket two forces act — a force on the water and an equal force on the rocket).
Conservation of Matter and Energy
1.3.3 Analyze the factors that affect physical, chemical, and nuclear changes and understand that matter and energy are conserved. W
• Investigate and analyze the effect of different factors on the rate of a physical and chemical change (e.g., temperature, surface area, pressure, catalysts).
• Explain how chemical changes produce substances with different chemical properties and the same total mass.
• Describe the products of radioactive decay in terms of the conservation of matter and energy (e.g., a radioactive nucleus decays into a new nucleus and emits particles and rays).
• Recognize and explain that the rate of radioactive decay of a substance is constant, not affected by any factors (e.g., the half-life of a radioactive substance is constant over a long time and a wide range of conditions found on Earth).
Processes and Interactions in the Earth System
1.3.4 Analyze processes that have caused changes to the features of Earth’s surface, including plate tectonics. W
• Describe the processes that cause the movement of material in Earth’s systems (e.g., pressure differences that cause convection resulting in winds, mantle movement, and ocean currents; erosion and deposition).
• Describe the effects of glaciation and floods on the Pacific Northwest.
• Describe the causes and effects of volcanoes, hot spots, and earthquakes in Washington State and elsewhere (e.g., subduction of the Juan de Fuca plate causes earthquakes that may cause seismic sea waves; earthquakes along the Seattle fault cause P, S, and surface seismic waves).
• Explain how substances change as they move through Earth’s systems (e.g., carbon cycle, nitrogen cycle, burning of wood and fossil fuels).
History and Evolution of the Earth
1.3.5 Analyze a variety of evidence, including rock formations, fossils, and radioactive decay, to construct a sequence of geologic events. W
• Explain how decay rates of radioactive materials in rock layers are used to establish the age of fossil remains or the time of geologic events.
• Describe how rock formations can be used to determine the nature of past geologic events.
• Correlate evidence of geologic events to the relative and absolute dates of rock layers to construct a sequence of the history of Earth.
Hydrosphere and Atmosphere
1.3.6 Analyze the factors that influence weather and climate. W
• Explain how energy transfers and transformations among the atmosphere, hydrosphere, and landforms affect climate and weather patterns.
• Explain how greenhouse gases in the atmosphere affect climate (e.g., global warming).
• Describe how catastrophic events (e.g., volcanic eruptions, forest fires, asteroid impacts) can cause climate and weather changes.
Life Process and the Flow of Matter and Energy
1.3.8 Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated. W
• Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
• Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
• Describe how individual cells break down energy-rich molecules to provide energy for cell functions.
Interdependence of Life
1.3.10 Analyze the living and nonliving factors that affect organisms in ecosystems. W
• Describe how matter and energy are transferred and cycled through ecosystems (i.e., matter and energy move from plants to herbivores/omnivores to carnivores and decomposers).
• Compare different ecosystems in terms of the cycling of matter and flow of energy.
• Describe how population changes cause changes in the cycle of matter and the flow of energy in ecosystems.
• Describe the living and nonliving factors that limit the size and affect the health of a population in an ecosystem.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. W
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
• Generate questions, and critique whether questions can be answered through scientific investigations.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct systematic and complex scientific investigations.
• Make a hypothesis about the results of an investigation that includes a prediction with a cause-effect reason.
• Generate a logical plan for, and conduct, a systematic and complex scientific controlled investigation with the following attributes:
• hypothesis (prediction with cause-effect reason)
• appropriate materials, tools, and available computer technology
• controlled variables
• one manipulated variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• experimental control condition when appropriate
• additional validity measures
• Generate a logical plan for a simple field investigation with the following attributes:
• identify multiple variables
• select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in an investigation.
Explaining
2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic. W
• Generate a scientific conclusion, including supporting data from an investigation, using inferential logic. (e.g., The fertilizer did help the plants grow faster, but had little effect on the number of seeds that germinated. With the fertilizer, the plants matured 35 days sooner than plants without the fertilizer. Almost all of the 30 seeds used germinated, 13 seeds in the fertilized soil and 14 seeds in the soil without fertilizer.)
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Predict and explain what logically might occur if an investigation lasted longer or changed.
• Explain the difference between evidence (data) and conclusions.
• Explain how scientific evidence supports or refutes claims or explanations of phenomena.
Modeling
2.1.4 Analyze how physical, conceptual, and mathematical models represent and are used to investigate objects, events, systems, and processes. W
• Compare how a model or different models represent the actual behavior of an object, event, system, or process.
• Evaluate how well a model describes or predicts the behavior of an object, event, system, or process.
• Create a physical, conceptual, and/or mathematical (computer simulation) model to investigate, predict, and explain the behavior of objects, events, systems, or processes (e.g., DNA replication).
Communicating
2.1.5 Apply understanding of how to report complex scientific investigations and explanations of objects, events, systems, and processes, and how to evaluate scientific reports. W
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations to concepts, principles, and theories
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data.
• Compare the effectiveness of different graphics and tables to describe patterns, explanations, conclusions, and implications found in investigations.
• Critique a scientific report for completeness, accuracy, and objectivity.
|Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Analyze why curiosity, honesty, cooperation, openness, and skepticism are important to scientific explanations and investigations. W
• Explain why honesty ensures the integrity of scientific investigations (e.g., explanations in the absence of credible evidence, questionable results, conclusions or explanations inconsistent with established theories).
• Explain why a claim or a conclusion is flawed (e.g., limited data, lack of controls, weak logic).
• Explain why scientists are expected to accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary (e.g., undocumented sources of information, plagiarism).
• Explain why peer review is necessary in the scientific reporting process.
Limitations of Science and Technology
2.2.2 Analyze scientific theories for logic, consistency, historical and current evidence, limitations, and capacity to be investigated and modified. W
• Describe how a theory logically explains a set of facts, principles, concepts and/or knowledge.
• Describe a theory that best explains and predicts phenomena and investigative results.
• Explain how scientific theories are open to investigation and have the capacity to be modified.
Evaluating Inconsistent Results
2.2.3 Evaluate inconsistent or unexpected results from scientific investigations using scientific explanations. W
• Evaluate similar investigations with inconsistent or unexpected results.
• Explain whether sufficient data has been obtained to make an explanation or conclusion (e.g., reference previous and current research; incorporate scientific concepts, principles, and theories).
• Explain why results from a single investigation or demonstration are not conclusive about a phenomenon.
Evaluating Methods of Investigation
2.2.4 Analyze scientific investigations for validity of method and reliability of results. W
• Describe how the methods of an investigation ensured reliable results.
• Explain how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• Describe how the methods of an investigation ensured validity (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• Explain the purpose of the steps of an investigation in terms of the validity of the investigation.
• Explain how to improve the validity of an investigation (e.g., control more variables, better measuring techniques, increased sample size, control for sample bias, include experimental control condition when appropriate, include a placebo group when appropriate).
Evolution of Scientific Ideas
2.2.5 Understand how scientific knowledge evolves. W
• Explain how existing ideas were synthesized from a long, rich history of scientific explanations and how technological advancements changed scientific theories.
• Explain how scientific inquiry results in new facts, evidence, unexpected findings, ideas, explanations, and revisions to current theories.
• Explain how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how increased understanding of systems leads to new questions to be investigated.
• Explain how new ideas need repeated inquiries before acceptance.
• Use new tools to investigate a system to discover new facts about the system that lead to new ideas and questions.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Analyze local, regional, national, or global problems or challenges in which scientific design can be or has been used to design a solution. W
• Explain how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding the composition of an Earth material can be useful to humans, such as copper ore being used to make copper wire).
• Explain the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding the effect of seismic waves on structures can be used to design buildings to withstand an earthquake).
• Explain how to scientifically gather information to develop a solution (e.g., perform a scientific investigation and collect data to establish the best materials to use in a solution to the problem).
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe a change that could improve a tool or a technology.
Designing and Testing Solutions
3.1.2 Evaluate the scientific design process used to develop and implement solutions to problems or challenges. W
• Research, propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect empirical data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Evaluate possible solutions to the problem (e.g., describe how to clean up a polluted stream).
• Evaluate the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluation Potential Solutions
3.1.3 Evaluate consequences, constraints, and applications of solutions to a problem or challenge. W
• Explain the criteria to evaluate the solution(s) to a problem or challenge.
• Explain the effectiveness of the solution to the problem or challenge using scientific principles and concepts.
• Explain the consequences of the solution(s) to the problem or challenge (e.g., doubling the fertilizer will probably not double the plant growth and could cause harm to the ecosystem).
• Explain how to change a system to solve a problem or improve a solution to a problem.
• Compare and evaluate the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies.
• Explain how life has changed throughout history because of scientific knowledge and technological advances from a variety of peoples.
Relationship of Science and Technology
3.2.2 Analyze how the scientific enterprise and technological advances influence and are influenced by human activity. W
• Describe how science and/or technology have led to a given social or economic development.
3.2.3 Analyze the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
• Research and report on educational requirements associated with an occupation(s)/career(s) of interest.
• Examine the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
3.2.4 Analyze the effects human activities have on Earth’s capacity to sustain biological diversity. W
• Explain how the use of renewable and nonrenewable natural resources affects the sustainability of an ecosystem.
• Explain how human activities affect Earth’s capacity to sustain biological diversity (e.g., global warming, ozone depletion).
scientific Inquiry
1. Identifies questions and concepts that guide scientific investigations.
2. Designs and conducts scientific investigations.
3. Uses technology and math to improve investigations and communications.
4. Formulates and revises scientific explanations and models using logic and evidence.
5. Recognizes and analyzes alternative explanations and models.
6. Communicates and defends a scientific argument.
PHYSICAL SCIENCE – STRUCTURE OF ATOMS
7. Knows that matter is made of atoms, which are composed of even smaller components.
8. Knows the atom's nucleus is composed of protons and neutrons.
PHYSICAL SCIENCE – STRUCTURE AND PROPERTIES OF MATTER
9. Knows that atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus.
10. Knows that an element is composed of a single type of atom.
11. Knows that bonds between atoms are created when electrons are paired up by being transferred or shared.
12. Knows the physical properties of compounds reflect the nature of the interactions among its molecules.
13. Knows carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures,
PHYSICAL SCIENCE – CHEMICAL REACTIONS
14. Knows that chemical reactions occur all around us,
15. Knows chemical reactions may release or consume energy.
16. Understands that a large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms.
17. Knows that chemical reactions in living systems are catalyzed by protein molecules called enzymes.
PHYSICAL SCIENCE – MOTIONS AND FORCES
18. Understands that electric force is a universal force that exists between any two charged objects.
19. Knows that between any two charged particles, electric force is vastly greater than the gravitational force.
PHYSICAL SCIENCE – INTERACTIOINS OF ENERGY AND MATTER
20. Knows that electromagnetic waves result when a charged object is accelerated or decelerated.
21. Knows that each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts.
LIFE SCIENCE – THE CELL
22. Understands that cells have particular structures that underlie their functions.
23. Knows that most cell functions involve chemical reactions.
24. Recognizes that cells store and use information to guide their functions.
25. Knows that cell functions are regulated.
26. Knows that plant cells contain chloroplasts, the site of photosynthesis.
27. Understands that cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells.
LIFE SCIENCE – THE MOLECULAR BASIS OF HEREDITY
28. Knows that in all organisms, the instructions for specifying the characteristics of the organism are carried in DNA.
29. Knows that most of the cells in a human contain two copies of each of 22 different chromosomes.
30. Understands that changes in DNA (mutations) occur spontaneously at low rates.
LIFE SCIENCE – BIOLOGICAL EVOLUTION
31. Understands that species evolve over time.
32. Recognizes that the great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
33. Recognizes that natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
34. Understands that the millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.
35. Knows that biological classifications are based on how organisms are related.
LIFE SCIENCE – THE INTERDEPENDENCE OF ORGANISMS
36. Knows that the atoms and molecules on the earth cycle among the living and nonliving components of the biosphere.
37. Comprehends that energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers.
38. Recognizes that organisms both cooperate and compete in ecosystems.
39. Knows that living organisms have the capacity to produce populations of infinite size, but environments and resources are finite.
9-40 Recognizes that humans modify ecosystems as a result of population growth, technology, and consumption.
LIFE SCIENCE – MATTER, ENERGY AND ORGANIZATION IN LIVING SYSTEMS
9-41 Comprehends that all matter tends toward more disorganized states.
9-42 Knows the energy for life primarily derives from the sun.
9-43 Knows the chemical bonds of food molecules contain energy.
9-44 Knows the complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.
45. Understands the distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials.
46. Recognizes that as matter and energy flows through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways.
LIFE SCIENCE – THE BEHAVIOR OF ORGANISMS
47. Knows multi-cellular animals have nervous systems that generate behavior.
48. Knows that organisms have behavioral responses to internal changes and to external stimuli.
49. Understands that, like other aspects of an organism's biology, behaviors have evolved through natural selection.
50. Knows that behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
EARTH AND SPACE SCIENCE – ENERGY IN THE EARTY SYSTEM
51. Knows that Earth systems have internal and external sources of energy, which create heat.
Understands that global climate is determined by energy transfer from the sun at and near the earth's surface.
EARTH AND SPACE SCIENCE – GEOCHEMICAL SYSTEMS
52. Knows that the earth is a system containing essentially a fixed amount of each stable chemical atom or element.
53. Knows that movement of matter between reservoirs is driven by the earth's internal and external sources of energy.
EARTH AND SPACE SCIENCE – THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM
54. Understands that the sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.
55. Recognizes that geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.
56. Knows that interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system.
57. Understands that evidence for one-celled forms of life--the bacteria--extends back more than 3.5 billion years.
EARTH AND SPACE SCIENCE – THE ORIGIN AND EVOLUTION OF THE UNIVERSE
58. Recognizes that the origin of the universe remains one of the greatest questions in science. The "big bang" theory places the origin between 10 and 20 billion years ago.
59. Understands that early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars.
SCIENCE AND TECHNOLOGY
60. Identifies a problem or design and opportunity.
61. Proposes designs and chooses between alternative solutions.
62. Implements a proposed solution.
63. Evaluates the solution and its consequences.
64. Communicates the problem, process and solution.
NATURAL RESOURCES
65. Recognizes that human populations use resources in the environment in order to maintain and improve their existence.
66. Knows that the earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.
ENVIRONMENTAL QUALITY
67. Understands that natural ecosystems provide an array of basic processes that affect humans.
68. Understands that materials from human societies affect both physical and chemical cycles of the earth.
69. Recognizes that many factors influence environmental quality.
NATURE OF SCIENCTIFIC KNOWLEDGE
70. Recognizes that science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world.
71. Knows that scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. l and socially relevant, but they are not scientific.
72. Understands that because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available.
Grade Ten Science
washington state EALRS
EALRS
In tenth grade, students examine scientific theories and master both their field and controlled investigative skills. They develop physical, conceptual, and mathematical models to represent and investigate objects, events, systems, and processes. Students infer and make predictions based on scientific evidence and then apply their skills and knowledge to new situations.
EALR 1 — SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
|Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and |
|objects and how characteristics are used to categorize living things. |
Physical Systems
Properties of Substances
1.1.1 Understand the atomic nature of matter, how it relates to physical and chemical properties and serves as the basis for the structure and use of the periodic table. W
• Identify an unknown substance using the substance’s physical and chemical properties.
• Explain and predict the behavior of a substance based upon the substance’s atomic structure, physical properties, and chemical properties.
• Describe the properties of electrons, protons, and neutrons (i.e., electrons have negative charge and very little mass, protons have positive charge and much mass, neutrons have neutral charge and the same mass as protons).
• Explain how changing the number of electrons, neutrons, and protons of an atom affects that atom, including atomic name, number, and placement on the periodic table.
• Explain the similar properties of elements in a vertical column (groups or families) of the periodic table.
• Predict the properties of an element based on the element’s location (groups or families) on the periodic table.
Wave Behavior
1.1.3 Analyze sound waves, water waves, and light waves using wave properties, including frequency and energy. Understand wave interference. W
• Describe the relationship between the wave properties of amplitude and frequency and the energy of a wave (e.g., loud vs. soft sound, high vs. low pitch sound, bright vs. dim light, blue light vs. red light).
• Explain the relationship between a wave’s speed and the properties of the substance through which the wave travels (e.g., all sound regardless of loudness and pitch travels at the same speed in the same air; a wave changes speed only when traveling from one substance to another).
• Predict and explain what happens to the pitch of sound and color of light as the wave frequency increases or decreases.
• Compare the properties of light waves, sound waves, and water waves.
• Describe the effects of wave interference (constructive and destructive).
Forms of Energy
1.1.4 Analyze the forms of energy in a system, subsystems, or parts of a system. W
• Explain the forms of energy present in a system (i.e., thermal energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, chemical energy, and nuclear energy).
• Compare the potential and/or kinetic energy of parts of systems at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).
• Measure and describe the thermal energy of a system, subsystem, and/or parts of a system in terms of molecular motion (temperature) and energy from a phase change (e.g., observe, measure, and record temperature changes over time while heating ice to boiling water).
Characteristics of Living Matter
1.1.6 Analyze structural, cellular, biochemical, and genetic characteristics in order to determine the relationships among organisms. W
• Analyze the relationship among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes.
|Component 1.2: Structures: Understand how components, structures, organizations, and interconnections describe systems. |
Systems Structure
Structure of Physical Earth/Space and Living Systems
1.2.1 Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedback of a system and its subsystems. W
• Explain the interconnections between a system’s parts or subsystems.
Energy Transfer and Transformation
1.2.2 Analyze energy transfers and transformations within a system, including energy conservation.
• Distinguish conditions likely to result in transfers or transformations of energy from one part of a system to another (e.g., a temperature difference may result in the flow of thermal energy from a hot area to a cold area).
• Describe what happens in terms of energy conservation to a system’s total energy as energy is transferred or transformed (e.g., energy is never “lost,” the sum of kinetic and potential energy remains somewhat constant).
• Explain the relationship between the motion of particles in a substance and the transfer or transformation of thermal and electrical energy (e.g., conduction of thermal and electrical energy as particles collide or interact, convection of thermal energy as groups of particles move from one place to another, and light waves transforming into thermal energy).
• Explain how or whether a phase change, a chemical reaction, or a nuclear reaction absorbs or releases energy in a system (e.g., water vapor forming rain or snow releases energy; water molecules speed up as they absorb energy until the molecules gain enough energy to become water vapor).
Structure of Matter
1.2.3 Understand the structure of atoms, how atoms bond to form molecules, and that molecules form solutions. W
• Describe molecules forming a solution (e.g., salt added to water dissolves, forming a salt water solution, until saturation when no more salt will dissolve).
• Describe how to separate mixtures and or solutions of several different kinds of substances (e.g., sand, sugar, iron filings).
• Describe the structure of atoms in terms of protons and neutrons forming the nucleus, which is surrounded by electrons (e.g., a helium atom usually has a nucleus formed by 2 protons and 2 neutrons, which is surrounded by 2 electrons).
• Describe how atoms bond to form molecules in terms of transferring and/or sharing electrons (e.g., sodium atoms transfer an electron to chlorine atoms to form salt).
Earth and Space Systems
Components of the solar system and beyond (Universe)
1.2.5 Understand that the Solar System is in a galaxy in a universe composed of an immense number of stars and other celestial bodies. W
• Describe how the Solar System is part of the Milky Way Galaxy.
• Compare how stars and other celestial bodies (at least 100 billion) are similar and different from each other (i.e., size, composition, distance from the Earth, temperature, age, source of light, and movement in space).
• Describe how other galaxies and other celestial bodies appear from Earth.
Living Systems
Structure and Organization of Living Systems
1.2.6 Understand cellular structures, their functions, and how specific genes regulate these functions. W
• Describe cellular structures that allow cells to extract and use energy from food, eliminate wastes, and respond to the environment (e.g., every cell is covered by a membrane that controls what goes into and out of the cell).
• Describe how DNA molecules are long chains linking four kinds of smaller molecules, whose sequence encodes genetic information.
• Describe how genes (DNA segments) provide instructions for assembling protein molecules in cells.
• Describe how proteins control life functions (e.g., the proteins myosin and actin interact to cause muscular contraction; the protein hemoglobin carries oxygen in some organisms).
