Core Standards of the CourseCollege and Career Readiness Anchor Standards for 6-12 ReadingThe following Reading standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Literature Standard 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Literature Standard 2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Reading: Literature Standard 3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.Reading: Literature Standard 5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.Reading: Literature Standard 6 Explain how an author develops the point of view of the narrator or speaker in a text.Knowledge and IdeasReading: Literature Standard 7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Informational Text Standard 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Informational Text Standard 2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Reading: Informational Text Standard 3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Craft and StructureReading: Informational Text Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Reading: Informational Text Standard 5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.Reading: Informational Text Standard 6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.Reading: Informational Text Standard 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.Reading: Informational Text Standard 9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.College and Career Readiness Anchor Standards for 6-12 WritingThe following Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Writing Standard 6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.Research to Build and Present KnowledgeWriting Standard 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.Writing Standard 8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.College and Career Readiness Anchor Standards for 6-12 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications.Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.Speaking and Listening Standard 2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.Speaking and Listening Standard 3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Speaking and Listening Standard 5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.College and Career Readiness Anchor Standards for 6-12 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.*d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*b. Spell correctly.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style.*b. Maintain consistency in style and tone.*Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB)
Core Standards of the CourseText Types and PurposesWriting for Literacy Standard 1 Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing for Literacy Standard 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Writing for Literacy Standard 3 Note: (Not applicable as a separate requirement.) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.Production and Distribution of WritingWriting for Literacy Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Writing for Literacy Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Writing for Literacy Standard 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.Research to Build and Present KnowledgeWriting for Literacy Standard 7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Writing for Literacy Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Writing for Literacy Standard 9 Draw evidence from informational texts to support analysis reflection, and research.Range of WritingWriting for Literacy Standard 10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Text Types and PurposesWriting for Literacy Standard 1 Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing for Literacy Standard 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Writing for Literacy Standard 3 Note: (Not applicable as a separate requirement.) Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.Production and Distribution of WritingWriting for Literacy Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Writing for Literacy Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Writing for Literacy Standard 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.Research to Build and Present KnowledgeWriting for Literacy Standard 7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Writing for Literacy Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Writing for Literacy Standard 9 Draw evidence from informational texts to support analysis reflection, and research.Range of WritingWriting for Literacy Standard 10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Core Standards of the CourseStandard 1 Students will develop an understanding of the characteristics and scope of technology.Objective New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology.Objective The development of technology is a human activity and is the result of individual or collective needs and the ability to be creative.Objective Technology is closely linked to creativity, which has resulted in innovation.Objective Corporations can often create demand for a product by bringing it onto the market and advertising it.Standard 2 Students will develop an understanding of the core concepts of technology.Objective Technological systems include input, processes, output, and, at times, feedback.Objective Systems thinking involves considering how every part relates to others.Objective An open-loop system has no feedback path and requires human intervention, while a closed-loop system uses feedback.Objective Technological systems can be connected to one another.Objective Malfunctions of any part of a system may affect the function and quality of the system.Objective Requirements are the parameters placed on the development of a product or system.Objective Trade-off is