Molecular Basis of Heredity
1.2.7 Understand how genetic information (DNA) in the cell is encoded at the molecular level and provides genetic continuity between generations. W
• Describe the role of chromosomes in reproduction (i.e., parents pass on chromosomes, which contain genes, to their offspring).
• Describe the possible results from mutation in DNA (e.g., only mutations in sex cells can be passed to offspring; mutations in other cells can only be passed to descendant cells).
• Describe how organisms pass on genetic information via asexual life cycles (i.e., the replication of genes in asexual reproduction results in the same gene combinations in the offspring as those of the parent).
• Describe how organisms pass on genetic information via sexual life cycles (i.e., the sorting and the recombination of genes in sexual reproduction results in a great variety of gene combinations and resultant variations in the offspring of any two parents).
Human Biology
1.2.8 Analyze how human organ systems regulate growth, development, and life functions. W
• Name the structural and functional characteristics of human organ systems, including the endocrine, immune, nervous, reproductive, and skin systems.
• Describe how the human body maintains relatively constant internal conditions (e.g., temperature, acidity, and blood sugar).
• Explain how human organ systems help maintain human health.
• Describe the role of human organ systems during human growth and development.
• Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces).
|Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
Earth and Space Systems
Interactions in the Solar System and Beyond (Universe)
1.3.7 Understand how stars, solar systems, galaxies, and the universe were formed and how these systems continue to evolve. W
• Explain phenomena caused by the regular and predictable motions of planets and moons in the Solar System.
• Describe how the Solar System formed.
• Describe that the Solar System is part of the Milky Way Galaxy and how the Milky Way and other galaxies appear from Earth.
• Describe the formation and life cycle of stars.
• Describe the properties of different stars (e.g., size, temperature, age, formation, energy production).
• Describe how the Big Bang theory explains the observed properties of the universe (e.g., expansion, evolution, structures, element generation by fusion).
Biological Evolution
1.3.9 Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity. W
• Describe the factors that drive natural selection (i.e., overproduction of offspring, genetic variability of offspring, finite supply of resources, competition for resources, and differential survival).
• Explain how natural selection and adaptation lead to organisms well suited for survival in particular environments.
• Examine or characterize the degree of evolutionary relationship between organisms based on biochemical, genetic, anatomical, or fossil record similarities and differences.
EALR 2 — INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
|Component 2.1 Investigating systems: Develop the knowledge and skills necessary to do the scientific inquiry. |
Investigating Systems
Questioning
2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. W
• Generate a new question that can be investigated with the same materials and/or data as a given investigation.
• Generate questions, and critique whether questions can be answered through scientific investigations.
Planning and Conducting Safe Investigations
2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. W
• Make a hypothesis about the results of an investigation that includes a prediction with a cause-effect reason.
• Generate a logical plan for, and conduct, a systematic and complex scientific controlled investigation with the following attributes:
• hypothesis (prediction with cause-effect reason)
• appropriate materials, tools, and available computer technology
• controlled variables
• one manipulated variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• experimental control condition when appropriate
• additional validity measures
• Generate a logical plan for a simple field investigation with the following attributes:
• identify multiple variables
• select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in an investigation.
Explaining
2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic. W
• Generate a scientific conclusion, including supporting data from an investigation, using inferential logic. (e.g., The fertilizer did help the plants grow faster, but had little effect on the number of seeds that germinated. With the fertilizer, the plants matured 35 days sooner than plants without the fertilizer. Almost all of the 30 seeds used germinated, 13 seeds in the fertilized soil and 14 seeds in the soil without fertilizer.)
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Predict and explain what logically might occur if an investigation lasted longer or changed.
• Explain the difference between evidence (data) and conclusions.
• Revise a scientific explanation to better fit the evidence and defend the logic of the revised explanation.
• Explain how scientific evidence supports or refutes claims or explanations of phenomena.
Modeling
2.1.4 Analyze how physical, conceptual, and mathematical models represent and are used to investigate objects, events, systems, and processes. W
• Compare how a model or different models represent the actual behavior of an object, event, system, or process.
• Evaluate how well a model describes or predicts the behavior of an object, event, system, or process.
• Create a physical, conceptual, and/or mathematical (computer simulation) model to investigate, predict, and explain the behavior of objects, events, systems, or processes (e.g., DNA replication).
Communicating
2.1.5 Apply understanding of how to report complex scientific investigations and explanations of objects, events, systems, and processes, and how to evaluate scientific reports. W
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations to concepts, principles, and theories
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data.
• Compare the effectiveness of different graphics and tables to describe patterns, explanations, conclusions, and implications found in investigations.
• Critique a scientific report for completeness, accuracy, and objectivity.
|Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
Nature of Science
Intellectual Honesty
2.2.1 Analyze why curiosity, honesty, cooperation, openness, and skepticism are important to scientific explanations and investigations. W
• Explain why honesty ensures the integrity of scientific investigations (e.g., explanations in the absence of credible evidence, questionable results, conclusions or explanations inconsistent with established theories).
• Explain why a claim or a conclusion is flawed (e.g., limited data, lack of controls, weak logic).
• Explain why scientists are expected to accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary (e.g., undocumented sources of information, plagiarism).
• Explain why peer review is necessary in the scientific reporting process.
Limitations of science and Technology
2.2.2 Analyze scientific theories for logic, consistency, historical and current evidence, limitations, and capacity to be investigated and modified. W
• Describe how a theory logically explains a set of facts, principles, concepts and/or knowledge.
• Describe a theory that best explains and predicts phenomena and investigative results.
• Explain how scientific theories are open to investigation and have the capacity to be modified.
Evaluating inconsistent results
2.2.3 Evaluate inconsistent or unexpected results from scientific investigations using scientific explanations. W
• Evaluate similar investigations with inconsistent or unexpected results.
• Explain whether sufficient data has been obtained to make an explanation or conclusion (e.g., reference previous and current research; incorporate scientific concepts, principles, and theories).
• Explain why results from a single investigation or demonstration are not conclusive about a phenomenon.
Evaluating Methods of Investigation
2.2.4 Analyze scientific investigations for validity of method and reliability of results. W
• Describe how the methods of an investigation ensured reliable results.
• Explain how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• Describe how the methods of an investigation ensured validity (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• Explain the purpose of the steps of an investigation in terms of the validity of the investigation.
• Explain how to improve the validity of an investigation (e.g., control more variables, better measuring techniques, increased sample size, control for sample bias, include experimental control condition when appropriate, include a placebo group when appropriate).
• Explain an appropriate type of investigation to ensure reliability and validity for a given investigative question (e.g., descriptive, controlled, correlational, comparative, see Appendix D and Appendix E).
Evolution of Scientific Ideas
2.2.5 Understand how scientific knowledge evolves. W
• Explain how scientific inquiry results in new facts, evidence, unexpected findings, ideas, explanations, and revisions to current theories.
• Explain how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Explain how increased understanding of systems leads to new questions to be investigated.
• Explain how new ideas need repeated inquiries before acceptance.
• Use new tools to investigate a system to discover new facts about the system that lead to new ideas and questions.
EALR 3 — APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
|Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or |
|meet challenges. |
Designing Solutions
Identifying Problems
3.1.1 Analyze local, regional, national, or global problems or challenges in which scientific design can be or has been used to design a solution. W
• Explain how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding the composition of an Earth material can be useful to humans, such as copper ore being used to make copper wire).
• Explain the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding the effect of seismic waves on structures can be used to design buildings to withstand an earthquake).
• Explain how to scientifically gather information to develop a solution (e.g., perform a scientific investigation and collect data to establish the best materials to use in a solution to the problem).
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe a change that could improve a tool or a technology.
Designing and Testing Solutions
3.1.2 Evaluate the scientific design process used to develop and implement solutions to problems or challenges. W
• Research, propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect empirical data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Evaluate possible solutions to the problem (e.g., describe how to clean up a polluted stream).
• Evaluate the reason(s) for the effectiveness of a solution to a problem or challenge.
Evaluation Potential Solutions
3.1.3 Evaluate consequences, constraints, and applications of solutions to a problem or challenge. W
• Explain the criteria to evaluate the solution(s) to a problem or challenge.
• Explain the effectiveness of the solution to the problem or challenge using scientific principles and concepts.
• Explain the consequences of the solution(s) to the problem or challenge (e.g., doubling the fertilizer will probably not double the plant growth and could cause harm to the ecosystem).
• Explain how to change a system to solve a problem or improve a solution to a problem.
• Compare and evaluate the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles.
|Component 3.2 Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each |
|other, society, the workplace, and the environment. |
Science, Technology, and Society
All Peoples Contribute to Science and Technology
3.2.1 Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies.
• Compare the impacts of diverse cultures and individuals on science and technology.
Relationship of Science and Technology
3.2.2 Analyze how the scientific enterprise and technological advances influence and are influenced by human activity. W
• Describe how science and/or technology have led to a given social or economic development.
• Explain risks associated with investigations involving living things (e.g., drug trials on animals, testing of genetically engineered plants, release of African snails into the environment after experimentation).
• Identify the limits of scientific research in solving a given social, environmental, and/or economic problem.
• Compare advantages and/or disadvantages of using new technology or science in terms of ethics, politics, and environmental considerations.
• Explain the concept of proprietary discovery (e.g., patents on genes).
Careers and Occupations Using Science, Mathematics, and Technology
3.2.3 Analyze the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
• Research and report on educational requirements associated with an occupation(s)/career(s) of interest.
• Examine the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
Environmental and Resource Issues
3.2.4 Analyze the effects human activities have on Earth’s capacity to sustain biological diversity. W
• Explain how the use of renewable and nonrenewable natural resources affects the sustainability of an ecosystem.
• Explain how human activities affect Earth’s capacity to sustain biological diversity (e.g., global warming, ozone depletion).
• TECHNOLOGY
Kindergarten - Technology
CENTRAL SUBJECT: Food
I. THE STUDENT AS CREATOR OF KNOWLEDGE USING TECHNOLOGY, MEDIA AND TELECOMMUNICATIONS
Input and Output Devices: Use input and output devices: Use input and output devices to successfully use modern technologies
K-1 Introduced to using a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
K-2 Introduced to using draw and paint applications
K-3 Introduced to using elect4onic resources to practice skills and remediate deficits
II. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia, and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
K-4 Introduced to using print, post, publish and/or distribute technology products
iii. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide
K-5 Introduced to demonstrating and understanding terminology related to technology
the student as a responsibility citizen, worker, learner, community member and famiily member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse
K-6 Introduced to demonstrating appropriate behaviors for technology use and show respect for technology equipment
K-7 Introduced to applying and advocating the SPES Acceptable Use Policy for Technology
Grade One - Technology
CENTRAL SUBJECT: Families
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Introduced to using Internet and other electronic resources for research and digital media retrieval
2. Introduced to using electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. the student as creator of knowledge using technology, media and telecommunications
Input and Output Devices: Use input and out devices to successfully use modern technologies
3. Introduced to using a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
4. Introduced to using word processing applications
5. Introduced to using draw and paint applications
6. Introduced to using electronic resources to practice skills and remediate deficits
III. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
7. Introduced to using print, post, publish and /or distribute technology products
iv. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide
8. Introduced to demonstrating an understanding of terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system
9. Introduced to accessing, printing, saving and retrieving resources using the network.
v. the student as a resonsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse
10. Introduced to demonstrating appropriate behavior for technology use and show respect for technology equipment
11. Introduced to applying and advocating for the SPES Technology Use Policy
Grade Two - Technology
CENTRAL SUBJECT: cultures around the world
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Introduced to using the Internet and other electronic resources for research and digital media retrieval
2. Introduced to using electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. The student as creator of knowledge using technology, media and telecommunications
Input and Output Devices: Use input and out devices to successfully use modern technologies
3. Introduced to using a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
4. Introduced to using word processing application
5. Developing the ability to use draw and paint applications
6. Introduced to using electronic resources to practice skills and remediate deficits
III. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
7. Introduced to creating multimedia and/or online projects
8. Introduced to presenting multimedia and/or online projects to audiences inside and outside the classroom
9. Introduced to paint, post, publish and/or distribute technology products
iv. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in
10. Introduced to demonstrating an understanding of terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
11. Introduced to accessing, printing, saving and retrieving resources using the network.
v. the student as a responsible citizen, worker, learner, community member and family member in a technological age.
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
12. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment
13. Developing the ability to apply and advocate the SPES Technology Acceptable Use Policy
Grade Three - Technology
CENTRAL SUBJECT: NATIVE PEOPLES
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Introduced to using the Internet and other electronic resources for research and digital media retrieval
2. Introduced to using electronics to communicate and collaborate with others. For example, communicates with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. The student as creator of knowledge using technology, media and telecommunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
3. Introduced to using a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
4. Introduced to using word processing applications
5. Developing ability to using draw and paint applications
6. Introduced to integrating two or more applications
7. Developing ability to using electronic resources to practice skills and remediate deficits
iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
8. Introduced to creating multimedia and/or online projects
9. Introduced to presenting multimedia and/or online projects to audiences inside and outside the classroom
10. Developing ability to print, post, publish and/or distribute technology products
v. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.
11. Developing the ability to demonstrate and understand terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
12. Introduced to accessing, printing, saving and retrieving resources using the network
13. Introduced to using basic operating system features. For example, using help menus and control panels.
Troubleshooting: Apply strategies for identifying and solving routine hardware and software problems.
14. Introduced to employing basic technology troubleshooting and maintenance techniques.
the student as a responsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
15. Introduced to understanding and applying the basic workings of the copyright law and appropriate usage of materials, including citing resources.
16. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment.
17. Developing the ability to apply and advocate the SPES Technology Acceptable Use Policy
Adapting to changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.
18. Introduced to understanding the relationship that technology has to career opportunities, history, and to today’s society and world.
Grade Four - Technology
CENTRAL SUBJECT: WASHINGTON STATE
I. THE STUDENT AS INFORMATION NAVIGATOR
Information acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Developing the ability to use the Internet and other electronic resources for research and digital media retrieval
2. Developing the ability to use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. the student as critical thinker and analyzer using technology
Source Verification: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems
3. Introduced to evaluating and critiquing the quality and credibility of electronic information
III. The student as creator of knowledge using technology, media and telecommunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
4. Developing the ability to use a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
5. Developing the ability to use word processing applications
6. Introduced to using spreadsheet applications
7. Developing the ability to use draw and paint applications
8. Introduced to integrating two or more applications
9. Developing the ability to use electronic resources to practice skills and remediate deficits
Iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
10. Introduced to creating multimedia and /or online projects
11. Introduced to presenting multimedia and/or online projects to audiences inside and outside the classroom
12. Developing ability to print, post, publish and/or distribute technology products
v. the student as a discriminating selector of apropriate technology for specific purposes
Tool Selection and Use: Determine when technology is useful and select the appropriate tool/s and technology resources to address a variety of tasks and problems.
13. Introduced to making appropriate technology resource choices according to learning purposes and outcomes
the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.
14. Developing the ability to demonstrate and understand terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
15. Introduced to accessing, printing, saving and retrieving resources using the network
16. Introduced to using basic operating system features. For example, using help menus and control panels.
Troubleshooting: Apply strategies for identifying and solving routine hardware and software problems.
17. Introduced to employing basic technology troubleshooting and maintenance techniques.
the student as a resonsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
18. Introduced to understanding and applying the basic workings of the copyright law and appropriate usage of materials, including citing resources
19. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment
20. Developing the ability to apply and advocate the SPES Technology Acceptable Use Policy
Adapting to Changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.
21. Introduced to understanding the relationship that technology has to career opportunities, history, and to today’s society and world
Grade Five - Technology
CENTRAL SUBJECT: AMERICAN SETTLEMENT
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Developing abilty to us the internet and other electronic resources for research and digital media retrieval
2. Developing ability to use electronics to communicate and collaborate with oth3rs. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
Ii. the student as critical thinker and analyzer using technology
Source Verification: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems
3. Introduced to evaluating and critiquing the quality and credibility of electronic information
III. the students as creator of knowledge using technology, media and telecomunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
4. Developing the ability to use a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
5. Developing the ability to use word processing applications
6. Introduced to the use of spreadsheet applications
7. Developing the ability to use draw and paint applications
8. Developing the ability to integrate two or more applications
9. Developing the ability to use electronic resources to practice skills and remediate deficits
iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
10. Developing the ability to create multimedia and/or online projects
11. Developing the ability to present multimedia and/or online projects to audiences inside and outside the classroom
12. Developing the ability to print, post, publish and/or distribute technology products
v. the student as a discriminating selector of apropriate technology for specific purposes
Tool selection and use: Determine when technology is useful and select the appropriate tool/s and technology resources to address a variety of tasks and problems.
13. Introduced to making appropriate technology resource choices according to learning purposes and outcomes
vi. the student as technician
Terminology and Usage: Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.
14. Developing the ability to demonstrate and understand terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
15. Developing the ability to access, print, save and retrieve resources using the network
16. Developing the ability to use basic operating system features. For example, using help menus and control panels
Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.
17. Introduced to employing basic technology troubleshooting and maintenance techniques
the student as a responsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
18. Developing the ability to understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources
19. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment
20. Developing the ability to apply and advocate the SPE Technology Acceptable Use Policy
Adapting to changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.
21. Introduced to understanding the relationship that technology has to career opportunities, history, and to today’s society and world
Grade Six – Technology
CENTRAL SUBJECT: RIVERS
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Developing the ability to use the Internet and other electronic resources for research and digital media retrieval
2. Developing the ability to use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. the student as critical thinker and analyzer using technology
Source verification: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems
3. Developing the ability to evaluate and critique the quality and credibility of electronic information
III. the student as creator of knowledge using technology, media, and telecommunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
4. Developing the ability to use a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
5. Developing the ability to use word processing applications
6. Introduced to using spreadsheet applications
7. Developing the ability to use draw and paint applications
8. Developing the ability to integrate two or more applications
9. Developing the ability to use electronic resources to practice skills and remediate deficits
iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
10. Developing the ability to create multimedia and/or online projects
11. Developing the ability to present multimedia and/or online projects to audiences inside and outside the classroom
12. Developing the ability to print, post, publish and/or distribute technology products
v. the student as a discriminating selector of appropriate technology for specific purposes
Tool Selection and Use: Determine when technology is useful and select the appropriate tool/s and technology resources to address a variety of tasks and problems.
13. Developing the ability to make appropriate technology resource choices according to learning purposes and outcomes
vi. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.
14. Developing the ability to demonstrate and understand terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
15. Developing the ability to access, print, save and retrieve resources using the network
16. Developing the ability to use basic operating system features. For example, using help menus and control panels
Troubleshooting: Apply strategies for identifying and solving routine hardware and software problems.
17. Developing the ability to employ basic technology troubleshooting and maintenance techniques
vii. the student as a responsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
18. Developing the ability to understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
19. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment.
20. Developing the ability to apply and advocate for the SPES Technology Acceptable Use Policy
Adapting to changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and the disadvantages of these systems in the workplace and I society as a whole.
21. Introduced to understanding the relationship that technology has to career opportunities, history, and to today’s society and world
Grade Seven – Technology
CENTRAL SUBJECT: Africa
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online an electronic resources to communicate, collaborate and, and retrieve information
1. Utilizes the use of the Internet and other electronic resources for research and digital media retrieval
2. Developing the ability to use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
II. the student as critical thinker and analyzer using technology
Source Verification: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic
3. Developing the ability to evaluate and critique the quality and credibility of electronic information
III. the student as creator of knowledge using technology, media, and telecommunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
4. Developing the ability to use a variety of input and output devices such as keyboards, scanners, cameras, microphone4s, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support persona, academic and professional productivity
5. Developing the ability to use word processing applications
6. Introduced to the ability to use spreadsheet applications
7. Developing the ability to use draw and paint applications
8. Developing the ability to integrate two or more applications
9. Utilizes the use of electronic resources to practice skills and remediate deficits
Iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
10. Developing the ability to create multimedia and/or online projects
11. Developing the ability to present multimedia and/or online projects to audiences inside and outside the classroom
12. Developing the ability to print, post, publish and/or distribute technology products
v. the student as a discriminating selector of appropriate technology for specific purposes
Tool selection and Use: Determine when technology is useful and select the appropriate tool/s and technology resources to address a variety of tasks and problems.
13. Developing the ability to make appropriate technology resource choices according to learning purposes and outcomes
vi. the student as technician
Terminology and Usage: Understand and communicate using accurate terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.
14. Utilizes the skill of demonstrating and understanding of terminology related to technology.
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
15. Developing the ability to access, print, save and retrieve resources using the network
16. Developing the ability to use basic operating system features. For example, using help menus and control panels.
Troubleshooting: Apply strategies for identifying and solving routine hardware and software problems.
17. Developing the ability to employ basic technology troubleshooting and maintenance techniques
vii. the student as a responsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
18. Developing the ability to understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources
19. Developing the ability to demonstrate appropriate behavior for technology use and show respect for technology equipment
20. Developing the ability to apply and advocate the SPES Technology Acceptable Use Policy
Adapting to changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.
21. Introduced to understand the relationship that technology has to career opportunities, history, and to today’s society and world.
Grade Eight – Technology
Central subject: connections – ENGLAND & the united states
I. THE STUDENT AS INFORMATION NAVIGATOR
Information Acquisition: Use online and electronic resources to communicate, collaborate, and retrieve information
1. Utilizes the Internet and other electronic resources for research and digital media retrieval
2. Developing the ability to use electronics to communicate and collaborate with others. For example, communicate wit outside groups, classes, and experts via e-mail, the Internet and/or video conferencing
ii. The student as critical thinker and analyzer using technology
Source Verification: Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems
3. Developing the ability to evaluate and critique the quality and credibility of electronic information
iii. The student as creator of knowledge using technology, media and telecommunications
Input and Output Devices: Use input and output devices to successfully use modern technologies
4. Developing the ability to use a variety of input and output devices such as keyboards, scanners, cameras, microphones, printers, projectors, CD-ROMs
Productivity Tools: Use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum, and support personal, academic and professional productivity
5. Utilizes the use of word processing applications
6. Introduced to the use of database applications
7. Utilizes the use of draw and paint applications
8. Utilizes the integration of two or more applications
9. Utilizes electronic resources to practice skills and remediate deficits
iv. the student as effective communicator through a variety of appropriate technologies/media
Publishing: Design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
10. Developing the ability to create multimedia and/or online projects
11. Developing the ability to present multimedia and/or online projects to audiences inside and outside the classroom
12. Developing the ability to print, post, publish and/or distribute technology products
v. the student as a discriminationg selector of appropriate technology for specific purposes
Tool selection and Use: determine when technology is useful and select the appropriate tool/s and technology resources to address a variety of tasks and problems.
13. Developing the ability to make appropriate technology resource choices according to learning purposes and outcomes
vi. the student as technician
Terminology and Usage: Understand and communicate, using accurate terminology, common use of technology in daily life and the advantages and disadvantages those uses provide
14. Utilizes the skill of demonstrating and understanding of terminology related to technology
Basic Operations and Networking: Understand and effectively utilize a networked computer system.
15. Utilizing the skill of accessing, printing, saving and retrieving resources using the network
16. Utilizing the skill of using basic operating system features. For example, using help menus and control panels
Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.
17. Developing the ability to employ basic technology troubleshooting and maintenance techniques
vii. the student as a responsible citizen, worker, learner, community member and family member in a technological age
Ethics: Advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.
18. Developing the ability to understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources
19. Utilizes the skill of demonstrating appropriate behavior for technology use and show respect for technology equipment
20. Utilizes the skill of applying and advocating for the SPES Technology Acceptable Use Policy
Adapting to changes in Technology: Demonstrate knowledge of and make informed choices among technology systems, resources, and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.
21. Demonstrates the ability to understand the relationship that technology has to career opportunities, history, and to today’s society and world.
FRENCH
Kindergarten - French
CENTRAL SUBJECT: Food
CULTURE
K-1 Learns about French people and French cuisine
K-2 Looks at pictures of France
K-3 Learns that some people in their school speak another language
K-4 Introduced to French words used in English for menus, eating places and foods
Skills
K-5 Learns a variety of salutations
K-6 Learns numbers 0 to 15
K-7 Recognizes key words for weather
K-8 Recalls the rules for simple games
K-9 Attentively listens to songs
K-10 Develops Parisian accent
K-11 Develops vocabulary (of classroom, colors, animals, family members)
Communication
K-12 Uses salutations appropriately
K-13 Counts and uses learned numbers
K-14 Points out body parts when prompted
K-15 Points out articles of clothing when prompted
K-16 helps to describe each day’s weather
K-17 Participates in games and songs
K-18 Responds appropriately to commands
Grade One - French
Central Subject: Families
CULTURE
1. Through pictures and discussion, learns about France
2. Learns about French people and French cuisine
3. Learns that French and American children celebrate same/different occasions
4. Learns about a typical day for a French family
5. Learns that many countries use French as an official language
Skills
6. Learns a variety of salutations
7. Learns numbers 0 – 20
8. Learns to describe weather
9. Recalls rules for games
10. Learns words to songs
11. Learns days of week and months of year
12. Develops vocabulary (home, classroom, colors, animals, family members, school, furniture & professions)
Communication
13. Uses salutations appropriately
14. Knows and identifies body parts when prompted
15. Knows and identifies articles of clothing when prompted
16. Counts and uses learned numbers
17. Describes weather on a daily basis
18. Offers day and month when prompted
19. Identifies items of furniture from home, classroom/school
20. Expresses opinion on stories and plays
21. Participates in games and songs
22. Responds appropriately to commands
Grade Two - French
Central Subject: cultures around the world
CULTURE
1. Learns some of the things for which the French are famous
2. Shares some of the sights one may see on a trip to France
3. Is introduced to the structure of a typical French town
SkillS
4. Learns numbers 0 to 30
5. Learns seasons of the year
6. Learns the present tense of a regular “er” verb
7. Begins to recognize subject / verb agreement
8. Begins to recognize noun / adjective agreement
9. Recognizes the appropriate formation of questions/answers
10. Develops vocabulary to include nouns, verbs
Communication
11. Relates learned numbers to everyday use (address, date, phone number)
12. Relates weather to a particular month/season
13. Presents a simple, well-constructed sentence (present tense)
14. Participates in simple oral dialogue (question/answer)
15. Knows some expressions to give opinions on stories and plays
16. Identifies characters from a story or play
17. Responds appropriately to commands
Grade Three - French
Central Subject: Native Peoples
CULTURE
1. Locates France and other French speaking nations on a map
2. Discusses how learning languages contributes to understanding between cultures
3. Shares opinions as to how learning French may widen career choices
SkillS
4. Becomes familiar with material taught in the book “Je voyage a Paris”
5. Learns numbers 0 to 50
6. Names annual festive celebrations and traditional songs (Christmas, 6 January, 14 July, 11 November)
7. Learns nouns and verbs and can begin to conjugate in the present tense
8. Learns plural forms of nouns
9. Develops vocabulary including nouns, verbs & adjectives
10. Introduced to the present tense of the irregular verbs “to be”, “to go”, “to do”, and “to have”
11. Knows days of the week and months of the year
Communication
12. Plays number games (e.g. Lotto)
13. Relates sports, games and activities to appropriate seasons
14. Is introduced to and becomes familiar with appropriate French media (magazines, TV etc.)
15. Creates a greeting card, postcard or e-mail in French
16. Presents a well-constructed sentence
17. Identifies a character from a story play or song
18. Responds appropriately to commands
19. Sings “La Marseillaise” in a group, and a traditional Christmas song
20. Properly forms a question
Grade Four - French
Central Subject: Washington State
CULTURE
1. Indicates on a map, locations in the world where the French language predominates
2. Understands why French is predominant in parts of the world
3. Is familiar with some of the more famous aspects of French food
4. Familiar with materials taught in the book “Je suis a Paris”
Skills
5. Learns and writes numbers 0 – 100 and tells time
6. Reads orally, using appropriate pronunciation, intonation & accent (Parisian)
7. Reads and responds to oral and written questions
8. Copies and writes from simple models
9. Drafts, edits and produces final copy of a written piece
10. Develops nouns, verbs, pronouns, adjectives, interrogatives & prepositions
11. Develops vocabulary (including new words from reading, instruction, experiences)
Communication
12. Responds with correct time of day and indicates important times of day (e.g. lunch time)
13. Reads orally using acquired skills (passage from book, poem, greeting card etc.)
14. Asks and answers simple questions (personal information)
15. Participates in an oral presentation (skit, play, song)
16. Writes a short and simple letter, note or greeting to a colleague
17. Identifies characters and setting in a song, story or play
18. Responds appropriately to instructions (classroom rules)
19. Uses idiomatic phrases
Grade Five - French
Central Subject: American Settlement
CULTURE
1. Understands that, in any group of people, there will be some cultural diversity
2. Identifies characteristics of French culture
3. Identifies differences and similarities between French speaking countries
4. Is knowledgeable about French exploration in North America
5. Responds to creative works from the Francophone world
Skills
6. Learns numbers 0 to 500
7. Tells time
8. Is fully familiar with the calendar
9. Reads orally with increasing fluency, appropriate pronunciation, intonation & accent
10. Identifies specific information from French-language resources to complete authentic tasks
11. Expresses acquired information in oral and visual forms
12. Reads a short passage and responds to oral and written questions
13. Writes, using acquired vocabulary, short pieces (sentences, paragraphs, questions)
14. Develops grammar (interrogatives, prepositions, and negations)
15. Develops vocabulary (English-French dictionary use; individual & class lists)
Communication
16. Quotes dates for significant occasions
17. Reads orally from self-selected and assigned material
18. Asks and answers simple questions and requests repetition if required
19. Participates in oral presentations (drama, telephone conversations)
20. Identifies greetings and expressions of politeness
21. Communicates likes, dislikes, wants, and needs
22. Writes a friendly letter, invitation, greeting or advertisement
23. Identifies and describes characters and setting from reading
24. Responds appropriately to instructions (classroom and school)
25. Masters material in Unit I of text Francais Vivant I
Grade Six - French
Central Subject: Rivers
CULTURE
1. Describes culinary aspects of French culture & compares them to those of America
2. Describes the experience of dinner at a French restaurant
3. Knows about French sports (soccer, rugby, etc.)
4. Indicates on a map and names the five major rivers of France
5. Knows that France has an extensive canal system
6. Identifies names of French places and explain their significance along the St. Lawrence and Mississippi Rivers
7. Responds to creative works from the Francophone world
8. Identifies elements of francophone cultures that are different form or similar to their own
9. Gives examples of the presence of Francophone cultures in their community
Skills
10. Reads orally with fluency and accuracy, appropriate pronunciation, intonation & accent
11. Reads a variety of text up to two hundred words in length
12. Writes phrases and sentences using acquired vocabulary and grammar skills
13. Writes, following approved model, individual and team projects
14. Develops grammar (negations, interrogatives)
15. Develops vocabulary & spelling skills (English/French dictionary, individual & class lists
16. Extracts specific information from French language resources to complete authentic tasks
17. Continues to study irregular verbs in the present tense
18. Continues to study irregular adjectives
19. Masters material in Allez-Viens , En Avant 1A
Communication
20. Employs numbers in answering questions (population of class/school)
21. Uses greetings and expressions of politeness
22. Recognizes and uses formal and informal forms of address
23. Expresses preferences and interests
24. Reads orally and silently from self-selected and assigned material
25. Asks and answers questions requesting repetition and offering alternative responses
26. Participates in oral presentations (interviews, news reports, sports commentaries)
27. Writes a business letter
28. Joins in a dialogue/group discussion on topic of general interest
29. Responds appropriately to commands and can offer instructions to others
Grade Seven - French
Central Subject: Africa
CULTURE
1. Describes relationships between France and Africa
2. Uses a globe to trace French colonial history
3. Reports on a travel destination to a French-speaking African country
4. Describes the cultural and geographic features of the major provinces and cities in France
5. Knows differences between urban and rural life in France
6. Responds to creative works from the Francophone world
Skills
7. Continues to review the 24 hour clock and is knowledgeable of its importance for global travel and communication
8. Reads orally with fluency and expression
9. Extracts and retrieves specific information from French language resources to complete authentic tasks
10. Expresses acquired information in oral and visual forms
11. Reads a variety of text to at least three hundred words in length
12. Writes simple/compound sentences & paragraphs using acquired vocabulary & grammar
13. Writes, using approved model, individual and team projects
14. Develops grammar (double verb formations, subject/verb agreements, infinitives etc.)
15. Develops vocabulary, spelling and writing skills (English/French dictionary, etc.)
16. Masters material in Allez-Viens, En Avant and En Route 1A 1B
Communication
17. Employs numbers to answer questions, estimate quantity and tell (24 hour) time
18. Exchanges information about themselves
19. Begins to derive meaning in new language situations
20. Can hold the attention of an audience while reading orally
21. Reads a variety of articles and books from diverse sources, including the Internet
22. Participates in a play for wider presentation (school and parents)
23. Writes a friendly (pen pal) and a business letter
24. Joins in a dialogue/group discussion using some compound sentences
25. Responds appropriately to commands and gives instructions and advice to others
Grade Eight - French
CENTRAL SUBJECT – connections – ENGLAND & the united states
CULTURE
1. Describes relationships between France and England
2. Responds to authentic creative works from the francophone world
3. Understands the importance of the 1066 French conquest of England to language in England today
4. Identifies and compares the activities and interests of young people in the Francophone communities to their own
Skills
5. Extracts, retrieves and processes specific information from French language resources to complete authentic tasks
6. Expresses acquired information in oral, visual and written form
7. Masters material in Allez-Viens, En Route 1B
Communication
8. Asks for information, permission and clarification
9. Shares information about activities and interests
10. Participates in familiar activities (read or simulated)
11. Classifies events as past, present or future
12. Derives meaning in new language situations
French 101 - 102
Culture
9- Travel documents for foreign countries
2. Studying abroad
3. Travel documents for foreign countries
4. Studying abroad
5. Ethnic restaurants
6. Polite behavior for a guest
7. Paying and receiving compliments
8. Typical meals, regional cuisine
9. The Euro
10. French grades and report cards
11. School life
12. Studying historical figures, painters
13. Buses and trains
14. Friendship
15. Music, movie and theater
16. Studying abroad
17. Ethnic restaurants
18. Polite behavior for a guest
19. Paying and receiving compliments
20. Typical meals, regional cuisine
21. The Euro
22. French grades and report cards
23. School life
24. Studying historical figures, painters
25. Buses and trains
26. Friendship
27. Music, movie and theater
Skills (Grammar)
28. Masters the verb ”Avoir” and “Etre”
29. Understands adjectives agreements
30. Able to use accurately interrogative adjective “Quel”
31. Knows the verbs “Choisir”, “Ouvrir”, “Devoir”, “Nourrir” and other “ir” verbs
32. Uses the Imperative, the Future, the “Passé Composé” and the Imperfect effectively
33. Able to apply question formation in a sentence
34. Can speak using pronouns “En”, “Lui”, “Leur”, “Qui” and “Que”
35. Recognizes and uses reflexives pronouns
36. Applies adverbs of frequency in a sentence
37. Differentiates between the correct use of “C’est” versus “Il/Elle est”
Communication
38. Describe oneself and others
39. Expresses likes, dislikes and preferences
40. Able to ask for information
41. Capable to relate a series of events
42. Able to welcome someone and respond
43. Able to ask for directions and give some
44. Able to give a compliment and receive one
45. Demonstrates language competency for purchasing, offering, accepting and refusing food
46. Shows accuracy in spoken language for sympathizing or consoling someone, congratulating, giving opinions or reasons
47. Able to express enthusiasm, indifference, apology, and dissatisfaction
48. Able to make and respond to suggestions
49. Demonstrates accuracy relating the beginning, continuing and ending of a story
SPANISH
Toddler - Spanish
Central subject: CELEBRATIONS
T-1 LISTENS TO SPANISH SONGS
T-2 Joins in with Spanish songs
Pre-Kindergarten 3 - Spanish
Central subject: ANIMALS
P3-1 LISTENS TO SPANISH SONGS
P3-2 Joins in with Spanish songs
Pre-Kindergarten 4 - Spanish
Central subject: The Seasons
CULTURE
P4-1 Recognizes that there are many different languages in the world
P4-2 Recognizes that some people, even locally, speak a language other than English
P4-3 Understands that learning another language can be fun
SkillS
P4-4 Learns basic salutations
P4-5 Learns numbers 0 to 10
P4-6 Knows three body parts
P4-7 Recognizes the three primary colors
Communication
P4-8 Uses a salutation appropriately
P4-9 Can indicate own age
P4-10 Points to appropriate body part when prompted
P4-11 Points out objects in the three primary colors
P4-12 Joins in with simple songs and games
Kindergarten - Spanish
CENTRAL SUBJECT: Food
CULTURE
K-1 Learns about Spanish people and Spanish cuisine
K-2 Looks at pictures from Spanish-speaking countries
K-3 Learns that some people in their school speak another language
K-4 Introduced to Spanish words used in English for menus, eating places and foods
Skills
K-5 Learns a variety of salutations
K-6 Learns numbers 0 to 15
K-7 Recognizes key words for weather
K-8 Recalls the rules for simple games
K-9 Attentively listens to songs
K-10 Develops good articulation of Spanish vocabulary
K-11 Develops vocabulary (of food, colors, animals, family members)
Communication
K-12 Uses salutations appropriately
K-13 Counts and uses learned numbers
K-14 Points out body parts when prompted
K-15 Points out articles of clothing when prompted
K-16 Helps to describe each day’s weather
K-17 Participates in games and songs
K-18 Responds appropriately to commands
Grade One - Spanish
Central Subject: Families
CULTURE
1. Through pictures and discussion, learns about Spanish-speaking countries
2. Learns about family structure in Spanish-speaking countries
3. Learns about Spanish-speaking people and Spanish/Latin American cuisine
4. Learns that Spanish-speaking and American children celebrate same/different occasions
5. Learns about a typical day for a Mexican and a Spanish family
6. Learns that many countries use Spanish as an official language
Skills
7. Learns a variety of salutations
8. Learns numbers 0 – 20
9. Learns to describe weather
10. Recalls rules for games
11. Learns words to songs
12. Learns days of week and months of year
13. Develops vocabulary (home, classroom, colors, animals, family members, school, furniture & certain professions)
Communication
14. Uses salutations appropriately
15. Knows and identifies body parts when prompted
16. Knows and identifies articles of clothing when prompted
17. Counts and uses learned numbers
18. Describes weather on a daily basis
19. Offers day and month when prompted
20. Identifies items of furniture from home, classroom/school
21. Expresses opinion on stories and plays
22. Participates in games and songs
23. Responds appropriately to commands
Grade Two - Spanish
Central Subject: cultures around the world
CULTURE
1. Learns some of the things for which many Spanish-speakers are famous
2. Shares some of the sights one may see on a trip to Spanish-speaking countries
3. Is introduced to the structure of a typical pueblo
SkillS
4. Learns numbers 0 to 30
5. Begins to recognize the seasons of the year
6. Begins to recognize the present tense of a regular “er” verb
7. Begins to recognize subject / verb agreement
8. Begins to recognize noun / adjective agreement
9. Recognizes the appropriate formation of questions/answers
10. Develops vocabulary to include nouns, verbs
Communication
11. Relates learned numbers to everyday use (address, date, phone number)
12. Relates weather to a particular month/season
13. Presents a simple, well-constructed sentence (present tense)
14. Participates in simple oral dialogue (question/answer)
15. Knows some expressions to give opinions on stories and plays
16. Identifies characters from a story or play
17. Responds appropriately to commands
Grade Three - Spanish
Central Subject: Native Peoples
CULTURE
1. Locates Mexico, Spain and other Spanish-speaking nations on a map
2. Discusses how learning languages contributes to understanding between cultures
3. Shares opinions as to how learning Spanish may widen career choices
SkillS
4. Becomes familiar with material taught in the book “Hablo Espanol”
5. Learns numbers 0 to 50
6. Names annual festive celebrations and traditional songs (Christmas, 5th of March, 12th of December, 1st & 2nd of November, 16th of September, etc.)