a decision process recognizing the need for careful compromises among competing factors.Objective Different technologies involve different sets of processes.Objective Maintenance is the process of inspecting and servicing a product or system on a regular basis in order for it to continue functioning properly, to extend its life, or to upgrade its capability.Objective Controls are mechanisms or particular steps that people perform using information about the system that causes systems to change.Standard 3 Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.Objective Technological systems often interact with one another.Objective A product, system, or environment developed for one setting may be applied to another setting.Objective Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.Standard 4 Students will develop an understanding of the cultural, social, economic, and political effects of technology.Objective The use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology’s development and use.Objective Technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences.Objective The development and use of technology poses ethical issues.Objective Economic, political, and cultural issues are influenced by the development and use of technology.Standard 5 Students will develop an understanding of the effects of technology on the environment.Objective The management of waste produced by technological systems is an important societal issue.Objective Technologies can be used to repair damage caused by natural disasters and to break down waste from the use of various products and systems.Objective Decisions to develop and use technologies often put environmental and economic concerns in direct competition with one another.Standard 6 Students will develop an understanding of the role of society in the development and use of technology.Objective Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies.Objective The use of inventions and innovations has led to changes in society and the creation of new needs and wants.Objective Social and cultural priorities and values are reflected in technological devices.Objective Meeting societal expectations is the driving force behind the acceptance and use of products and systems.Standard 7 Students will develop an understanding of the influence of technology on history.Objective Many inventions and innovations have evolved by using slow and methodical processes of tests and refinements.Objective The specialization of function has been at the heart of many technological improvements.Objective The design and construction of structures for service or convenience have evolved from the development of techniques for measurement, controlling systems, and the understanding of spatial relationships.Objective In the past, an invention or innovation was not usually developed with the knowledge of science.Standard 8 Students will develop an understanding of the attributes of design.Objective Design is a creative planning process that leads to useful products and systems.Objective There is no perfect design.Objective Requirements for a design are made up of criteria and constraints.Standard 9 Students will develop an understanding of engineering design.Objective Design involves a set of steps, which can be performed in different sequences and repeated as needed.Objective Brainstorming is a group problem-solving design process in which each person in the group presents his or her ideas in an open forum.Objective Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.Standard 10 Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.Objective Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.Objective Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product or system to improve it.Objective Some technological problems are best solved through experimentation.Standard 11 Students will develop the abilities to apply the design process.Objective Apply a design process to solve problems in and beyond the laboratory-classroom.Objective Specify criteria and constraints for the design.Objective Make two-dimensional and three-dimensional representations of the designed solution.Objective Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.Objective Make a product or system and document the solution.Standard 12 Students will develop the abilities to use and maintain technological products and systems.Objective Use information provided in manuals, protocols, or by experienced people to see and understand how things work.Objective Use tools, materials, and machines safely to diagnose, adjust, and repair systems.Objective Use computers and calculators in various applications.Objective Operate and maintain systems in order to achieve a given purpose.Standard 13 Students will develop the abilities to assess the impact of products and systems.Objective Design and use instruments to collect dataObjective Use data collected to analyze and interpret trends in order to identify the positive or negative effects of a technology.Objective Identify trends and monitor potential consequences of technological development.Objective Interpret and evaluate the accuracy of the information obtained and determine if it is useful.Standard 14 Students will develop an understanding of and be able to select and use medical technologies.Objective Advances and innovations in medical technologies are used to improve healthcare.Objective Sanitation processes used in the disposal of medical products help to protect people from harmful organisms and disease, and shape the ethics of medical safety.Objective The vaccines developed for use in immunization require specialized technologies to support environments in which a sufficient amount of vaccines are produced.Objective Genetic engineering involves modifying the structure