7. Learns nouns and verbs and can begin to conjugate in the present tense
8. Learns plural forms of nouns
9. Develops vocabulary including nouns, verbs & adjectives
10. Introduced to the infinitive and present tense of the irregular verbs “to be”, “to go”, “to do”, and “to have”
11. Knows days of the week and months of the year
Communication
12. Plays number games (e.g. Matamoscas)
13. Relates sports, games and activities to appropriate seasons
14. Is introduced to and becomes familiar with appropriate Spanish media (magazines, TV etc.)
15. Creates a greeting card, postcard or e-mail in Spanish
16. Presents a well-constructed sentence
17. Identifies a character from a story play or song
18. Responds appropriately to commands
19. Sings “Cascabeles” in a group, and other traditional Christmas songs
20. Properly forms a question
Grade Four - Spanish
Central Subject: Washington State
CULTURE
1. Indicates on a map, locations in the world where the Spanish language predominates
2. Understands why Spanish is predominant in parts of the world
3. Is familiar with some of the more famous aspects of Spanish food
4. Familiar with materials taught in the book “Teach them Spanish Grades 4-5”
Skills
5. Learns and writes numbers 0 – 100 and tells time
6. Reads orally, using appropriate pronunciation, intonation & accent (Parisian)
7. Reads and responds to oral and written questions
8. Copies and writes from simple models
9. Drafts, edits and produces final copy of a written piece
10. Develops nouns, verbs, pronouns, adjectives, interrogatives & prepositions
11. Develops vocabulary (including new words from reading, instruction, experiences)
Communication
12. Responds with correct time of day and indicates important times of day (e.g. lunch time)
13. Reads orally using acquired skills (passage from book, poem, greeting card etc.)
14. Asks and answers simple questions (personal information)
15. Participates in an oral presentation (skit, play, song)
16. Writes a short and simple letter, note or greeting to a colleague
17. Identifies characters and setting in a song, story or play
18. Responds appropriately to instructions (classroom rules)
19. Uses idiomatic phrases
Grade Five - Spanish
Central Subject: American Settlement
CULTURE
1. Understands that, in any group of people, there will be some cultural diversity
2. Identifies characteristics of Spanish-speaking cultures
3. Identifies differences and similarities between Spanish-speaking countries
4. Is knowledgeable about Spanish exploration of the Americas
5. Responds to creative works from the Spanish-speaking world
Skills
6. Learns numbers 0 to 500
7. Tells time
8. Is fully familiar with the calendar
9. Reads orally with increasing fluency, appropriate pronunciation, intonation & accent
10. Identifies specific information from Spanish -language resources to complete authentic tasks
11. Expresses acquired information in oral and visual forms
12. Reads a short passage and responds to oral and written questions
13. Writes, using acquired vocabulary, short pieces (sentences, paragraphs, questions)
14. Develops grammar (interrogatives, prepositions, and negations)
15. Develops vocabulary (English-Spanish dictionary use; individual & class lists)
Communication
16. Quotes dates for significant occasions
17. Reads orally from self-selected and assigned material
18. Asks and answers simple questions and requests repetition if required
19. Participates in oral presentations (drama, telephone conversations)
20. Identifies greetings and expressions of politeness
21. Communicates likes, dislikes, wants, and needs
22. Writes a friendly letter, invitation, greeting or advertisement
23. Identifies and describes characters and setting from reading
24. Responds appropriately to instructions (classroom and school)
25. Masters material in PH Realidades Chapter Para Empezar
Grade Six - Spanish
Central Subject: Rivers
CULTURE
1. Describes culinary aspects of Spanish culture & compares them to those of America
2. Describes the experience of dinner at a Spanish restaurant
3. Knows about Spanish sports (soccer, lucha, etc.)
4. Indicates on a map and names the major rivers of Spanish-speaking countries
5. Knows that Spanish has an extensive canal system
6. Identifies names of Spanish places and explain their significance
7. Responds to creative works from the Spanish –speaking world
8. Identifies elements of Spanish-speaking cultures that are different form or similar to their own
9. Gives examples of the presence of Spanish-speaking cultures in their community
Skills
10. Reads orally with fluency and accuracy, appropriate pronunciation, intonation & accent
11. Reads a variety of text up to two hundred words in length
12. Writes phrases and sentences using acquired vocabulary and grammar skills
13. Writes, following approved model, individual and team projects
14. Develops grammar (negations, interrogatives)
15. Develops vocabulary & spelling skills (English/Spanish dictionary, individual & class lists
16. Extracts specific information from Spanish language resources to complete authentic tasks
17. Continues to study irregular verbs in the present tense
18. Continues to study irregular adjectives
19. Masters material in Realidades A
Communication
20. Employs numbers in answering questions (population of class/school)
21. Uses greetings and expressions of politeness
22. Recognizes and uses formal and informal forms of address
23. Expresses preferences and interests
24. Reads orally and silently from self-selected and assigned material
25. Asks and answers questions requesting repetition and offering alternative responses
26. Participates in oral presentations (interviews, news reports, sports commentaries)
27. Writes a business letter
28. Joins in a dialogue/group discussion on topic of general interest
29. Responds appropriately to commands and can offer instructions to others
Grade Seven - Spanish
Central Subject: Africa
CULTURE
1. Describes relationships between Spanish-speaking countries (Spain) and Africa
2. Uses a globe to trace Spanish political and geographic history
3. Reports on a travel destination to a Spanish-speaking African country
4. Describes the cultural and geographic features of the major provinces and cities in Spain
5. Knows differences between urban and rural life in Spain
6. Responds to creative works from the Spanish-speaking world
Skills
7. Continues to review the 24 hour clock and is knowledgeable of its importance for global travel and communication
8. Reads orally with fluency and expression
9. Extracts and retrieves specific information from Spanish language resources to complete authentic tasks
10. Expresses acquired information in oral and visual forms
11. Reads a variety of text to at least three hundred words in length
12. Writes simple/compound sentences & paragraphs using acquired vocabulary & grammar
13. Writes, using approved model, individual and team projects
14. Develops grammar (double verb formations, subject/verb agreements, infinitives etc.)
15. Develops vocabulary, spelling and writing skills (English/Spanish dictionary, etc.)
16. Masters material in Realidades A
Communication
17. Employs numbers to answer questions, estimate quantity and tell (24 hour) time
18. Exchanges information about themselves
19. Begins to derive meaning in new language situations
20. Can hold the attention of an audience while reading orally
21. Reads a variety of articles and books from diverse sources, including the Internet
22. Participates in a play for wider presentation (school and parents)
23. Writes a friendly (pen pal) and a business letter
24. Joins in a dialogue/group discussion using some compound sentences
25. Responds appropriately to commands and gives instructions and advice to others
Grade Eight - Spanish
CENTRAL SUBJECT – connections – ENGLAND & the united states
CULTURE
1. Describes relationships between Spain and England
2. Responds to authentic creative works from the hispanophone world
3. Understands the importance of the 1559 Spanish Armada
4. Identifies and compares the activities and interests of young people in the Hispanophone communities to their own
Skills
5. Extracts, retrieves and processes specific information from Spanish language resources to complete authentic tasks
6. Expresses acquired information in oral, visual and written form
7. Masters material in Realidades B
Communication
8. Asks for information, permission and clarification
9. Shares information about activities and interests
10. Participates in familiar activities (read or simulated)
11. Classifies events as past, present or future
12. Derives meaning in new language situations
Grade Nine – Spanish – 101 & 102
CENTRAL SUBJECT – SPANISH Speaking Nations
CULTURE
1. Travel documents for foreign countries
2. Studying abroad
3. Ethnic restaurants
4. Polite behavior for a guest
5. Paying and receiving compliments
6. Typical meals, regional cuisine
7. The Euro
8. Spanish grades and report cards
9. School life
10. Studying historical figures, painters
11. Buses and trains
12. Friendship
13. Music, movie and theater
Skills (Grammar)
14. Masters the verb “Ser” and “Estar”
15. Understands adjectives agreements
16. Able to use accurately interrogative adjective “Que”
17. Knows the verbs “Tener”, “Saludar”, “Ir”, “Querer” and other basic verbs
18. Uses the Imperative, the Future, and the Imperfect effectively
19. Able to apply question formation in a sentence
20. Can speak using prepositions “En”, “Por”, “Para”, “De” and “Que”
21. Recognizes and uses reflexives pronouns
22. Applies adverbs of frequency in a sentence
23. Differentiates between the correct use of “Yo soy” versus “Yo estoy”
Communication
24. Describe oneself and others
25. Expresses likes, dislikes and preferences
26. Able to ask for information
27. Capable to relate a series of events
28. Able to welcome someone and respond
29. Able to ask for directions and give some
30. Able to give a compliment and receive one
31. Demonstrates language competency for purchasing, offering, accepting and refusing food
32. Shows accuracy in spoken language for sympathizing or consoling someone, congratulating, giving opinions or reasons
33. Able to express enthusiasm, indifference, apology, and dissatisfaction
34. Able to make and respond to suggestions
35. Demonstrates accuracy relating the beginning, continuing and ending of a story
Grade Ten – Spanish 201-202
CENTRAL SUBJECT – SPANISH Speaking Nations
UNDER CONSTRUCTION
1. R
2. C
3. L
4. L
5. S
6.
7.
FINE ARTS
Toddler – Fine Arts
Central subject: CELEBRATIONS
T-1 FOLLOWS RULES FOR SAFETY AND CARE OF PROPERTY AND MATERIALS
T-2 Investigates brightly colored objects
T-3 States a favorite color
T-4 Identifies objects that typically appear in favorite color
T-5 Is attentive during presentations and is willing to join in
T-6 Identifies favorite music
Pre-Kindergarten 3 – Fine Arts
Central subject: ANIMALS
P3-1 FOLLOWS RULES FOR SAFETY, CARE OF PROPERTY AND MATERIALS
P3-2 Colors objects or line pictures with bright colors
P3-3 Is attentive during presentations
P3-4 Willingly participates in presentations
P3-5 Shows reaction to music with movement and enjoyment
Pre-Kindergarten 4 – Fine Arts
Central subject: The Seasons
VISUAL ARTS
P4-1 Participates willingly (year round)
P4-2 Responds to instruction with growing skills
P4-3 Sept. - Names colors
P4-4 Chooses to work with tools and holds them in the correct manner (expect outcome – May)
P4-5 Sept. - Draws lines with tools (pencil, crayon)
P4-6 March - Makes shapes from lines
P4-7 Experiences varied textures and talks about them (year round)
Drama
P4-8 Is a considerate and well-behaved audience member
P4-9 Listens to, and acts on, suggestions and advice
P4-10 Contributes with ideas, or can expand the ideas of others
P4-11 Can express self with movement, body language and voice
P4-12 Indicates an opinion about suggested activities (e.g. likes mimicking)
Music
P4-13 Shows interest and behaves responsibly during instruction
P4-14 Participates and shows effort in activities
P4-15 Can identify a range of sounds heard in the classroom
P4-16 Can distinguish between speaking and singing voice
P4-17 Begins to develop use of singing voice
P4-18 Moves in response to musical sounds
P4-19 Identifies sounds that are liked or disliked
Kindergarten – Fine Arts
CENTRAL SUBJECT: Food
VISUAL ARTS
K-1 Demonstrates enthusiasm
K-2 Creates a visual representation, given suggestions, ideas and tools
K-3 Acquires skill as a consequence of instruction, help and advice
K-4 Can name a range of colors
K-5 Uses basic tools with growing confidence
K-6 Draws straight and curved lines (with pencil, crayon & brush)
K-7 Makes and names shapes with lines
K-8 Experiences different textures and indicates how they feel (in simple terms)
K-9 Describes feelings from pictures (happy, sad)
K-10 Cares for and cleans tools
Drama
K-11 Is a considerate and well-behaved audience member
K-12 Responds well to instruction
K-13 Contributes ideas
K-14 Can express self with confidence
K-15 Can express a thought or feeling non-verbally
K-16 Expresses enjoyment watching and participating in activities
Music
K-17 Listens to instruction and participates appropriately
K-18 Demonstrates appropriate audience and performer skills
K-19 Can classify sounds (high/low, soft/loud) with voice and instruments
K-20 Can demonstrate the difference between speaking and singing voice
K-21 Demonstrates a steady beat and recognizes quarter and pairs of 8th notes
K-22 Participates in singing games and musical movement activities including dance
K-23 Brings to the classroom individual creativity (cultural songs/music/dances/ instruments)
K-24 Sings songs and speaks chants
K-25 Understands that musical notation moves from left to right
K-26 Recognizes patterns in music – rhythmic and melodic
Grade One – Fine Arts
CENTRAL SUBJECT: Families
VISUAL ARTS
1. Demonstrates enthusiasm, effort and patience
2. Responds to stimulus with natural creativity
3. Responds to instruction and shows growth in skills
4. Can name the primary colors
5. Chooses appropriate tools for given tasks
6. Cares for and cleans tools and equipment
7. Uses materials carefully and economically
8. Draws/paints a variety of lines (straight, curved, broken, zigzag etc.)
9. Converts lines into basic shapes
10. Colors up to lines with accuracy
11. Experiences and describes textures in simple terms (rough, smooth)
12. Describes feelings derived from shapes, colors & textures
DramA
13. Is a considerate and well-behaved audience member
14. Responds well to instruction (listens)
15. Contributes ideas for activities
16. Can express self (change voice, facial expression)
17. Indicates likes/dislikes (for stories, plays, films)
Music
18. Listens to instruction and participates appropriately
19. Demonstrates appropriate audience and performer skills
20. Can distinguish between rhythm and beat
21. Develops an awareness of solfege
22. Can classify high and low pitches aurally and visually
23. Can explore and use soft/loud dynamics and fast/slow temp
24. Identifies upward and downward melodic movement
25. Sings and matches pitch in range C to G
Grade Two – Fine Arts
CENTRAL SUBJECT: cultures around the world
VISUAL ARTS
1. Demonstrates enthusiasm, effort and patience
2. Shows creativity in one or more areas
3. Develops skills from instruction, and as a consequence of ability and effort
4. Chooses appropriate tools for various tasks
5. Cleans and maintains tools and equipment
6. Chooses materials carefully and uses them economically
7. Draws and traces a variety of lines for specific purposes
8. Converts lines into shapes (geometrical, animals etc.)
9. Colors up to lines with accuracy, creating finished pictures, patterns
10. Can name the primary colors and predict shades from mixing
11. Can achieve a desired effect from primary and shade colors
12. Describes feelings derived from colors and textures (warm happy, excited etc.)
Drama
13. Is attentive and well behaved as an audience member
14. Is attentive and responds positively to instruction
15. Uses sound, voice and movement in role playing
16. Can act out, singularly or in a group, a story, play or song
17. Identifies themes, ideas and roles, and comments on their effectiveness
18. Observes and comments on presentations from other places (classes, schools, countries)
Music
19. Listens to instruction ad participates appropriately
20. Demonstrates appropriate audience and performer skills
21. Begins to develop skills in singing in canon (round)
22. Begins to identify and notate treble cleft lines and spaces
23. Can perform music from various cultures
24. Identifies examples of music and the arts in the community
25. Identifies simple musical forms including ternary, binary, call and response
26. Can sing and match pitches in rage C to C
27. Reads, writes and creates rhythms using quarter notes, quarter rests and paired 8ths
28. Understands and uses piano (p) and forte (f) dynamics
29. Identifies steps, skips, jumps, and repeated notes on a staff
30. Reads and performs simple rhythms on percussion instruments
Grade Three – Fine Arts
CENTRAL SUBJECT: NATIVE PEOPLES
VISUAL ARTS
1. Demonstrates enthusiasm, effort and patience
2. Creates two and three dimensional art with drawing, painting, sculpting & printmaking
3. Identifies and employs foreground, middle ground and background in art
4. Understands symmetry and can give examples of symmetrical/asymmetrical shapes
5. Begins to use novel tools in art work (e.g. sponges to apply paint)
6. Cleans and maintains tools
7. Produces art by utilizing varied lines (heavy, light, thick, thin)
8. Produces shape using a range of skills (shading, color, dimension, texture)
9. Creates texture on a surface using available material & technique (paint, glue)
10. Uses texture to embellish art (e.g. imprint on clay)
11. Comments on how artists use shape, color, shading & texture to promote feeling
12. Points out technique (foreground for importance)
13. Can describe feelings from a piece of art and give reasons
Drama
14. Shows interest and respect as a member of an audience
15. Is attentive and responds positively to instruction
16. Brings individuality and creativity into activities
17. Uses sound (clapping), voice (altered), and movement (facial, hands) in role playing
18. Takes on role playing for a variety of purposes (entertainment, problem solving)
19. Interprets and communicates the meaning of stories, poems and plays
Music
20. Responds to multi-step instruction and participates appropriately
21. Demonstrates appropriate audience and performer skills
22. Begins to recognize and classify instruments of the orchestra
23. Develops skills singing in canon, using ostinati, beginning harmony, and partner songs
24. Sings expressively, showing an awareness of dynamics and tempo
25. Can name and write notes on the treble staff
26. Can perform rhythmic and melodic patterns with percussion instruments
27. Shares thoughts and feelings about music and composers from other cultures and times
28. Identifies bar lines, measures, time signatures and repeat signs
29. Reads, writes and creates rhythms including half and whole notes and rests
30. Understands and uses crescendo / decrescendo
31. Can identify the difference between unison and harmony
Grade Four – Fine Arts
CENTRAL SUBJECT: WASHINGTON STATE
VISUAL ARTS
1. Demonstrates enthusiasm, effort and patience
2. Demonstrates creativity and skill and employs art in support of other subjects
3. Creates two and three dimensional art with drawing, painting, sculpting & printing
4. Creates symmetrical and asymmetrical art using natural and manmade objects as models
5. Masters the basic techniques of sculpture (with soft material)
6. Can produce freestanding and relief examples of sculpture
7. Describes a variety of tools, including unusual examples & the effect they produce
8. Describes how tools are best maintained
9. Uses lines to show feeling (smooth for peace, jagged and sharp for fear)
10. Demonstrates how texture produces effect (waves on rough sea)
11. Uses shading to create depth
12. Uses shadow to illustrate time (sunset) and distance
13. Offers opinion on the best techniques, tools and materials to use on a project
Drama
14. Uses appropriate audience skills for all school-related activities
15. Responds positively to instruction and enthusiastically participates in activities
16. Brings ideas, individuality and creativity into classroom and school activities
17. Creates, individually or in a group, a role for presentation to an audience
18. Uses sound, voice, movement, expression in role-playing
19. Can maintain concentration and comfort level while role-playing
20. Can explain how the different elements of a presentation can hold an audience
Music
21. Responds to multi-step instruction and participates appropriately
22. Demonstrates responsibility as a performer or audience member
23. Continues to develop knowledge of orchestral instruments by sight and sound
24. Produces a melody correctly utilizing voice and/or instruments
25. Further develops and notates elements of rhythm (eighth, sixteenth & triplet notes)
26. Continues to name and write notes on the treble staff (low A to high A)
27. Develops skills on the recorder
28. Begins to write and perform simple melodies in treble clef
29. Performs music/songs from different cultures and times
30. Understands and uses dynamics including pp, p, mp, mf, f, ff
31. Identifies simple musical forms – introduction, interlude, coda
32. Sings and matches pitch in a diatonic major scale
33. Identifies composers and music from other time periods and countries
34. Understands the QuickTime music regime
Grade Five – Fine Arts
CENTRAL SUBJECT: AMERICAN SETTLEMENT
VISUAL ARTS
1. Demonstrates enthusiasm, effort and patience
2. Demonstrates creativity and skill, and employs art in support of others subjects
3. Brings initiative and ideas to the classroom
4. Creates a myriad of two and three dimensional art with a range of skills & techniques
5. Develops skills in sculpture and undertakes projects for purpose (Socials)
6. Improvises and recycles items to use as tools (stir sticks, plastic cups)
7. Skillfully uses lines to give the impression of movement
8. Demonstrates how shading in shapes gives impression of depth
9. Demonstrates how positive and negative shapes contribute to pictures (missing items)
10. Uses layering to produce texture (building up with paint)
11. Can identify a range of tools, some improvised, that produce texture
12. Comments on the use of art to embellish items and structures
Drama
13. Uses appropriate audience skills for all school-related activities
14. Responds positively to instruction and enthusiastically participates in activities
15. Chooses topics and characters from other subjects (reading, geography) for dramatization
16. Understands the nature and size of an audience when preparing drama
17. Can work with a small group to produce a presentation
18. Demonstrates cooperation and effort during rehearsal
19. Works hard with a chosen role, and holds concentration during presentation
20. Builds a vocabulary that improves communication in drama
21. Constructively criticizes, with evidence, presentations and productions
Music
22. Responds to multi-step instruction and participates appropriately
23. Demonstrates responsibility as a performer and audience member
24. Produces a melody correctly utilizing voice and/or instruments
25. Develops skills in part-singing and singing in harmony
26. Develops singing skills with appropriate breathing, phrasing, posture and diction
27. Expands knowledge of rhythms and melodic concepts (accidentals and ties)
28. Develops playing and performing skills with the recorder
29. Develops knowledge of composers and their music, from a given era (e.g. Baroque era)
30. Can produce and present a song related to a story or poem
31. Further develops knowledge of musical forms – theme and variation, rondo
32. Can distinguish between major and minor keys
33. Uses iTunes to download and play music
Grade Six – Fine Arts
CENTRAL SUBJECT: RIVERS
VISUAL ARTS
1. Understands the elements of art: line, color, shape, form, space and texture
2. Understands the principles of art: balance, variety, harmony, emphasis, proportion, movement, rhythm, and pattern
3. Explores different art media and techniques: drawing, painting, printmaking, collage, and digital art
4. Discovers different ways of looking at art: aesthetics, art criticism, and the critiquing of nonobjective art
5. Explores art through the ages: early art, art of the middle ages and renaissance, and art of the nineteenth and twentieth centuries
6. Understands art as it expresses the wonders of nature: landscape art, nature studies, art and the seasons, and the power of nature
7. Recognizes art as it portrays people: portraits, figures in action, heroes, and sculpture
8. Explores animals as they are found in art: animals found in early art, sea creatures, jungle animals, birds, and fantasy animals
9. Discovers the different ways artists express their ideas about places: architecture, cityscapes, the outdoors (parks and gardens), and common everyday places
10. Understands the objects created and used by artists: objects in nature, impossible fantasy objects, the artistic grouping of objects, and the decorative arts
11. Examines the way art is used to record events: visual reporting, the artist as a historian, recording exploration and sporting events, and the current advances in visual reporting (digital cameras and video recorders)
12. Explores art as a visual storyteller: picture language, visual autobiographies, myths and legends, frescoes and murals, and book illustrations and covers
13. Discovers art as it is used in celebrations: holiday celebrations, celebration dance, festival art, rites of passage celebrations, and the art that celebrates life
14. Investigates art as a conveyor of fantasy: dreams and nightmares, puzzling paintings, impossible images, and fantasy using pictures and words
Drama
15. Uses appropriate audience skills for all school-related activities
16. Responds positively to instruction and enthusiastically participates in activities
17. Furthers learning in other subjects through dramatization
18. Writes for dramatization with the nature of the audience in mind
19. Fully participates in the preparation and presentation of a school production
20. Develops vocabulary that contributes to communication in drama
21. Recognizes the names and characteristics of people famous in drama
22. Explains the rationale for the use of symbols and props in drama
Music
23. Responds to multi-step instruction and participates fully
24. Demonstrates responsibility as a performer or audience member
25. Develops skills in part-singing and singing in harmony
26. Develops sight-singing and sight-reading skills
27. Continues to develop recorder skills and is introduced to other instruments (strings, brass or woodwinds)
28. Furthers knowledge of composers and their music (e.g. Classical)
29. Can produce and present a song related to a poem or story
30. Describes, with examples, how music can create and change mood
31. Is able to assess opportunities for career development with music
32. Starts to identify bass clef lines and spaces
33. Reads, writes and creates rhythms and melodies using whole note through 16th notes and rests
34. Identifies soprano, alto, tenor, bass registers
35. Understands and uses staccato, legato, accents, and fermatas
36. Identifies intervals of a 2nd through an octave
37. Identifies the symbols da Capo, D.C. al fine, dal Segno, 1st and 2nd endings, key signatures, and slurs
Grade Seven – Fine Arts
CENTRAL SUBJECT: Africa
VISUAL ARTS
1. To review the elements of art: line, color, shape, form, space, and texture
2. To review the principles of art: balance, variety, harmony, emphasis, proportion, movement, rhythm, and pattern
3. To review art media and techniques: drawing, printmaking, painting, sculpture, collage, and digital art
4. To explore the ideas of art criticism and aesthetics: describing works of art, analyzing works of art, interpreting works of art, and judging works of art using aesthetics
5. To examine art history as it relates to the human person: describing – who, when, and where, analyzing artistic styles through time, interpreting time and place, and judging historical importance
6. To explore the art of drawing and its various techniques through gesture drawing, contour drawing, presentation drawing, and cartoon drawing
7. To discover the art of printmaking and its various techniques through monoprints, Inuit-style prints, and linoleum block prints
8. To investigate the art of painting and its various techniques through watercolor painting, nonobjective painting, and expressive painting
9. To examine photography and its various techniques through photograms, photo essay, and hand colored photography
10. To explore graphic design and its various techniques through illustrating a story, designing a poster, and designing a product package
11. To discover sculpture and its various techniques through abstract sculpture, layered low-relief panel sculpture, and plaster carving
12. To survey the art of architecture through drawing floor plans, creating fanciful exteriors, and examining two-point perspectives
13. To become familiar with film, video, and digital art through exploration with digital frame animation, digital self-portraits, and multimedia portfolios
14. To explore African art and clearly demonstrate that art has contributed to Africa
Drama
15. Uses appropriate audience skills for all school-related activities
16. Responds positively to instruction and enthusiastically participates in activities
17. Through natural ability, preparation & effort, delivers credible role-playing
18. Furthers learning in other subjects through dramatization
19. Develops knowledge of other cultures through dramatization
20. Writes, prepares and presents with the nature of the audience in mind
21. Fully participates in the preparation and presentation of a school production
22. Uses appropriate vocabulary when preparing and presenting drama
23. Can comment, with rationale, the suitability of certain actors for famous roles
24. Can explain examples of symbolism in famous productions (dark sky, loud noise)
Music
25. Responds to multi-step instruction and participates fully
26. Demonstrates a high degree of responsibility as a performer or audience member
27. Can identify and place notes on the treble and bass staves
28. Continues to develop skills in part-singing and singing in harmony
29. Continues to develop sight-singing and sight-reading skills
30. Develops skills with strings (ukulele and/or guitar)
31. Furthers knowledge of composers and their music (Romantic and Modern eras)
32. Accurately employs elements of musical theory
33. Creates or contributes music for a school performance
34. Describes, with examples, how music can create and change mood
35. Can assess the impact music has on contemporary life
36. Is able to assess opportunities for career development with music
37. Can explain the differences between QuickTime and other electronic media music formats
Grade Eight – Fine Arts
Central subject: connections – ENGLAND & the united states
VISUAL ARTS
1. To review the elements of art: line, color, shape, form, space, and texture
2. To review the principles of art: balance, variety, harmony, emphasis, proportion, movement, rhythm, and pattern
3. To review art media and techniques: drawing, printmaking, painting, sculpture, architecture and crafts
4. To review the ideas of art criticism and aesthetics: describing works of art, analyzing works of art, interpreting works of art, and judging works of art using aesthetics
5. To investigate the art of the earliest times: prehistoric art, the art of ancient Egypt, and the ancient art of China, India, and Mesopotamia
6. To discover the art of East Asia: the art of China and the art of Japan
7. To explore the pre-Columbian art of Latin America: the art of Mesoamerican and the art of the Andes
8. To examine the Native art of North America: the origins of Native American art and the Native American art traditions
9. To explore the art of ancient Greece and Rome through its history (time and place), and the creation of a Greek-style vase and a Roman victory arch
10. To survey the art of India and Islam through its history (time and place) and the creation of a traditional Indian banner and a collage in the Islamic style
11. To discover the art of Africa and Oceania: the figure sculptures of Africa, the masks of Africa, and the sculptures of Micronesia, Melanesia, Polynesia and Australia
12. To examine the art of the Middle Ages: art of the Romanesque period and the art of the Gothic period
13. To investigate the art of the Renaissance period: the art of the Italian Renaissance and the art of the Northern European Renaissance
14. To explore art of the 17th and 18th centuries through its history (time and place) and the creation of a Baroque style still life drawing and a rococo shoe design
15. To survey art of the 19th century: Neoclassic and Romantic art, Impressionism, Post-Impressionism, and American painting
16. To explore art of the 20th century: early 20th century art in Europe and America and European and American art throughout the 20th century
drama
17. Uses appropriate audience skills for all school-related activities
18. Responds positively to instruction and enthusiastically participates in activities
19. Through natural ability
music – understands and applies arts knowledge and skills
20. Reads, writes and creates using dotted rhythms
21. Understands and uses tempo markings, including largo, andante, allegro, presto, ritardando, and accelerando
22. Recognizes and interprets musical symbols, notation and musical form appropriate to the music being studied
23. Develops singing skills in the area of tonal production
24. Demonstrates the ability to correct personal errors in pitch and rhythm through reading and listening
25. Performs individually or in a small ensemble during class and in performances
26. Understands and demonstrates the relationship between the audience and the performer
music – demonstrates thinking skills using artistic processes
27. Responds to multi-step instruction and is fully engaged in all activities
28. Identifies and applies techniques from different artists, cultures and time-periods
29. Applies previously learned concepts and skills through a creative process (research), a performance process (rehearsal) and a responding process (presentation)
music – communicates through the arts
30. Further develops composition skills using music-writing software such as Finale NotePad 2005 and GarageBand
31. Uses music as a way to communicate ideas and feelings
music – Makes connections within and across the arts, to other disciplines, cultures and work
32. Compares and contrasts the connections among the arts
33. Explains the relationship between music and other content areas
34. Demonstrates how music shapes and reflects culture and history
35. Describes the role of music skills in the world of work
Grade Nine/Ten – The Arts
visual arts
The student understands and applies arts knowledge and skills
9/10-1 Understand arts concepts and vocabulary.
• Analyze and interpret works of visual arts, dance, theater, and music using the arts concepts and vocabulary
9/10-2 Develop arts skills and techniques.
• Redefine and extend arts skills and techniques
9/10-3 Understand and apply arts styles from various artists, cultures, and times.
• Transfer understanding from one artistic style to a larger group of artworks
9/10-4 Apply audience skills in a variety of arts settings and performances.
• Articulate how audience conventions and responsibilities differ according to style and culture
The student demonstrates thinking skills using artistic process
9/10-5 Apply a creative process in the arts independently:
• Conceptualize the context or purpose
• Gather information from diverse sources
• Develop ideas and techniques
• Organize arts elements, forms, and/or principles into a creative work
• Reflect for the purpose of elaboration and self-evaluation
• Refine work based on feedback
• Present works to others
9/10-6 Apply a performance process in the arts independently:
• Identify audience and purpose
• Select artistic work (repertoire) to perform
• Analyze structure and background of work
• Interpret by developing a personal interpretation of the work
• Rehearse, adjust, and refine through evaluation and problem solving
• Present work for others
• Reflect and evaluate
9/10-7 Apply a responding process to an arts presentation independently.
• Engage actively and purposefully
• Describe what is seen and/or heard
• Analyze how the elements are arranged and organized
• Interpret based on descriptive properties
• Evaluate using supportive evidence and criteria
The student communicates through the arts
9/10-8 Use the arts to express and present ideas and feelings.
• Express ideas and feelings through the arts in a variety of forms and styles
9/10-9 Use the arts to communicate for a specific purpose.
• Analyze how the deliberate use of artistic elements communicates for a specific purpose
9/10-10 Develop personal aesthetic criteria to communicate artistic choices.
• Analyze how cultural and historical perspectives influence personal aesthetic criteria
The student makes connections within and across the arts to other disciplines, life, cultures, and work
9/10-11 Demonstrate and analyze the connection among the arts disciplines.
• Analyze an arts presentation that integrates two or more arts disciplines
9/10-12 Demonstrate and analyze the connection between the arts and other content areas.
• Integrate and adapt skills within the arts and other content areas
9/10-13 Understand how the arts impact lifelong choices.
• Analyze how the arts impact economic choices
9/10-14 Understand how the arts shape and reflect culture and history.
• Identify specific attributes of artworks that shape culture and history
9/10-15 Demonstrate knowledge of the arts careers and the role of the arts skills in the world of work.
• Assumes roles of arts careers and practices appropriate work habits and skills, analyzes and interprets how arts skills and knowledge influence the world of work
Grade Nine/Ten – Drama
1. STUDENTS WILL KNOW THE FUNDAMENTALS OF THEATRE HISTORY AND TERMINOLOGY, FROM ANCIENT TO MODERN TIMES.
2. Students will acknowledge the recurrence of dramatic themes that are present throughout the history of humankind.
3. Students will recognize theatre’s timeless role in civilization, beginning with its roots in ancient Greece.
4. Students will have basic knowledge and understanding of Greek theatre structures and terminology.
5. Students will know the names, circumstances, and significant works of essential playwrights throughout the ages.
6. Students will have a working knowledge of theatrical structures and terms and will employ this knowledge to produce quality live theatre.
7. Students will acquire and develop various fundamental performance and production skills sufficient to prepare them for amateur auditions to continue study in live performance.
8. Students will learn to deliver audience-appropriate theatrical presentations in a variety of genres and venues.
9. Students will practice use of effective voice and body techniques to create quality characters.
10. Students will demonstrate confidence and proficiency when presenting for live audiences.
11. Students will deliver two effective, audience-appropriate monologues that are contrasting in mood and characterization, and one of which is composed entirely by the student for the student.
12. Students will ascertain the connection between non-fictional entities and the significant role they can play in fictional writing and productions.
13. Students will present “cold readings” with confidence and with working awareness of character development.
14. Students will demonstrate proficiency in theatre jargon and stage aesthetics.
15. Students will understand the big-picture logistics of producing live theatre.
16. Students will learn the importance of cooperation through collaboration.
17. Students will combine voice, movement, characterization and line memorization to create clear, effective presentations across the genres.
18. Students will learn effective participation in class productions, rehearsals, discussions and activities.
19. Students will learn effective self-assessment and the importance of practice.
20. Students will learn to assess and critically analyze peer performances for the purposes of goal-setting and improvement.
RELIGIOUS STUDIES
Major religious traditions = Christianity, Judaism, Islam, Buddhism and Hinduism
Various religious traditions = Any religious expression (exclusive of those such as Satanism and Witchcraft) that is organized and practiced by an identified group of people
Kindergarten – Religious Studies
CENTRAL SUBJECT: Food
K-1 AWARE OF BIBLICAL STORIES ABOUT GOD, HIS CREATION AND GREAT LOVE FOR US
K-2 Knows what prayer is
K-3 Demonstrates simple learned prayers
K-4 Recognizes the classroom as a community
K-5 Recognizes the school as a community
K-6 Identifies what a chaplain is what s/he does
K-7 Identifies what a priest is what s/he does
K-8 Identifies why it is important to go to chapel
Grade One – Religious Studies
CENTRAL SUBJECT: Families
1. RECOGNIZES THE BIBLE AS THE STORY OF GOD’S PEOPLE
2. Aware of people in the Bible and how they show awareness of God
3. Aware of why it is important to pray
4. Identifies the usual prayer times in life
5. Recognizes that s/he belongs to a family and what membership means
6. Aware that family and friends are special
7. Identifies the components of the chapel service
Grade Two – Religious Studies
CENTRAL SUBJECT: cultures around the world
1. KNOWS THE DIFFERENCE, IN A SIMPLE WAY, BETWEEN THE OLD AND NEW TESTAMENTS
2. Knows the life of Jesus
3. Aware of the stories Jesus told
4. Aware of the different approaches to prayer found in the major religious traditions
5. Identifies five types of prayer (praise, confession, thanksgiving, intercession and petition) and how they are reflected in the major religious traditions
6. Identifies the benefits of belonging to a community
7. Aware of other communities and their importance in his/her life
8. Demonstrates appropriate responses to chapel services (Morning Prayer and Eucharist)
9. Identifies the seasons of the Episcopal Church year
Grade Three – Religious Studies
CENTRAL SUBJECT: NATIVE PEOPLES
1. AWARE OF JESUS’ TEACHINGS
2. Aware of the basic guidelines for living as advocated in the teachings of the major religious traditions
3. Recognizes the importance of prayer in having a relationship with God
4. Identifies values important to living with others in the community
5. Aware of individual needs vs. community needs
6. Identifies simple problems from stories and can discuss solutions
7. Explains the seasons of the Episcopal Church year
8. Explains what liturgy is
9. Identifies the difference between Morning Prayer and the Eucharist
Grade Four – Religious Studies
CENTRAL SUBJECT: WASHINGTON STATE
1. AWARE OF HOW THE MAJOR RELIGIOUS TRADITIONS EXPLAIN HOW GOD HAS MADE HIMSELF KNOWN TO HUMAN BEINGS
2. Aware of God making himself known through Jesus
3. Aware of the importance of private and communal prayer in the major religious traditions
4. Demonstrates an understanding of the importance and place of prayer in our private lives
5. Identifies problems in a variety of personal communities and can discuss origins and strategies for solutions
6. Aware that choices have consequences
7. Aware that participation in community has responsibility
8. Identifies the general components of a creed and why it is important
Grade Five – Religious Studies
CENTRAL SUBJECT: AmericaN SETTLEMENT
1. RECOGNIZES THE JEWISH BACKGROUND OF WORSHIP AND SACRIFICE
2. Identifies Collects and describes the importance of their use
3. Aware of the role of prayer in community as expressed within the major religious traditions
4. Aware of individual vs. group norms of behavior
5. Recognizes the importance of values in life
6. Aware of how creedal statements for various religious traditions are expressed in art and music
Grade Six – Religious Studies
CENTRAL SUBJECT: RIVERS
1. AWARE OF EARLY HEBREWS, THEIR PLACE IN HISTORY, AND THE IMPACT OF THEIR RELIGIOUS PERSPECTIVE ON OTHER TRADITIONS AND PEOPLES
2. Demonstrates an understanding of the content and importance of the Lord’s Prayer
3. Identifies personal values
4. Aware of the role of individual conscience
5. Acknowledges similarities and differences within the Christian Church: Roman Catholic, Orthodox, Anglican and Protestant denominations
Grade Seven – Religious Studies
CENTRAL SUBJECT: Africa
1. DESCRIBES THE ORIGINS OF THE CHRISTIAN CHURCH AS FOUND IN ACTS AND THE EPISTLES
2. Aware of the origins of the other major religious traditions
3. Demonstrates an understanding of “meditation” as a prayer type
4. Evaluates the values reflected in current community problems
5. Demonstrates an understanding of personal and community responsibility
6. Demonstrates a general familiarity with the Bible
Grade Eight – Religious Studies
Central subject: connections – ENGLAND & the united states
1. AWARE OF THE PLACE AND EXPRESSION OF THE SACRAMENTS IN THE LIFE OF THE EPISCOPAL CHURCH
2. Distinguishes “journey” as a theme in various religious traditions
3. Demonstrates an understanding of the values reflected in the Prayer of St. Francis
4. Identifies areas of personal interest and concern within a community
5. Identifies and demonstrates appropriate means of expression views within a variety of communities
6. Demonstrates a general familiarity with the content and use of a Concordance
7. Demonstrates a general familiarity with the origin, content and use of the Book of Common Prayer
PHYSICAL EDUCATION
Toddler – Physical Education
Central subject: CELEBRATIONS
T-1 FOLLOWS DIRECTIONS AND SIGNALS FROM THE TEACHER
T-2 Appropriately bends and strengthens muscles of the body
T-3 Imitates the behavior of animals with sounds and movements
T-4 Rolls on soft surfaces
T-5 Throws and chases soft items (balls, sponges)
T-6 Readily participates in safe and fun games
Pre-Kindergarten 3 – Physical Education
Central subject: ANIMALS
P3-1 FOLLOWS DIRECTIONS AND SIGNALS FROM THE TEACHER
P3-2 Appropriately bends and stretches muscles of the body
P3-3 Imitates the behavior or people and animals with sounds and movement
P3-4 Plays creatively with a range of items (balls, sponges, bean bags)
P3-5 Readily participates in safe and fun games
Pre-Kindergarten 4 – Physical Education
Central subject: The Seasons
HEALTHY LIVING
P4-1 Knows and follows rules, routines & safety procedures in activities
P4-2 Understands the need to have knowledge and skills for growth/health
P4-3 Understands the basic needs of the human body (air, food & water)
P4-4 Can quote contributors to healthy living (hygiene, sleep etc.)