of DNA to produce novel genetic make-ups.Standard 15 Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.Objective Technological advances in agriculture directly affect the time and number of people required to produce food for a large population.Objective A wide range of specialized equipment and practices is used to improve the production of food, fiber, fuel, and other useful products and in the care of animals.Objective Biotechnology applies the principles of biology to create commercial products or processes.Objective Artificial ecosystems are human-made complexes that replicate some aspects of the natural environment.Objective The development of refrigeration, freezing, dehydration, preservation, and irradiation preserve long-term storage of food and reduce the health risks caused by tainted food.Standard 16 Students will develop an understanding of and be able to select and use energy and power technologies.Objective Energy is the capacity to do work.Objective Energy can be used to do work, using many processes.Objective Power is the rate at which energy is converted from one form to another or transferred from one place to another, or the rate at which work is done.Objective Power systems are used to drive and provide propulsion to other technological products and systems.Objective Much of the energy used in our environment is not used efficiently.Standard 17 Students will develop an understanding of and be able to select and use information and communication technologies.Objective Information and communication systems allow information to be transferred from human to human, human to machine, and machine to human.Objective Communication systems are made up of a source, encoder, transmitter, receiver, decoder and destination.Objective The design of a message is influenced by such factors as the intended audience, medium, purpose, and nature of the message.Objective The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.Standard 18 Students will develop an understanding of and be able to select and use transportation technologies.Objective Transporting people and goods involves a combination of individuals and vehicles.Objective Transportation vehicles are made up of subsystems, such as structural, propulsion, suspension, guidance, control, and support, that must function together for a system to work effectively.Objective Governmental regulations often influence the design and operation of transportation systems.Objective Processes, such a receiving, holding, storing, loading, moving, unloading, delivering, evaluating, marketing, managing, communicating, and using conventions are necessary for the entire transportation system to operate efficiently.Standard 19 Students will develop an understanding of and be able to select and use manufacturing technologies.Objective Manufacturing systems use mechanical processes that change the form of materials through the processes of separating, forming, combining, and conditioning them.Objective Manufactured goods may be classified as durable and non-durable.Objective The manufacturing process includes the designing, development, making, and servicing of products and systems.Objective Chemical technologies are used to modify or alter chemical substances.Objective Materials must first be located before they can be extracted from the earth through such processes as harvesting, drilling, and mining.Objective Marketing a product involves informing the public about it as well as assisting in selling and distributing it.Standard 20 Students will develop an understanding of and be able to select and use construction technologies.Objective The selection of designs for structures is based on factors such as building laws and codes, style, convenience, cost, climate, and function.Objective Structures rest on a foundation.Objective Some structures are temporary, while others are permanent.Objective Buildings generally contain a variety of subsystems.Course Description Core Standards of the CourseScience BenchmarkThe appearance of the lighted portion of the moon changes in a predictable cycle as a result of the relative positions of Earth, the moon, and the sun. Earth turns on an axis that is tilted relative to the plane of Earth's yearly orbit. The tilt causes sunlight to fall more intensely on different parts of the Earth during various parts of the year. The differences in heating of Earth's surface and length of daylight hours produce the seasons.Standard 1 Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.Objective 1 Explain patterns of changes in the appearance of the moon as it orbits Earth.Describe changes in the appearance of the moon during a month.Identify the pattern of change in the moon's appearance.Use observable evidence to explain the movement of the moon around Earth in relationship to Earth turning on its axis and the position of the moon changing in the sky.Design an investigation, construct a chart, and collect data depicting the phases of the moon.Objective 2 Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon’s phases.Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.Compare how objects in the sky (the moon, planets, stars) change in relative position over the course of the day or night.Model the movement and relative positions of Earth, the moon, and the sun.Standard 2 Students will understand how Earth's tilt on its axis changes the length of daylight and creates the seasons.Objective 1 Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.Describe the yearly revolution (orbit) of Earth around the sun. Explain that Earth's axis is tilted relative to its yearly orbit around the sun.Investigate the relationship between the amount of heat absorbed and the angle to the light source.Objective 2 Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.Compare Earth's position in relationship to the sun during each season.Compare the hours of daylight and illustrate the angle that the sun's rays strikes the surface of Earth during summer, fall, winter, and spring in the Northern Hemisphere.Use collected data to compare patterns relating to seasonal daylight changes. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.Language science students should use: Earth's tilt, seasons, axis of rotation, orbits, phases of the moon, revolution, reflectionScience BenchmarkThe solar system consists of planets, moons, and other smaller objects including asteroids and comets that orbit the sun. Planets in the solar system differ in terms of their distance from the sun, number of moons, size, composition, and ability to sustain life. Every object exerts gravitational force on every other object depending on the mass of the objects and the distance between them. The sun's gravitational pull holds Earth and other planets in orbit. Earth's gravitational force holds the moon in orbit. The sun is one of billions of stars in the Milky Way galaxy, that is one of billions of galaxies in the universe. Scientists use a variety of tools to investigate the nature of stars, galaxies, and the universe. Historically, cultures have observed objects in the sky and understood and used them in various ways.Standard 3 Students will understand the relationship and attributes of objects in the solar system.Objective 1 Describe and compare the components of the solar system.Identify the planets in the solar system by name and relative location from the sun.Using references, compare the physical properties of the planets (e.g., size, solid or gaseous).Use models and graphs that accurately depict scale to compare the size and distance between objects in the solar system.Describe the characteristics of comets, asteroids, and meteors.Research and report on the use of manmade satellites orbiting Earth and various planets.Objective 2 Describe the use of technology to observe objects in the solar system and relate this to science's understanding of the solar system.Describe the use of instruments to observe and explore the moon and planets.Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).Relate science's understanding of the solar system to the technology used to investigate it.Find and report on ways technology has been and is being used to investigate the solar system.Objective 3 Describe the forces that keep objects in orbit in the solar system.Describe the forces holding Earth in orbit around the sun, and the moon in orbit around Earth.Relate a celestial object's mass to its gravitational force on other objects.Identify the role gravity plays in the structure of the solar system.Standard 4 Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth's rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.Objective 1 Compare the size and distance of objects within systems in the universe.Use the speed of light as a measuring standard to describe the relative distances to objects in the universe (e.g., 4.4 light years to star Alpha Centauri; 0.00002 light years to the sun).Compare distances between objects in the solar system.Compare the size of the Solar System to the size of the Milky Way galaxy.Compare the size of the Milky Way galaxy to the size of the known universe.Objective 2 Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.Locate and identify stars that are grouped in patterns in the night sky.Identify ways people have historically grouped stars in the night sky.Recognize that stars in a constellation are not all the same distance from Earth.Relate the seasonal change in the appearance of the night sky to Earth's position.Describe ways that familiar groups of stars may be used for navigation and calendars.Language science students should use: asteroids, celestial object, comets, galaxy, planets, satellites, star, distance, force, gravity, gravitational force, mass, scale, solar system, constellation, Milky Way galaxy, speed of light, telescope, universe, sun, light yearsScience BenchmarkMicroorganisms are those living things that are visible as individual organisms only with the aid of magnification. Microorganisms are components of every ecosystem on Earth. Microorganisms range in complexity from single to multicellular organisms. Most microorganisms do not cause disease and many are beneficial. Microorganisms require food, water, air, ways to dispose of waste, and an environment in which they can live. Investigation of microorganisms is accomplished by observing organisms using direct observation with the aid of magnification, observation of colonies of these organisms and their waste, and observation of microorganisms’ effects on an environment and other organisms.Standard 5 Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.Objective 1 Observe and summarize information about microorganisms.Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).Research and report on a microorganism's requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).Objective 2 Demonstrate the skills needed to plan and conduct an experiment to determine a microorganism's requirements in a specific environment.Formulate a question about microorganisms that can be answered with a student experiment.Develop a hypothesis for a question about microorganisms based on observations and prior knowledge.Plan and carry out an investigation on microorganisms. {Note: Teacher must examine plans and procedures to assure the safety of students; for additional information, you may wish to read microbe safety information on Utah Science Home Page.