Active Living
P4-5 Shows interest during instruction
P4-6 Claims one or more favorite activities
P4-7 Participates in warm-up/cool-down exercises
P4-8 Joins in with physical activities (games, dance)
Basic Movement Skills
P4-9 Follows the directions and signals of the teacher
P4-10 Appropriately bends and stretches the muscles of the body
P4-11 Uses personal space appropriately and respects space used by others
P4-12 Attempts to control basic items of equipment (bat, ball & rope)
P4-13 Jogs and runs on the spot
P4-14 Walks, jogs and runs with control, balance and pace
Kindergarten – Physical Education
CENTRAL SUBJECT: Food
HEALTHY LIVING
K-1 Knows and follows rules, routines & safety procedures in all activities
K-2 Understands the basic needs of the human body (air, food, water, sleep & exercise)
K-3 Is introduced to healthy nutritional habits
K-4 Begins to learn the contributors to good hygiene (toilet care, hand washing)
Active Living
K-5 Is interested and attentive during instruction in physical activities
K-6 Quotes favorite physical activities
K-7 Routinely participates in warm-up and cool-down activities
K-8 Participates enthusiastically in physical activities (games, gymnastics)
Basic Movement Skills
K-9 Follows the directions and signals of the teacher
K-10 Appropriately bends and stretches the muscles of the body
K-11 Points to and names at least one muscle (simple, “leg muscle”)
K-12 Identifies and is respectful of personal space
K-13 Can skip, gallop, hop, jump, and jog with age appropriate control, balance and pace
K-14 Can control at least one moving item of equipment (e.g. bouncing ball)
Grade One – Physical Education
CENTRAL SUBJECT: Families
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Understands that the human body has nutritional requirements
3. Practices sounds habits of personal hygiene
4. Quotes personal habits of hygiene and health (hand washing, adequate sleep, etc.)
5. Understands the link between physical activity and health
Active Living
6. Listens to instruction
7. Participates in warm-up/cool-down exercises
8. Has a sense of team play and sportsmanship
Basic Movement Skills
9. Follows the directions and signals of the teacher
10. Appropriately bends and stretches muscles of the body
11. Points and names several muscles of the body (simple “arm muscle”)
12. Identifies and is respectful of personal space
13. Can skip, gallop, hop, jump and job with age appropriate control, balance and pace
14. Moves in different pathways (straight, curved and zigzag)
15. Throws various objects at targets in various ways (underhand and overhand)
Grade Two – Physical Education
CENTRAL SUBJECT: cultures around the world
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Is familiar with the concept of food containing nutrients
3. Understands that the body has a high water content requiring replenishment
4. Understands the nature of the blood and the heart
5. Understands the nature of air, and the body’s need for oxygen (lungs)
6. Gains knowledge of microscopic bacteria (good/bad)
7. Gains knowledge of harmful bacteria and chemicals
8. Appreciates that personal hygiene combats harmful bacteria/chemicals
9. Sets goals for healthy living
10. Understands the link between physical activity and health
11. Understands the link between physical activity and personal well-being
Active Living
12. Listens to instruction
13. Participates in warm-up/cool-down exercises
14. Participates vigorously in individual and group activities (games, gymnastics etc.)
15. Can see oneself as an important member of a team
16. Can find and monitor heart rate
Basic Movement Skills
17. Follows the directions and signals of the teacher
18. Appropriately bends and flexes muscles of the body
19. Points out and names a range of muscles (simple or Latin name)
20. Identifies and is respectful of personal space
21. Jogs, runs and skips with age appropriate balance and pace in conjunction with a sport, activity or game
22. Moves in different pathways in conjunction with a sport, activity, or game
23. Changes between movements on given signal
24. Develops balance skills, stationary and moving
25. Can do a forward and backward roll
Grade Three – Physical Education
CENTRAL SUBJECT: NATIVE PEOPLES
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Understands that nutrients build, develop and repair the body
3. Understands the basic concept of the cell
4. Understands the tasks performed by blood & heart and how these can be damaged
5. Appreciates the importance of personal hygiene
6. Appreciates the difference between healthy/unhealthy foods
7. Begins to assess the consequences of excess/lack of food
8. Understands why different cultures eat different foods
9. Understands the importance of teeth in healthy living and the importance of dental hygiene
10. Sets goals for healthy living
11. Understands the drawbacks and dangers caused by lack of activity
Active Living
12. Listens to instruction
13. Participates in warm-up/cool-down exercises
14. Participates in vigorous individual/group activity (games, gymnastics, skipping)
15. Understands the importance of being a team player
16. Realizes that frequent & vigorous physical activity sustains body parts (heart, lungs etc.)
17. Understands that physical activity reduces stress
18. Realizes that physical activity can be used for expression (games, dances)
19. Knows how to swim 4 lengths of YMCA pool
Basic Movement Skills
20. Follows the directions and signals of the teacher
21. Appropriately bends and flexes muscles
22. Points out and names a range of muscles and bones (simple or Latin)
23. Uses personal space profitably and respects space used by others
24. Changes from one mode of travel to another on given signal (skipping to jumping)
25. Learns to jump and land safely
26. Controls a ball with hands (throw/catch) & feet (kick to target/partner)
27. Develops balance skills (weight & transfer) stationary and moving
28. Understands the playing rules of soccer
29. Can name the playing positions in soccer
Grade Four – Physical Education
CENTRAL SUBJECT: WASHINGTON STATE
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Can distinguish between healthy and unhealthy food choices
3. Understands food groups and their significance
4. Understands how cells uptake water
5. Appreciates the importance of personal and dental hygiene
6. Understands how drugs impact the body (nicotine, alcohol etc.)
7. Becomes aware of anti-drug program
8. Is aware of diet and the impact of good/bad eating habits on the body
9. Is aware of how poor diet can negatively impact a whole culture/nation
10. Sets goals for healthy living
11. Appreciates the negative impacts caused by sedentary lifestyle
Active Living
12. Follows both oral and written instruction
13. Participates in warm-up/cool-down exercises
14. When called upon, can suggest a favorite (vigorous) activity for the group
15. Participates in vigorous games, demonstrating patience and fair play
16. Recognizes personal endurance levels and slowly begins to challenge these
17. Realizes that physical activity is an important part of a healthy, well-balanced life style
18. Realizes that individuals can express themselves through activity (games, teams, dance)
19. Can find and monitor pulse rates before and after physical activity
Basic Movement Skills
20. Follows the directions and signals of the teacher
21. Performs successfully the movement skills for activities at this level
22. Improves ball control skills (throwing, catching, kicking, passing, trapping)
23. Can judge distance and make adjustments (moving to catch a ball)
24. Can hold balance in various positions while static
25. Can hold balance while traversing a narrow board on the ground
26. Can safely jump from a low height
27. Can grip and hang from low playground equipment
28. Begins to demonstrate poise and smoothness during movement
29. Understands the playing rules of volleyball
30. Can name the playing positions in volleyball
Grade Five – Physical Education
CENTRAL SUBJECT: AMERICAN SETTLEMENT
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Locates information that identifies healthy foods (labels, government standards)
3. Is aware of the physical and hormonal changes in the male or female body during puberty
4. Can identify using anatomical terms the parts of the reproductive system
5. Understands the concept of control and the prevention of disease
6. Recognizes that the onset of puberty requires extra caution regarding hygiene
7. Understands a range of issues that have a potential for personal danger
8. Identifies the influences media has on lifestyles
9. Understands how environmental factors affect one’s health
10. Identifies the influences family; friends, colleagues and adults have on lifestyles
11. Recognizes factors that govern healthy relationships (trust, honesty, caring)
12. Continues to respond well to anti-drug instruction
13. Sets goals for healthy living
14. Appreciates the negative impact (physical and mental) caused by sedentary lifestyle
15. Describes characteristics of fitness and relates these to different activities
ACTIVE LIVING
16. Participates in warm-up/cool-down exercises
17. Participates in vigorous games and sports
18. Participates in circuit station gymnastics
19. Lists factors in a diary that personally motivate activity (sports hero, family influence)
20. Notes in a diary personal progress and performance & endurance levels
21. Recognizes personal endurance levels and challenges these
Basic Movement Skills
22. Executes multi-step written and oral instruction
23. Performs successfully the movement skills for activities at this level
24. Improves ball control skills (throwing, catching, tricking, passing, trapping, dribbling)
25. Develops skill in handling a range of equipment (bats, bean bags, ropes, skittles)
26. Can execute a series of movements with coordination (hit the ball, drop the bat, run to base)
27. Can invent a sequence of different movements without pause
28. Learns to jump and to roll on landing
29. Improves movement and reactions by matching locomotion with a partner (e.g., offensive/defensive play in soccer or basketball)
30. Refines movement skills to reflect balance, economy of effort, poise & grace
31. Understands the playing rules of basketball
32. Can name the playing positions in basketball
33. Understands the role of an umpire, referee, or official
34. Knows what a game penalty is and why it is important
35. Learns fundamentals of small boat handling
Grade Six – Physical Education
CENTRAL SUBJECT: RIVERS
HEALTHY LIVING
1. Knows and follows rules, routines and safety procedures in all activities
2. Responds to a signal to hold or move equipment.
3. Describes to various audiences how eating impacts healthy living
4. Assesses why people choose what they eat (fads, family, friends, culture)
5. Knows how salmon help a healthy diet
6. Assesses the impact that media has on young people as they grow up/develop
7. Is familiar with the reproductive system, puberty and development
8. Assesses personal decision-making process during development (e.g. making friends)
9. Recognizes that the onset of puberty requires extra caution regarding hygiene
10. Continues to respond positively to anti-drug abuse programs
11. Sets goals for healthy living and assesses their outcomes
12. Uses software to help reach diet and fitness goals (e.g., Health Engage)
Active Living
13. Participates in warm-up/cool-down exercises
14. Participates in basic circuit station gymnastics
15. Builds (with guidance) a repertoire of safe and productive gymnastic movements
16. Lists factors in a diary that personally motivate activity (sports heroes, competition etc.)
17. Enters in a diary, notes on personal progress, performance, endurance & achievements
18. Challenges self re: participation levels, improvement, cooperation & fair play
19. Participates in a cross country run of short duration
20. Can find, monitor and record in a diary, pulse rates before & after physical activity
21. Examine a personal fitness assessment
22. Set realistic fitness goals based on current fitness measurement results and minimum health standards for age and gender
23. Describe fitness results
24. Describe anatomical and physiological functions (cardio and respiratory)
25. Participate in activities that promote physical fitness in the components of fitness
26. Record/ Analyze personal health and fitness data including: Cardio-respiratory endurance, flexibility, muscular strength, muscular endurance, nutritional habits
Basic Movement Skills
27. Executes multi-step written and oral instruction
28. Be aware of own personal space
29. Understand space and plays a position in a modified game activity
30. Performs successfully all of the movement skills expected for activities at this level
31. Acquires basic skills in volleyball (serve, bump pass & overhead volley)
32. Continues to develop & refine handling skills with a range of equipment (bats, balls etc.)
33. Can invent a sequence of different movements without pause in a gymnastics program
34. Improves skill and reactions by continually passing an object to a moving partner using a variety of passes
35. Mounts and dismounts equipment, under supervision, in a safe and comfortable manner
36. Refines movement skills to reflect balance, economy of effort, poise and grace
37. Understands the playing rules of softball
38. Can name the playing positions of softball
39. Perform movement combinations in rhythmic activities (i.e., line dances, square dances)
40. Perform movement combinations in fundamental and complex skills (Basketball -dribble, bounce and chest pass; Soccer–dribble, static pass and trap ball, throwing/catching, correct foot forward, weight transfer, static catching) involved in team sports and group activities (i.e., small sided soccer, 3 on 3 basketball)
41. Perform fundamental movement combinations in fundamental and complex skills (Racquet sports, serve, grip) involved in individual sports (i.e. Pickleball, climbing wall)
42. Demonstrate mechanics of movement as applied to specific skills (i.e., throw a ball; step with opposite foot, opposite shoulder closest to target, reach back and extend arm fully.
43. Perform skills to improve core strength (i.e., crunches, single leg balances)
44. Describe activities that lead to an active life (daily living, recreational, sport, exercise, dance)
HEALTH
Nutrition
45. Applies the dietary guidelines in making food choices
46. Explains the importance of food choices and portion size moderation in a healthy diet
47. Describe positive impacts of eating a variety of foods
48. Define the nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water)
49. Describe how caloric needs are affected by activity levels
Body Systems
50. Identify the structure and basic functions of key body systems (skeletal, muscular, nervous, respiratory, cardiovascular, endocrine, lymphatic, digestive, and reproductive)
51. List ways to care for your body systems
52. Explain the parts and jobs of the skeletal system
53. Identify ways to protect bones and muscles
54. Explain the parts and jobs of the digestive system
55. Explain the parts and jobs of the excretory system
56. Identify ways to maintain the health of the digestive and excretory systems
57. Explain the pathway of how blood moves through the body
58. Describe how the nervous system controls body functions
59. Examine factors in the environment that influence respiratory health
The Cycle of Life
60. Identify the hormonal and physical changes that occur during puberty (growth, secondary sexual characteristics, hormonal attractions, expressing needs, wants, moods/feelings, sense of connectedness, and empowerment).
61. Identify hereditary factors that influence, growth, development, and health risks
62. Identify adolescent sleep patterns, needs, and recommendations
63. Identify health behaviors (i.e., diet, sleep, activity, safety) and chart or set a goal for changing a behavior
Social and Emotional Health
64. Recognize emotional triggers and identify appropriate responses (anger management, conflict resolution, refusal/resistance skills)
65. Identify and demonstrate appropriate responses when dealing with harassment, bullying and intimidation (sexual, gender, religion, disability, ethnic, race, age)
66. Demonstrate strategies to respond to peer pressure
67. Recognize importance of positive self–concept
68. Identify verbal and non-verbal communication skills
69. Describe roles/qualities of a good friend
70. Describe and list the steps of three positive social skills to avoid risky situations (refusal skills, conflict resolution, anger management, and decision making skills)
71. Identify five basic emotions and describe how they affect decision making skills
Disease and Illness Prevention
72. Identify the two main types of disease and describes four common disease-causing pathogens
73. Describe ways that pathogens are spread
74. Create a visual that illustrates transmission, prevention (including immunizations), and treatment of communicable diseases (i.e., colds, flu’s, blood-borne pathogens, measles, mumps, polio,
Hepatitis A, B, C, etc.)
75. Compare and contrast diseases developed throughout a time period, i.e., 1800-1900 or 1900-2000
Safety, Injury and Violence Prevention
76. Identify basic steps in First Aid/CPR procedures (chest compressions, rescue breathing, choking, and artificial electronic defibrillator)
77. Recognize emergency situations (home, school, natural disasters, water-related accidents, injuries, etc.) and demonstrate the appropriate steps in responding to an emergency
78. List action steps necessary to implement universal precautions for blood-borne pathogens
79. Demonstrate safe behaviors to minimize risk and prevent injury to self and others (pedestrian, bicycle, skateboard, swimming, boating)
Substance Abuse Prevention
80. Identify how alcohol affects the body and mind
81. Compare and contrast legal and illegal drugs
82. Identify the harmful effects of drug abuse
83. Explain reasons for laws regulating use of alcohol and tobacco
Consumer, Community and Environmental Health
84. Recognize relationships between environmental factors and body systems
85. Recognize individual behaviors/actions that impact air, water, noise, and chemical pollution
86. Examine positive and negative health messages (media, peers, family, and community)
Grade Seven – Physical Education
CENTRAL SUBJECT: Africa
HEALTH
Body Systems
1. Understands structure and functions of body systems using medically accurate terminology.
2. Explains the structure and function of major body systems.
3. Understands connections between health decisions and their impact on major body systems. Example: Understands the impact of smoking on the respiratory system.
4. Explores the consequences of the failure of one body system
5. Knows healthy habits and behaviors will increase peak functioning
6. Understands influences that effect long-term health
7. Understands health risks and protective factors
8. Understands the interdependence of body systems
Fitness and Nutrition
9. Building an understanding of good nutrition, daily exercise and sufficient rest for life-long health
10. Explains components of health-related fitness and their importance as related to lifelong health
11. Gives appropriate assessments to measure personal fitness in health-related components. Example: Recognizes the mile run is a measure of cardiorespiratory endurance.
12. Summarizes realistic personal fitness goals based on current fitness measurement results and minimum health standards for age and gender. Example: Identifies FitnessGram, PACER: A 13-year-old boy must complete 55-74 for high performance.
13. Understands how to track personal fitness using an activity log
14. Understands the relationship between the FITT principle and components of health-related fitness
15. Understands effects of daily diet, exercise and rest needed during adolescence
16. Applies nutrition goals based on dietary guidelines and individual activity needs.
17. Describes dietary guidelines when making food choices. Example: Chooses drinks with low sugar content
18. Predicts portion size when making food choices. Example: Determines the portion size of a 16 oz. milkshake
19. Uses components of a nutrition label to make informed decisions regarding healthy food choices. Example: Examines the nutrition label of a favorite drink to learn number of servings it contains
20. Shows sources of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) in a variety of foods. Example: Understands oranges are a good source of Vitamin C
21. Predicts relationship between caloric intake and physical activity. Example: Understands how far a person must walk to burn enough calories to equal a candy bar
22. Interprets caloric needs based on activity levels. Example: Recognizes a long-distance runner needs greater caloric intake
23. Understands healthy and unhealthy eating patterns
24. Explains the difference between anorexia nervosa and bulimia.
25. Describes healthy ways to lose, gain, or maintain weight
26. Knows diseases/disorders that go with poor levels of fitness and/or nutrition
27. Understands sleep levels and performance
28. Understands the ABC’s of good health
29. Understands eating disorders
30. Understands Dietary Guidelines
31. Understands Food Pyramids and alternatives
32. Analyzes daily health and fitness habits
33. Analyzes individual health behaviors (e.g., diet, sleep, activity, fitness, and hydration)
34. Sets and charts goals for daily health and fitness behavior change
35. Creates personal health and fitness data and sets goals
36. Creates a health and fitness plan based on health-related standards
The Cycle of Life
37. Understands the physical and emotional stages, characteristics and developmental needs throughout life
38. Understands the cycle of life: reproduction, the fetus, birth, infancy, early and later childhood, puberty, adolescence, adulthood, middle age, old age, and death
39. Knows about changing relationships
40. Knows about changing responsibilities
41. Knows and understands genes, DNA, and heredity
42. Understands the importance of developing a realistic body image
43. Understands hormones and impact on body systems
44. Understands social and emotional changes during adolescence
45. Understands the changes occurring during puberty.
46. Understands similarities and differences with body changes, thinking processes, and self-esteem. Example: Understands increases in height are at different ages for boys and girls.
47. Understands hereditary factors affecting growth, development, and health.
48. Understands health risks that influence hereditary factors. Example: Maintains healthy body weight and avoids tobacco use to prevent high blood pressure.
49. Understands benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).
50. Describes warning signs/behavioral patterns, and avenues of support for young people who experience unhealthy habits. Example: Understands that isolation from friends and family is a warning sign of emotional eating and alerts a teacher or counselor for support.
51. Understands the potential consequences of being sexually active.
52. Understands birth and prenatal care. Example: Understands importance of physical activity, nutrition, rest, and abstaining from drug use during prenatal care. The AIDS Omnibus Act Healthy Youth Act (HYA).
Social and Emotional Health
53. Understands the relation between physical changes and self-esteem
54. Understands responsible decision making
55. Knows resources for assistance
56. Understands the dimensions of health and relates to personal health behaviors.
57. Describes a personal balance of each dimension of health. Example: Discusses working out three-to-five times per week for physical health, making time for family for social health; and learning daily study habits for intellectual health are dimensions of health.
58. Understands effects of stress and stress-management techniques.
59. Describes effects of stress. Example: Understands negative effects of stress include depression. Positive effects include improved self-respect.
60. Describes stress management techniques. Example: Talks to a parent or teacher.
61. Solves conflicts while maintaining safe and respectful relationships.
62. Demonstrates good communication skills. Example: Role-plays conflict resolution for relationships.
63. Demonstrates how adolescent development might affect family dynamics. Example: Recognizes need for privacy or self-space in the home.
64. Demonstrates roles/qualities of a good friend.
Disease and Illness Prevention
65. Understands the difference between disease and disorder
66. Understands chronic conditions
67. Understands factors and prevention related to communicable diseases
68. Describes transmission, prevention, and treatment of a variety of communicable diseases. Example: Explains strep throat is a bacterial infection transmitted through direct contact with an infected person. Prevention: Avoid contact with infected person and wash hands. Treatment: Antibiotics are needed for treatment.
69. Classifies sexually transmitted diseases (STDs). Example: Cites Chlamydia as a bacterial infection.
70. Understands skills that prevent and control non-communicable diseases.
71. Describes signs, symptoms, prevention, and treatment of non-communicable diseases (asthma, heart disease, diabetes, cancer, depression, anxiety). Example: Explains asthma symptoms include coughing, wheezing, and shortness of breath. There is no cure, but an inhaler is used to open the airway. Triggers include pollen, grass, and smoke.
72. Discusses physical and emotional risks, modes of transmission, and treatment associated with HIV/AIDS. Example: Understands HIV can be transmitted through sexual fluids of an infected person.
Safety, Injury and Violence Prevention
73. Understands and contrasts unintentional and intentional injury
74. Recognizes actions and behaviors leading to injury
75. Demonstrates safety precautions for sports, recreation, cars, buses, bicycles, and walking
76. Knows about injury prevention at home, school and in the community
77. Understands violence risk factors: TV, negative peer pressure, intolerance, and gangs
78. Knows about harassment and bullying
79. Knows about sexual and other abuse
80. Understands behaviors needed for protection
81. Knows how to get help for emergencies
82. Knows about resources in the community
83. Understands abusive and risky situations and demonstrates safe behaviors to prevent injury to self and others at home, school, and in the community.
84. Describes emotional triggers of an abusive or risky situation and identifies appropriate responses. Example: Recognizes if followed by someone, the emotional trigger would be fear. The appropriate response is to go to a safe house.
85. Describes Internet safety and ways to protect identity while using technology. Example: Discusses steps to protect self when on the Internet.
86. Describes appropriate responses when dealing with harassment, bullying, and intimidation.
87. Analyzes scenarios to identify risky situations and appropriate responses. Example: Recognizes swimming alone is risky. Swimming with a buddy is an appropriate response.
88. Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.
89. Demonstrates basic first-aid/CPR procedures including blood-borne pathogen protections. Example: Applies direct pressure to an open wound using protective gloves.
Substance Abuse Prevention
90. Defines substance abuse and addiction
91. List addictive substances and the possible physical, emotional, social and economic effects of each on the individual, the family and the community
92. Knows about inhalants, OTC drugs, tobacco and alcohol
93. Understands legal vs. illegal drugs
94. Knows methods of intervention and treatment
95. Understands drug dependency
96. Knows statistics on success rates in treating drug abuse
97. Knows internal protective factors
98. Knows external protective factors
99. Understands the continuum of risk behaviors
100. Understands issues and risks related to drug use and abuse.
101. Explains short and long-term physical and social effects of alcohol, tobacco, and other drugs. Example: Discusses tobacco stains teeth and could progress to emphysema. Short-term physical effect of alcohol is poor coordination and slows reaction time; long-term social effect of alcohol is loss of family.
Consumer, Community and Environmental Health
102. Understands how family and cultural factors impact health.
103. Discusses how culture impacts family health. Example: Understands how families who exercise together promote a healthy lifestyle.
104. Knows about useful health care products and services
105. Understands how environmental factors impact health.
106. Illustrates the impact of exposure to air, water, noise, and chemical pollution on health. Example: Analyzes water quality samples of local water sources to determine safe consumption.
107. Analyzes health and fitness product information.
108. Draws conclusions on the impact of safe and unsafe health and fitness products on personal health. Example: Distinguishes between helpful and harmful puberty-related hygiene products such as acne and body odor supplies.
109. Analyzes health and fitness messages in media.
110. Draws conclusions about media techniques in health and fitness messages. Example: Analyzes media techniques such as bandwagons and testimonials.
Active Living
111. Equates active living with regard for the body and self-esteem
112. Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities
113. Demonstrates sportsmanship and cooperation during a variety of competitive activities. Example: Acts gracious when winning or losing (sportsmanship).
114. Appreciates that participation in vigorous activity is beneficial and enjoyable
115. Is able to share with the group activities that are undertaken outside of school
116. Participates in warm-up/cool-down exercises
117. Participates in circuit station gymnastics
118. Further develops a repertoire of safe and challenging gymnastic activities
119. Participates in a range of vigorous activities (dance, games etc.)
120. Participates in cross country runs and orienteering exercises
121. Is aware of, and records, pulse rates for given activity and notes change
Basic Movement Skills
122. Executes multi-step written and oral instruction
123. Demonstrates fundamental and complex motor skills that contribute to movement proficiency
124. Demonstrates mechanics of movement as applied to specific motor skills
125. Performs movement combinations in rhythmic activities
126. Demonstrates and describes the importance of practice to improve skill levels
127. Shows similarities in movement across different activities
128. Demonstrates offensive, defensive, and cooperative strategies
129. Understands the components of skill-related fitness to physical activity.
130. Explains the importance of components of skill-related fitness in physical activity. Example: Understands increased coordination will improve juggling skills.
131. Explains how movement skills contribute to active living for lifetime health.
132. Describes how physical activity contributes to a healthy lifestyle. Example: Discusses how benefits of swimming may help cardiovascular fitness.
133. Performs successfully, all of the skills expected for activities at this level
134. Develops game skills (soccer, volleyball, floor hockey etc.)
135. Learns leadership skills, winning strategies and a regard for healthy competition
136. Maintains, individually or in partnership, a sequence of rapidly changing movements
137. Mounts and dismounts equipment, under supervision, in a safe and comfortable manner
138. Holds balance and traverses equipment, with supervision, in a safe and comfortable manner
139. Exposed to sailing on Bellingham Bay
Grade Eight – Physical Education
Central subject: connections – England & the united states
HEALTH
Becoming a Life-Long Learner
1. Knows refusal skills
2. Knows and applies conflict resolution skills
3. Understands how to control anger
4. Demonstrates cultural competency
5. Demonstrates respect for self and others
6. Demonstrates personal responsibility and discipline
Body Systems
7. Demonstrates a comprehensive knowledge of body systems
8. Compares and contrasts the basic structure of cells, tissues and organ systems
9. Understands the interdependence among body systems
10. Understands health risks
11. Understands DNA
12. Understands Cellular structure
13. Understand genes, genetics, hereditary traits
14. Understands tissue, systems and organs
15. Knows the leading causes of death
16. Understands protective health factors
17. Understands the effect of healthy habits for optimal longevity
18. Can relate form to function
19. Understands the effects of heredity and environment
20. Can predict changes in health over long periods of time with varying patterns of behavior and health habits
21. Understands structure and functions of body systems using medically accurate terminology.
22. Describes the inter-relationships between the major body systems. Example: Describes how body systems work together: Skeletal-muscular; respiratory-cardiovascular; reproductive-endocrine.
Fitness and Nutrition
23. Can perform a nutritional needs assessment
24. Can develop healthy meal plans
25. Is aware of cultural and ethnic choices
26. Understand barriers to establishing and maintaining healthy eating practices and/or fitness goals
27. Understands influences on food choices and behaviors: peer pressure, cultural and family habits, health problems, advertising, marketing, availability, lack of knowledge about nutrition, and lack of effort
28. Understands the caloric values of foods
29. Understands the consequences of choices
30. Knows about nutritional supplements
31. Understands the concept of body image
32. Can perform a diet analysis
33. Applies nutrition goals based on dietary guidelines and individual activity needs.
34. Describes dietary guidelines when making food choices. Example: Classifies foods by food group, food source, nutritional content, and nutritional value.
35. Shows relationship between balanced food choices, portion size, and hydration. Example: Discovers how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.
36. Predicts effects of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) on the body. Example: Understands water contributes to temperature regulation and helps to eliminate waste.
37. Shows relationship between body fat and lean body mass. Example: Understands the body needs fat to function normally, and the body gets energy from fat.
38. Creates a plan to improve performance based on nutritional practices.
39. Shows relationship between caloric intake and physical activity. Example: Uses a pedometer to view caloric expenditure after physical activity and compares calories on a nutrition label of a favorite drink.
40. Develops a personal/individual caloric needs assessment based on activity levels, age, and specific health requirements in a balanced health and fitness plan, including diet, sleep, and nutritional habits.
41. Analyzes healthy and unhealthy eating patterns.
42. Analyzes how healthy eating patterns through life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions.
43. Understands the components of health-related fitness.
44. Demonstrates the relationship between the FITT principle and components of health-related fitness as related to lifelong fitness.
45. Performs self-assessments to measure personal fitness in components of health-related fitness. Example: Counts sit ups completed in 60 seconds.
46. Implements, reflects, and adjusts realistic fitness goals based on current fitness measurement results and minimum health standards for age and gender in an activity log. Example: Sets a goal, performs the task, and then adjusts the goal.
47. Uses FITT principle to plan and participate in activities promoting each of the components of health-related fitness. Example: Understands when participating in cardiorespiratory activities, intensity should be between 60 to 85 percent of the target heart rate.
48. Shows personal benefits of making positive health and fitness improvements. Example: Recognizes increased cardiorespiratory endurance will decrease cardiovascular disease.
49. Understands phases of a workout. Explains phases: Warm-up, stretch, physical activity, cool-down.
50. Analyzes daily health and fitness habits.
51. Draws conclusions from a fitness and health plan.
52. Sets goals for healthy behavior change.
53. Creates personal health and fitness data and sets goals.
54. Develops personal health and fitness plan based on health-related standards.
The Cycle of Life
55. Understands the consequences of health choices at each stage
56. Understands how to makes decision about sexual activity and drug use
57. Understands personal responsibility
58. Knows refusal skills
59. Knows how to practice positive peer and parent communication skills
60. Understands the influence of media and peers
61. Understands the changes occurring during puberty.
62. Describes emotional changes occurring during puberty. Example: Identifies how emotional changes such as mood swing, peer/parent/guardian relationships, and rebellious feelings affect people during puberty.
63. Evaluates hereditary factors affecting growth, development, and health.
64. Evaluates health risks that influence hereditary factors. Example: Exercises regularly to decrease chance of high blood pressure.
65. Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). Compares negative vs. positive health habits. Example: Compares poor nutrition may decrease energy (negative); where appropriate sleep may enhance energy (positive).
66. Understands the potential consequences of being sexually active.
67. Describes potential adverse effects of being sexually active. Example: Discusses emotional, physical, and social readiness to be sexually active.
68. Discusses economic effect of needing money to purchase birth control.
69. Understands impact of female’s behavior on fetal health. Example: Discusses impact of tobacco use on fetal health.
70. Describes laws related to being sexually active. Example: Discusses state laws concerning the age of consent for sexual behavior. The AIDS Omnibus Act Healthy Youth Act (HYA)
Social and Emotional Health
71. Understands positive and negative effects of stress and stress-management techniques.
72. Describes personal stressors and coping skills for stress management.
73. Analyzes the dimensions of health and relates to personal health behaviors.
74. Points out how the dimensions of health create a balance of personal health. Example: Talks on phone at length with friends (social health) may create an unbalanced life because homework doesn’t get completed (intellectual health).
75. Analyzes personal health in relation to the dimensions of health. Example: Understands that stress-management techniques may balance mental health.
76. Understands abusive and risky situations and demonstrates safe behaviors to prevent injury to self and others at home, school, and in the community.
77. Describes types of abuse, recognizes risky situations, and identifies sources to help in home, school, and community. Example: Discusses dating violence (physical, emotional, or sexual abuse) might occur in an unsupervised setting. Identifies parent or trusted adult as a source of help.
78. Describes the potential impacts of harassment, bullying, and intimidation (sexual, sexual orientation, gender, religion, disability, ethnic, race, age) on individuals. Example: Understands continual harassment may impact academic performance.
79. Describes sexual assault and date rape and how to recognize or avoid risky situations. Example: Recognizes assault as sexual behavior without consent. Avoids assault by setting clear limits prior to behavior.
80. Describes risky situations and provides appropriate response. Example: Understands alternative response: Instead of riding with an intoxicated friend, call for a safe ride.
81. Solves conflicts while maintaining safe and respectful relationships.
82. Shows the value of individual differences (unique to race, ethnicity, gender, disabilities, sexual orientation, age, and religious beliefs).
83. Demonstrates positive communication skills (including steps for refusal skills, conflict resolution, anger management, and decision-making skills) in specific situations: Family, peers, and adults.
84. Predicts how changes in self and others impact peer relationships. Example: Discusses involvement in sports might change friendships.
Disease and Illness Prevention
85. Knows signs and symptoms of illness
86. Understands the importance of early detection
87. Knows about medical resources
88. Understands the need to follow directions
89. Knows about prescriptions and their proper use
90. Knows about over the counter drugs
91. Compares and contrasts management techniques for various chronic diseases
92. Knows the importance of hygiene
93. Knows the role of heredity as a risk factor
94. Knows about tooth decay, dental disease and prevention
95. Understands immunization protection
96. Understands the role of adequate rest in prevention of disease
97. Understands factors and prevention related to communicable diseases.
98. Describes transmission, prevention, and treatment of a variety of communicable diseases. Example: Explains bacterial pneumonia is transmitted through direct contact with an infected person. Prevention: Avoid contact with infected person. Treatment: Antibiotics are used to treat bacterial pneumonia.
99. Describes risks (emotional, physical, and social) associated with sexually transmitted diseases (STDs): Prevention, current infection rates, progression, transmission, and treatment. Example: Describes how infection impacts self-esteem and/or friendships.
100. Describes possible risks associated with piercings and tattoos. Example: Infections from non-sterilized equipment.
101. Describes community agencies and resources available for prevention and treatment of communicable diseases. Example: Locates and local health clinics.
102. Develops skills that prevent and control non-communicable diseases.
103. Composes a list of community agencies, public policies, and resources available for prevention and treatment of non-communicable diseases. Example: Discusses public smoking laws may prevent heart disease.
Safety, Injury and Violence Prevention
104. Recognizes emergencies including fire and weather
105. Knows how to locate emergency supplies
106. Develops proficiency in first aid
107. Uses precautionary measures to deal with blood
108. Identifies possible causes and effects of conflict on the individual, family and community
109. Knows the causes of death in the adolescent age range
110. Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.
111. Demonstrates basic first-aid/CPR procedures including blood-borne pathogen protections.
112. Discovers local school services, crisis services, and emergency resource services. Example: Understands how to access school resources during an emergency.
Substance Abuse Prevention
113. Knows the difference between helpful and harmful use of prescription and non-prescription drugs
114. Knows how to report or seek assistance in unsafe situation involving drugs or poisonous substances
115. Knows ways to use positive peer pressure to counteract negative effects of culture
116. Sets goals for resisting negative peer pressure to engage in substance abuse
117. Knows how to avoids self destructive behavior
118. Reinforces the message that most adolescents do not take drugs
119. Understands issues and risks related to drug use and abuse.
120. Discusses community resource agencies.
121. Describes how drug abuse affects the person, community, and family.
Consumer, Community and Environmental Health
122. Knows health policies at school
123. Evaluates local community environment
124. Analyzes how family and cultural factors impact health.
125. Compares different cultures in the community and how it impacts family health. Example: Understands importance of families learning about other races and cultures to promote cultural competency.
126. Analyzes how environmental factors impact health.
127. Analyzes routes of exposure, dose, toxicity, and individual susceptibility to develop strategies to mediate negative impacts from environmental hazards. Example: Points out necessity of sun block for skin protection in infants, children, teens, and adults, and exposure over length of time (duration), (e.g., 30 minutes, 1 hour, 2 hours, and 4 hours).
128. Analyzes health and fitness product information.
129. Points out the risks of inappropriate use of health and fitness products. Example: Describes risks of weight-loss products and supplements.
130. Creates health and fitness messages in media.
131. Selects a positive media campaign to promote healthy decisions. Example: Develops a media campaign promoting a drug-free lifestyle.
Active Living
132. Participates in warm-up/cool-down exercises
133. Participates in a variety of team sports and activities involving complex skills
134. Performs skills to improve core strength (pushups, lunges, abdominal exercises)
135. Describes purpose and benefit of sports, games and recreation
136. Demonstrates sportsmanship, cooperation and a healthy attitude about competition in a variety of competitive activities
137. Understands safety procedures and rules of developmentally appropriate activities
138. Recognizes and records changes in pulse rate after a variety of activities
139. Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
140. Demonstrates proper handling of equipment. Example: Demonstrates proper use of heart rate monitors.
141. Demonstrates ability to organize own games and apply safety rules and procedures.
142. Applies skills and strategies necessary for effective participation in physical activities.
143. Demonstrates the role of each position. Example: Identifies the role of forward, striker, and goalie in soccer.
144. Demonstrates offensive, defensive, and cooperative strategies. Example: Demonstrates coverage of play in softball (first-base person fields the ball, and pitcher covers first base).
BASIC MOVEMENT SKILLS
145. Executes multi-step written and oral instruction
146. Performs successfully, all of the skills expected for activities at this level
147. Organizes and explains own games and apply the rules
148. Continues to develop game skills in team and individual sports and activities
149. Performs complex movement combinations
150. Demonstrates fundamental and complex motor skills that contribute to movement proficiency.
151. Demonstrates mechanics of movement as applied to specific motor skills. Example: Performs a volleyball serve over the net.
152. Performs movement combinations in rhythmic activities. Example: Performs social dance, hip-hop, or cultural dance.
153. Demonstrates proficiency of movement combinations in fundamental and complex skills involving team games and group activities. Example: Demonstrates trapping, dribbling, and passing to a partner in a modified soccer game.
154. Demonstrates proficiency of movement combinations in fundamental and complex skills involving individual games and activities. Example: Serves and moves to ready position in badminton.
155. Demonstrates and describes the importance of practice to improve
skill levels. Example: Practices tennis serve and explains the importance of practice using a teacher-designed worksheet.
156. Demonstrates understanding of movement concepts. Applies skill patterns of self and partner, detecting and correcting mechanical errors. Example: Uses a rubric to provide feedback to a partner when throwing a softball.
157. Implements skill patterns in individual/partner practice. Example: Performs a hop, step, and jump pattern while completing a triple jump.
158. Applies the components of skill-related fitness to physical activity.
159. Shows differences between skill-related and health-related fitness components. Example: Understands agility measures quickness; and flexibility measures range of motion.
160. Demonstrates components of skill-related fitness in physical activity. Example: Recognizes power is needed when diving into the pool.
161. Demonstrates appropriate self-assessments in skill-related fitness. Example: Performs shuttle run when measuring agility.
162. Participates in skill-related fitness assessments for goal setting. Example: Performs assessments in speed and power and sets personal goals.
163. Shows progress in a fitness plan. Example: Understands lower sprint time will show improvement in speed.
164. Explains how movement skills contribute to active living for lifetime health.
165. Describes how physical activity contributes to a healthy lifestyle. Example: Discusses how benefits of power walking or jogging may help control diabetes.
High School Year One – Physical Education
FITNESS AND ACTIVE LIVING
9-1 Analyzes the components of health-related fitness.
9-2 Draws conclusions from the components of health-related fitness in setting individual fitness goals. Example: Understands to improve cardiorespiratory endurance, increase frequency of cardio workout.
9-3 Analyzes the progress of a personal fitness plan.
9-4 Compares and contrasts personal progress in relationship to national physical fitness standards. Example: Compares personal mile time to national physical fitness standards.
9-5 Integrates various personal monitoring systems that assess the components of health-related fitness in relation to the FITT principle.