}Display results in an appropriate format (e.g., graphs, tables, diagrams).Prepare a written summary or conclusion to describe the results in terms of the hypothesis for the investigation on microorganisms.Objective 3 Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.Describe in writing how microorganisms serve as decomposers in the environment.Identify how microorganisms are used as food or in the production of food (e.g., yeast helps bread rise, fungi flavor cheese, algae are used in ice cream, bacteria are used to make cheese and yogurt).Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin).Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete's foot -fungi, streptococcus throat -bacteria, giardia -protozoa).Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).Language science students should use: algae, fungi, microorganism, decomposer, single–celled, organism, bacteria, protozoan, producer, hypothesis, experiment, investigation, variable, control, cultureScience BenchmarkHeat, light, and sound are all forms of energy. Heat can be transferred by radiation, conduction and convection. Visible light can be produced, reflected, refracted, and separated into light of various colors. Sound is created by vibration and cannot travel through a vacuum. Pitch is determined by the vibration rate of the sound source.Standard 6 Students will understand properties and behavior of heat, light, and sound.Objective 1 Investigate the movement of heat between objects by conduction, convection, and radiation.Compare materials that conduct heat to materials that insulate the transfer of heat energy.Describe the movement of heat from warmer objects to cooler objects by conduction and convection.Describe the movement of heat across space from the sun to Earth by radiation.Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.Design and conduct an investigation on the movement of heat energy.Objective 2 Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.Compare light from various sources (e.g., intensity, direction, color).Compare the reflection of light from various surfaces (e.g., loss of light, angle of reflection, reflected color).Investigate and describe the refraction of light passing through various materials (e.g., prisms, water).Predict and test the behavior of light interacting with various fluids (e.g., light transmission through fluids, refraction of light).Predict and test the appearance of various materials when light of different colors is shone on the material.Objective 3 Describe the production of sound in terms of vibration of objects that create vibrations in other materials.Describe how sound is made from vibration and moves in all directions from the source in waves.Explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced.Relate the volume of a sound to the amount of energy used to create the vibration of the object producing the sound.Make a musical instrument and report on how it produces sound.Language science students should use: angle of incidence, angle of reflection, absorption, conduction, conductor, convection, medium, pitch, prism, radiation, reflection, refraction, spectrum, vibration Core Standards of the CourseKey Ideas and DetailsReading for Literacy Standard 1 Cite specific textual evidence to support analysis of science and technical texts.Reading for Literacy Standard 2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.Reading for Literacy Standard 3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Craft and StructureReading for Literacy Standard 4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.Reading for Literacy Standard 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.Reading for Literacy Standard 6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.Integration of Knowledge and IdeasReading for Literacy Standard 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Reading for Literacy Standard 8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.Reading for Literacy Standard 9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.Range of Reading and Level of Text ComplexityReading for Literacy Standard 10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Course Description Core Standards of the CourseStandard 1 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.Objective 1 Emphasize how physical activity provides opportunity for enjoyment and self-expression.Explore a number of new and different activities that bring personal enjoyment.Explain how physical activity can provide enjoyable social interaction.Participate in activities that are personally challenging.Celebrate successes and achievements of self and others.Objective 2 Demonstrate appropriate risk taking.Identify and express feelings resulting from challenges.Explain appropriate and inappropriate risks based on experience and ability.Describe the importance of sun protection and how it may prevent melanoma.Demonstrate a basic understanding of first aid principles.Demonstrate persistence in activities when unsuccessful in prior attempts.Standard 2 Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.Objective 1 responsible personal behavior in physical activity settings.Consider the feelings of all participants in managing conflict situations.Participate with and show respect for students of similar and different skill levels.Demonstrate responsible behavior in using time, applying rules, and following through with decisions.Demonstrate the ability to lead and to follow.Initiate skill practice to improve performance.Objective 2 Follow rules and procedures while participating in activities.Identify safety rules and the value of following them in activity settings.Participate in a group/team to accomplish a set goal (e.g., identify key elements that help groups work effectively, perform assigned responsibilities, evaluate progress/success of group activity).Follow game rules and accept and respect officials' decisions, whether