Example: Understands FITT principle for cardiorespiratory endurance:
F = 3-5 times per week
I = 60-85% target heart rate
T = 20-30 minutes
T = Running
9-6 Integrates training principles and phases of a workout to a personal fitness plan. Example: Uses the progression training principle to gradually increase heart rate to prepare the body for activity, in the warm-up phase of a workout.
9-7 Draws conclusions of the effectiveness of the personal fitness plan and realigns goals.
9-8 Applies the components of skill-related fitness to physical activity.
9-9 Predicts skill-related fitness in a physical activity. Example: Understands agility, coordination, speed, reaction time, power, and speed are used in the game of Ultimate.
9-10 Applies components of skill-related fitness in a fitness plan. Example: Agility-- Shuttle-run, Balance-- Stick Balance, Coordination-- Juggling, Power-- Standing Long Jump, Reaction Time-- Yardstick Drop, Speed-- Short Sprint
9-11 Applies components of skill-related fitness in at least two of the following different types of movement forms: Aquatics, individual activities, team sports/activities, outdoor pursuits, self-defense, and dance. Example: Shows agility in volleyball. Shows power when diving in aquatics.
9-12 Shows correlation between components of skill-related and health-related fitness as it relates to overall fitness and physical performance. Example: Shows power and muscular strength in the long jump.
9-13 Analyzes components of skill-related fitness as related to careers/occupations/recreation.
9-14 Integrates components of skill-related fitness as it relates to occupations, careers, and recreation. Analyzes occupations that use ladders require balance.
9-15 The student effectively analyzes personal information to develop individualized health and fitness plans.
9-16 Analyzes daily health and fitness habits.
9-17 Analyzes a health and fitness plan, critiquing individual health behaviors (e.g., diet, sleep, activity, fitness, and hydration).
9-18 Sets goals for daily health and fitness improvement.
9-19 Analyzes career opportunities in health and fitness.
9-20 Compares and contrasts various career opportunities in health and fitness.
9-21 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.
9-22 Chooses appropriate goal setting strategies in creating a personal health and fitness plan.
9-23 Chooses time-management skills in creating a personal health and fitness plan.
9-24 Selects health, fitness, and nutrition concepts in developing and implementing a personal health and fitness plan, based on personal interests and life goals (fitness, nutrition, stress management, and personal safety).
9-25 Chooses a short and long-term monitoring system for a health and fitness plan.
9-26 Evaluates and adjusts goals to make a new health and fitness plan as health/fitness/life changes occur. Example: Updates health and fitness goals in a personal health and fitness plan throughout the lifespan.
9-27 Understands barriers to physical activity and a healthy lifestyle. Example: Time-consuming job and family life.
9-28 Describes barriers to physical activity and promotes strategies to overcome them. Example: Recognizes barriers to physical activity may include knee surgery; strategies would include rehabilitation/physical therapy.
MOVEMENT SKILLS
9-29 Applies complex motor skills and movement concepts to activities to enhance a physically active life.
9-30 Demonstrates proficiency in complex motor skills, strategies, and rules in an increasing number of complex versions of at least two of the following: Aquatics, individual activities, team games/activities, outdoor pursuits, self-defense, or dance. Example: Announces the score, serves the ball, and moves to ready position in a tennis game.
9-31 Evaluates the importance of practice in improving performance. Example: Practices a volleyball forearm pass against a wall using a teacher-designed rubric.
9-32 Applies understanding of movement concepts.
9-33 Applies activities that integrate movement concepts. Example: Performs forward roll to cartwheel to round-off.
9-34 Integrates biomechanical principles and uses these principles to assess performance in a variety of movement forms. Example: Uses a rubric to predict the trajectory of the javelin throw.
9-35 Applies how to perform activities and tasks safely and appropriately.
9-36 Predicts the risk level of various activities. Example: Demonstrates safety in floor hockey (no high sticking).
9-37 Demonstrates safety in fitness activities and personal fitness plan. Example: Stays hydrated while participating in aerobic activities.
9-38 Uses a personal risk assessment/survey before beginning physical activity (sport, fitness, leisure, or dance). Example: Uses an assessment survey to determine readiness for participation in physical activity.
9-39 Applies skills and strategies necessary for effective participation in physical activities. Example: Uses teamwork, tactical strategies, social interactions, sportsmanship, and fair play.
9-40 Selects and participates in a variety of physical activities.
High School Year Two – Physical Education
Fitness and Active Living
10-1 Evaluates the components of health-related fitness.
10-2 Sets individual fitness goals using all components of health-related fitness.
10-3 Evaluates the progress of a personal health and fitness plan.
10-4 Critiques personal progress in relationship to national physical fitness standards.
Example: PACER: 72 laps completed for a 16-year-old male. FitnessGram National Standard: High Performance.
10-5 Selects a personal monitoring system that assesses the components of health-related fitness in relation to the FITT principle.
10-6 Chooses appropriate phases of a workout and training principles in a personal health and fitness plan.
10-7 Evaluates the effectiveness of the personal health and fitness plan and realigns goals.
10-8 Analyzes the components of skill-related fitness to physical activity.
10-9 Draws conclusions and sets goals to improve personal components of
skill-related fitness. Example: Understands quicker turns and better pivots should increase shuttle-run time, which is a measurement of agility.
10-10 Analyzes and integrates components of skill-related fitness in at least two of the following different types of movement forms: Aquatics, individual activities, team sports/activities, outdoor pursuits, self-defense, or dance. Example: Understands increased balance and coordination will improve smooth transition in step patterns of dance.
10- 11 Compares and contrasts components of skill-related and health-related fitness to improve performance in a selected physical activity. Example: Understands increased power and muscular strength may improve long-jump distance.
10-12 Evaluates components of skill-related fitness as related to careers/occupations/recreation.
10-13 Selects components of skill-related fitness necessary for successful and safe performance in recreation and occupations. Example: Understands balance will enhance rock-climbing (recreation). Speed will enhance running up stairs (firefighter).
10-14 Creates a plan and monitoring system using personal health, fitness, and nutrition, based on life and employment goals.
10-15 Generates appropriate goal-setting strategies in creating a personal health and fitness plan.
10-16 Uses time-management skills in creating a personal health and fitness plan
10-17 Designs a personal health and fitness plan based on personal interests and life goals (fitness, nutrition, stress management, and personal safety).
10-18 Designs a short and long-term monitoring system for a health and fitness plan.
10-19 Develops goals to meet changes in health/fitness/life. Example: Adjusts goals to meet changes that occur throughout the lifespan.
10-20 Evaluates health and fitness information, products, and services.
10-21 Evaluates the accuracy and usefulness of health information and products. Example: Selects examples of quackery to determine reliable vs. unreliable and approved vs. non-approved.
10-22 Critiques reliable sources of information. Example: Critiques websites and printed materials for reliability.
10-23 Critiques agencies, businesses, and organizations providing reliable services. Example: Critiques fitness centers, diet programs, and fitness products/equipment.
Weighs the effects of media and technology on personal and community health policies, products, and health promotions.
10-24 Evaluates health and fitness information, products, and services.
10-25 Measures the accuracy and usefulness of health information and products. Example: Compares and contrasts quackery, reliable vs. unreliable and approved vs. non-approved health products.
10-26 Creates health and fitness messages in media.
10-27 Develops effective health and fitness messages in media.
MOVEMENT SKILLS
10-28 Evaluates complex motor skills and movement concepts to activities to enhance a physically active life.
10-29 Performs activities at fluid and efficient levels of movement. Example: Throws a flying disc and runs to a position to receive a return throw.
10-30 Chooses advanced sport-specific skills in selected physical activities. Example: Performs a jump serve in volleyball.
10-31 Evaluates the importance of practice in improving performance. Example: Throws and catches a softball against the wall using a teacher-designed rubric.
10-32 Evaluates understanding of movement concepts.
10-33 Evaluates skill performance that integrates movement concepts. Example: Uses a rubric to evaluate game strategy in badminton using various strokes (backhand, forehand, overhead clear, and hairpin).
10-34 Analyzes how to perform activities and tasks safely and appropriately.
10-35 Compares the risk level of various activities. Example: Compares hiking, climbing, and rollerblading risk levels.
10-36 Analyzes the training principles used for a specific task and takes corrective action when necessary. Example: Uses correct warm-up and cool-down techniques in weight training.
10-37 Analyzes safety issues related to health and fitness activities (sport, fitness, leisure, and dance) and personal health and fitness plan. Example: Uses protective equipment when rollerblading.
10-38 Evaluates skills and strategies necessary for effective participation in physical activities.
10-39 Evaluates ways in which physical activity can provide opportunities for positive social interaction and enjoyment. Example: Participates in lifetime activities such as bowling, golf, and tennis.
10-40 Selects coping skills to deal with personal challenges, differences, and setbacks in physical performance. Example: Participates in deep-breathing exercises or yoga.
10-41 Selects personal goals for improvement.
10-42 Analyzes safety and the importance of fitness in the work environment.
10-43 Compares safety issues in various occupations. Example: Understands correct lifting techniques at work.
High School Health
WELLNESS
HS-1 Evaluates dimensions of health and relates to personal health behaviors.
HS-2 Concludes how personal wellness is negatively affected when an element(s) of dimensions of health is neglected. Example: Concludes too much social time will negatively affect academics.
HS-3 Critiques health and fitness data to make predictions and recommendations for lifelong wellness. Example: Understands that limited flexibility could predict back problems in adult life. Recommendation is to develop stretching routine to prevent back problems.
Nutrition
HS-4 Evaluates the relationship of nutrition planning to physical performance and body composition.
HS-5 Chooses functions of nutrients and critiques individual needs based
on activity level and dietary guidelines. Example: Recognizes protein needs of a vegetarian athlete.
HS-6 Evaluates progress of physical performance and revises personal nutritional goals.
Example: Eliminates carbonated drinks (sugar) for better performance.
HS-7 Selects healthy ways to lose, gain, and maintain weight. Example: Uses MyPyramid for a balanced diet.
HS-8 Analyzes the relationship of nutrition planning to physical performance and body composition.
HS-9 Compares functions of nutrients and draws conclusions for individual needs based on dietary guidelines. Example: Increases carbohydrate intake for long-distance running.
HS-10 Draws conclusions from food labels for calories, nutrient density, types of fats, empty calories, and makes recommendations on healthy choices. Example: Recognizes there are 120 calories per serving which equals 240 calories per container. The recommendation is to consume a healthy proportion.
HS-11 Distinguishes personal nutritional goals and monitors progress. Example: Sets goal and evaluates progress.
HS-12 Compares and contrasts a diet and evaluates the relationship to physical performance. Example: Uses a diet high in carbohydrates and low in carbohydrates to determine physical performance.
HS-13 Evaluates how nutritional requirements change.
HS-14 Evaluates how nutritional needs change based on caloric needs, basal metabolic rate, and special conditions of various populations. Example: Recognizes nutritional needs change with increased/decreased exercise, “couch potato,” pregnancy, age, diabetes.
HS-15 Analyzes the effectiveness of various nutritional products. Cafeteria Choices
HS-16 Analyzes nutritional products and supplements for their value and effectiveness, purpose, and necessity in a healthy diet. Example: Compares and contrasts various diet plans, performance enhancing products, herbs, sports drinks, and weight-gain and weight-loss products.
HS-17 Evaluates how healthy and unhealthy eating patterns impact the function of the body.
HS-18 Compares and contrasts warning signs and behaviors associated with eating disorders. Example: Recognizes bingeing and purging. Understands eating in isolated places may be a warning sign of bulimia.
HS-19 Analyzes how healthy and unhealthy eating patterns impact the functioning of the human body. Example: Recognizes poor nutrition habits decrease bone development.
HS-20 Gives examples of health agencies available in the community.
The Cycle of Life
HS-21 Analyzes the physiological and psychological changes throughout the lifetime.
HS-22 Analyzes metabolic changes as individuals transition from early to late adulthood. Example: Recognizes metabolism slows with aging.
HS-23 Analyzes psychological changes as individuals transition from early
to late adulthood. Example: Recognizes depression increases in elderly people.
HS-24 Analyzes the importance of maintaining cardiorespiratory and muscular fitness throughout life. Example: Maintains aerobic and weight-training routine for longevity.
HS-25 Analyzes changes within the reproductive system and sexual health-care needs throughout life.
HS-26 Compares stages of reproduction. Example: Identifies stages of reproduction: Fertilization, conception, gestation, and birth.
HS-27 Analyzes the importance of maintaining reproductive health. Example: Understands self-care and the importance of doctor visits regarding reproductive health.
HS-28 Analyzes sexual health concepts. Example: Identifies pregnancy and menopause.
HS-29 Analyzes emotions, thoughts, and sensations related to life as a sexual being. Example: Discusses the impact of feelings on sexual decisions.
HS-30 Analyzes importance for sexual health care. Example: Discusses importance for examinations of the breast, cervix, and testes.
HS-31 Points out skills for accessing community resources. Example: Explains how to make an appointment, what to say, and how to ask questions.
HS-32 Evaluates hereditary factors affecting growth, development, and health.
HS-33 Evaluates hereditary factors using a personal health risk assessment tool. Example: Participates in a health-risk assessment, draws conclusions, and develops a plan.
HS-34 Draws conclusions about personal health history (heart, cancer, alcoholism, anger, stress, etc.). Example: Concludes that high blood pressure is hereditary.
HS-35 Analyzes potential consequences of being sexually active.
HS-36 Points out reasons for sexual abstinence and develops strategies to resist pressures to have sex. Example: Chooses abstinence as a self-care decision to limit stress. Sets and maintains clear boundaries with partner.
HS-37 Understands the benefits of using birth control when sexually active.
HS-38 Compares and contrasts effective pregnancy prevention methods. Example: Discusses advantages and disadvantages of abstinence, the pill, and condoms.
HS-39 Analyzes strategies to avoid negative health outcomes associated with sexual behaviors.
HS-40 Compares and contrasts use of conflict resolution, refusal skills, and decision-making skills in lessons on sexual responsibility.
HS-41 The student analyzes and evaluates the impact of real-life influences on health.
Social and Emotional Health
HS-42 Analyzes stress and how it relates to personal stress-management strategies.
HS-43 Compares stages of stress.
HS-44 Points out ways to prevent and cope with stress. Example: Participates in physical activities to reduce stress.
HS-45 Creates personal stress-management strategies.
HS-46 Designs a plan for preventing, reducing, and coping with stress.
HS-47 Designs time-management plans, organizational skills, and goal-setting plans to reduce stress.
HS-48 Analyzes conflict situations.
HS-49 Points out effective communication skills. Example: Analyzes verbal, non-verbal, listening, and written communication skills to resolve conflict.
HS-50 Points out a conflict arising. Example: Uses negotiating/peer-mediation skills; uses journal writing activities to resolve real-life conflicts.
HS-51 Points out effective conflict resolution skills. Example: Role-plays effective conflict resolution skills.
HS-52 Compares and contrasts appropriate school and community resources to assist in resolving conflict situations.
HS-53 Compares and contrasts the effects of positive and negative peer pressure.
Disease and Illness Prevention
HS-54 Analyzes personal health practices, and how they affect communicable diseases.
HS-55 Analyzes prevention, causative factors, transmission, and treatment of communicable diseases. Example: Analyzes influenza virus, concludes that prevention starts with washing hands; causative factor is to cover mouth when coughing; transmission might be found when sharing pencils; and treatment is to have adequate sleep.
HS-56 Analyzes how factors (personal health practices, environmental factors, policies, research, and health-care resources) affect communicable diseases. Example: Washes hands to prevent E. coli.
HS-57 Analyzes personal health practices, and how they affect non-communicable diseases.
HS-58 Analyzes prevention, causative factors, and treatment of non-communicable diseases. Example: Analyzes heart disease: Concludes that prevention starts with diet; causative factor is sedentary lifestyle; and treatment is exercise and healthy diet.
HS-59 Analyzes non-communicable diseases associated with poor nutrition, lack of sleep, inadequate exercise, and substance abuse. Example: Analyzes alcoholism in relation to nutrition, sleep, and exercise.
HS-60 Analyzes non-communicable diseases and their impact on local and/or world populations. Example: Analyzes ethnic populations that have low prevalence of heart disease.
Safety, Injury and Violence Prevention
HS-61 Understands types of abuse and risky situations and how to respond appropriately and safely.
HS-62 Describes emotional triggers and identifies responses. Example: Recognizes frustration is an emotional trigger to anger. Appropriate response is to follow anger management techniques.
HS-63 Understands skills related to anger management, conflict resolution, refusal skills, and situational context clues.
HS-64 Describes strategies used to prevent, manage, and resolve conflict in healthy ways and identifies adults, peers, and community resources that might assist in school and workplace settings. Example: Uses active listening skills and empathy to help a peer. Uses humor to diffuse the situation. Says “no” to the harasser. Leaves the scene.
HS-65 Understands appropriate/inappropriate use of technology. Example: Uses safe e-mail correspondence. Does not give out personal information on the phone.
HS-66 Understands types of abuse (neglect, emotional/psychological, physical, and sexual) and appropriate resources.
HS-67 Understands knowledge of laws, resources, and reporting procedures
in school and community.
HS-68 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely.
HS-69 Chooses and demonstrates first-aid procedures that are appropriate for basic life support and automatic external defibrillation (AED), caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies. Example: Administers CPR Annie training mannequin.
Substance Abuse Prevention
HS-70 Analyzes the stages of addiction and dependency and the impact on the individual, family, and society.
HS-71 Compares and contrasts the physical, social, and emotional indicators of possible substance abuse. Example: Gives up important activities because of drug use.
HS-72 Compares and contrasts the physical and psychological stages of dependency. Example: Understands physical dependency develops a tolerance to the drug; psychological dependency develops a strong craving for the drug.
HS-73 Compares and contrasts types of codependency. Example: Understands chief enabler, scapegoat, family hero, mascot, and lost child.
HS-74 Distinguishes how cultural and community norms influence use and
abuse of drugs. Example: Recognizes community norms influence drug-free behavior through billboards and drug-free zone signs.
HS-75 Understands legal implications of drug, alcohol, and tobacco use.
HS-76 Interprets school, community, state, and federal laws concerning drug, tobacco, and alcohol use. Example: Understands a person must be 21 years of age to consume alcohol.
HS-77 Illustrates the relationship between alcohol and other drug use and the incidence of accidents/crimes. Example: Understands drinking alcohol increases motor vehicle collisions.
HS-78 Gives examples of the physical, behavioral, and legal impacts of commonly abused substances, such as marijuana, inhalants, anabolic steroids, and party drugs.
HS-79 Analyzes various treatment options and recovery processes.
HS-80 Distinguishes types of treatment and support organizations to help manage addiction/dependency. Example: Understands detoxification, Narcotics Anonymous (NA), Student Assistance Program.
Consumer, Community and Environmental Health
HS-81 Analyzes how family and cultural diversity enriches and affects personal health behaviors.
HS-82 Points out ways a family might influence the health of its members. Example: Understands family members encourage healthy habits including rest, physical activity, and nutrition.
HS-83 Selects appropriate strategies to support healthy family/cultural habits on a personal level. Example: Wears a helmet when snowboarding. Learns to prepare traditional foods in a healthy manner.
HS-84 Analyzes how environmental factors impact health.
HS-85 Draws conclusions on how air, water, noise, and chemical pollution affect health.
Example: Analyzes natural and man-made disasters, pesticides and herbicides, environmental issues that affect the food and water supply, and the nutritional quality of food.
HS-86 Draws conclusions on environmental policies and practices and the impact on health. Example: Analyzes the “Leave No Trace” policy, safe food handling, food production controls, household waste disposal controls, clean air, and disposal of nuclear waste.
HS-87 Evaluates environmental risks associated with certain occupational, residential, and recreational choices.
HS-88 Critiques different occupations and analyzes potential environmental hazards associated with the career. Example: Evaluates how hydration, strength, endurance, and flexibility are key components in the field of construction compared to an office worker.
HS-89 Compares and contrasts occupational/career choices and their relationship to health and fitness. Example: Understands a postage carrier needs sunscreen to protect against skin cancer.
HS-90 Concludes how family and culture impacts choosing healthy places to live, work, and recreate. Example: Analyzes impact on health when living in urban vs. rural communities.
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Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
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