the officials are students, teachers or outside-of-school personnel.Demonstrate support for others (e.g., willingly use skills to help others, provide constructive feedback for skill development, and encourage participation).Demonstrate good sportsmanship (e.g., acknowledge others' efforts, honestly report activity results, and use appropriate language).Standard 3 Students will understand and apply the health-enhancing benefits of physical activity and proper nutrition.Objective 1 Demonstrate and apply knowledge of physical fitness.Describe and apply basic principles of training (e.g., FITT (Frequency, Intensity, Time, Type), overload, progression).Monitor personal fitness data to evaluate physical fitness (e.g., FitnessGram, President's Challenge, Physical Best).Utilize fitness assessment results to set fitness goals, design a fitness plan, monitor progress, and make modifications.Demonstrate the use of resting and working pulse rates to evaluate intensity of workouts and the benefits derived from understanding the changing heart rates.Demonstrate individual and team strategies in game settings.Objective 2 Describe how proper nutrition affects health and physical fitness.Identify strategies to manage weight through proper nutrition and exercise.Describe how people have different needs at different ages for weight management.Describe the "calories in/calories out" principle of weight control.Analyze and compare personal food intake to Food Pyramid recommendations.Objective 3 Participate in a variety of moderate to vigorous activities.Identify and demonstrate proper warm-up, conditioning, and cool-down techniques.Participate in games, sport and recreational pursuits both in and outside of school based on individual interests and capabilities.Participate in activities designed to improve all elements of physical fitness (e.g., cardiovascular endurance, muscular strength and endurance, flexibility, body composition).Participate in some form of health-enhancing physical activity each day.Standard 4 Students will demonstrate competency in knowledge and movement skills needed to perform a variety of physical education activities.Objective 1 Apply movement principles and skills in small group activities.Describe how general movement skills can be translated to a number of different activities.Demonstrate movement sequences to rhythm (e.g., square dance, line dance, folk dances from foreign countries, Lummi sticks, tinikling, rope jumping).Demonstrate the use of patterns and combinations of movement and non-movement activities into repeatable sequences.Analyze movement patterns and make personal adjustments to improve performance.Objective 2 Demonstrate a variety of skills in sports and game activities.Identify and move to an open space in a game situation (e.g., move and create an open space to receive a pass, maintain appropriate distance from another player in a passing or guarding situation, and pass to a moving teammate).Demonstrate various striking skills in game situations.Throw and catch or kick and receive a ball consistently while being guarded by opponents.Demonstrate the ability to play assigned positions in various game situations (e.g., back-row player in volleyball, guard in basketball, first base in softball, goalie in floor hockey).Demonstrate basic offensive and defensive skills in a modified version of team sports (e.g., two-on-two basketball, three-on-three soccer, four-on-four flag football).Core Standards of the CourseScience BenchmarkThe appearance of the lighted portion of the moon changes in a predictable cycle as a result of the relative positions of Earth, the moon, and the sun. Earth turns on an axis that is tilted relative to the plane of Earth's yearly orbit. The tilt causes sunlight to fall more intensely on different parts of the Earth during various parts of the year. The differences in heating of Earth's surface and length of daylight hours produce the seasons.Standard 1 Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.Objective 1 Explain patterns of changes in the appearance of the moon as it orbits Earth.Describe changes in the appearance of the moon during a month.Identify the pattern of change in the moon's appearance.Use observable evidence to explain the movement of the moon around Earth in relationship to Earth turning on its axis and the position of the moon changing in the sky.Design an investigation, construct a chart, and collect data depicting the phases of the moon.Objective 2 Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon’s phases.Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.Compare how objects in the sky (the moon, planets, stars) change in relative position over the course of the day or night.Model the movement and relative positions of Earth, the moon, and the sun.Standard 2 Students will understand how Earth's tilt on its axis changes the length of daylight and creates the seasons.Objective 1 Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.Describe the yearly revolution (orbit) of Earth around the sun. Explain that Earth's axis is tilted relative to its yearly orbit around the sun.Investigate the relationship between the amount of heat absorbed and the angle to the light source.Objective 2 Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.Compare Earth's position in relationship to the sun during each season.Compare the hours of daylight and illustrate the angle that the sun's rays strikes the surface of Earth during summer, fall, winter, and spring in the Northern Hemisphere.Use collected data to compare patterns relating to seasonal daylight changes. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.Language science students should use: Earth's tilt, seasons, axis of rotation, orbits, phases of the moon, revolution, reflectionScience BenchmarkThe solar system consists of planets, moons, and other smaller objects including asteroids and comets that orbit the sun. Planets in the solar system differ in terms of their distance from the sun, number of moons, size, composition, and ability to sustain life. Every object exerts gravitational force on every other object depending on the mass of the objects and the distance between them. The sun's gravitational pull holds Earth and other planets in orbit. Earth's gravitational force holds the moon in orbit. The sun is one of billions of stars in the Milky Way galaxy, that is one of billions of galaxies in the universe. Scientists use a variety of tools to investigate the nature of stars, galaxies, and the universe. Historically, cultures have observed objects in the sky and understood and used them in various ways.Standard 3 Students will understand the relationship and attributes of objects in the solar system.Objective 1 Describe and compare the components of the solar system.Identify the planets in the solar system by name and relative location from the sun.Using references, compare the physical properties of the planets (e.g., size, solid or gaseous).Use models and graphs that accurately depict scale to compare the size and distance between objects in the solar system.Describe the characteristics of comets, asteroids, and meteors.Research and report on the use of manmade satellites orbiting Earth and various planets.Objective 2 Describe the use of technology to observe objects in the solar system and relate this to science's understanding of the solar system.Describe the use of instruments to observe and explore the moon and planets.Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).Relate science's understanding of the solar system to the technology used to investigate it.Find and report on ways technology has been and is being used to investigate the solar system.Objective 3 Describe the forces that keep objects in orbit in the solar system.Describe the forces holding Earth in orbit around the sun, and the moon in orbit around Earth.Relate a celestial object's mass to its gravitational force on other objects.Identify the role gravity plays in the structure of the solar system.Standard 4 Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth's rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.Objective 1 Compare the size and distance of objects within systems in the universe.Use the speed of light as a measuring standard to describe the relative distances to objects in the universe (e.g., 4.4 light years to star Alpha Centauri; 0.00002 light years to the sun).Compare distances between objects in the solar system.Compare the size of the Solar System to the size of the Milky Way galaxy.Compare the size of the Milky Way galaxy to the size of the known universe.Objective 2 Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.Locate and identify stars that are grouped in patterns in the night sky.Identify ways people have historically grouped stars in the night sky.Recognize that stars in a constellation are not all the same distance from Earth.Relate the seasonal change in the appearance of the night sky to Earth's position.Describe ways that familiar groups of stars may be used for navigation and calendars.Language science students should use: asteroids, celestial object, comets, galaxy, planets, satellites, star, distance, force, gravity, gravitational force, mass, scale, solar system, constellation, Milky Way galaxy, speed of light, telescope, universe, sun, light yearsScience BenchmarkMicroorganisms are those living things that are visible as individual organisms only with the aid of magnification. Microorganisms are components of every ecosystem on Earth. Microorganisms range in complexity from single to multicellular organisms. Most microorganisms do not cause disease and many are beneficial. Microorganisms require food, water, air, ways to dispose of waste, and an environment in which they can live. Investigation of microorganisms is accomplished by observing organisms using direct observation with the aid of magnification, observation of colonies of these organisms and their waste, and observation of microorganisms’ effects on an environment and other organisms.Standard 5 Students will understand that microorganisms range from simple to complex, are found almost everywhere, and are both helpful and harmful.Objective 1 Observe and summarize information about microorganisms.Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water.Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).Research and report on a microorganism's requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).Objective 2 Demonstrate the skills needed to plan and conduct an experiment to determine a microorganism's requirements in a specific environment.Formulate a question about microorganisms that can be answered with a student experiment.Develop a hypothesis for a question about microorganisms based on observations and prior knowledge.Plan and carry out an investigation on microorganisms. {Note: Teacher must examine plans and procedures to assure the safety of students; for additional information, you may wish to read microbe safety information on Utah Science Home Page.}Display results in an appropriate format (e.g., graphs, tables, diagrams).Prepare a written summary or conclusion to describe the results in terms of the hypothesis for the investigation on microorganisms.Objective 3 Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.Describe in writing how microorganisms serve as decomposers in the environment.Identify how microorganisms are used as food or in the production of food (e.g., yeast helps bread rise, fungi flavor cheese, algae are used in ice cream, bacteria are used to make cheese and yogurt).Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin).Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete's foot -fungi, streptococcus throat -bacteria, giardia -protozoa).Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).Language science students should use: algae, fungi, microorganism, decomposer, single–celled, organism, bacteria, protozoan, producer, hypothesis, experiment, investigation, variable, control, cultureScience BenchmarkHeat, light, and sound are all forms of energy. Heat can be transferred by radiation, conduction and convection. Visible light can be produced, reflected, refracted, and separated into light of various colors. Sound is created by vibration and cannot travel through a vacuum. Pitch is determined by the vibration rate of the sound source.Standard 6 Students will understand properties and behavior of heat, light, and sound.Objective 1 Investigate the movement of heat between objects by conduction, convection, and radiation.Compare materials that conduct heat to materials that insulate the transfer of heat energy.Describe the movement of heat from warmer objects to cooler objects by conduction and convection.Describe the movement of heat across space from the sun to Earth by radiation.Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.Design and conduct an investigation on the movement of heat energy.Objective 2 Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.Compare light from various sources (e.g., intensity, direction, color).Compare the reflection of light from various surfaces (e.g., loss of light, angle of reflection, reflected color).Investigate and describe the refraction of light passing through various materials (e.g., prisms, water).Predict and test the behavior of light interacting with various fluids (e.g., light transmission through fluids, refraction of light).Predict and test the appearance of various materials when light of different colors is shone on the material.Objective 3 Describe the production of sound in terms of vibration of objects that create vibrations in other materials.Describe how sound is made from vibration and moves in all directions from the source in waves.Explain the relationship of the size and shape of a vibrating object to the pitch of the sound produced.Relate the volume of a sound to the amount of energy used to create the vibration of the object producing the sound.Make a musical instrument and report on how it produces sound.Language science students should use: angle of incidence, angle of reflection, absorption, conduction, conductor, convection, medium, pitch, prism, radiation, reflection, refraction, spectrum, vibration Course Description Core Standards of the CourseDomain: Ratios and Proportional RelationshipsUnderstand ratio concepts and use ratio reasoning to solve problems. 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." 13. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.Domain: The Number SystemApply and extend previous understandings of multiplication and division to divide fractions by fractions. 1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?Compute fluently with multi-digit numbers and find common factors and multiples. 2. Fluently divide multi-digit numbers using the standard algorithm.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).Apply and extend previous understandings of numbers to the system of rational numbers. 5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.7. Understand ordering and absolute value of rational numbers.Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °C.Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.Domain: Expressions and EquationsApply and extend previous understandings of arithmetic to algebraic expressions. 1. Write and evaluate numerical expressions involving whole-number exponents.2. Write, read, and evaluate expressions in which letters stand for numbers.Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.Reason about and solve one-variable equations and inequalities. 5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.Represent and analyze quantitative relationships between dependent and independent variables. 9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.Domain: GeometrySolve real-world and mathematical problems involving area, surface area, and volume. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.Domain: Statistics and ProbabilityDevelop understanding of statistical variability. 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.Summarize and describe distributions. 4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.5. Summarize numerical data sets in relation to their context, such as by:Reporting the number of observations.Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.1 Expectations for unit rates in this grade are limited to non-complex fractions. Core Standards of the CourseStandard 1 Students will expand number sense to include operations with rational numbers.Objective 1 Represent rational numbers in a variety of ways.Recognize a rational number as a ratio of two integers, a to b, where b is not equal to zero.Change whole numbers with exponents to standard form (e.g., 24 = 16) and recognize that any non-zero whole number to the zero power equals 1 (e.g., 90 = 1).Write a whole number in expanded form using exponents (e.g., 876,539 = 8 x 105 + 7 x 104 + 6 x 103 + 5 x 102 + 3 x 101 + 9 x 100).Express numbers in scientific notation using positive powers of ten.Objective 2 Explain relationships and equivalencies among rational numbers.Place rational numbers on the number line.Compare and order rational numbers, including positive and negative mixed fractions and decimals, using a variety of methods and symbols, including the number line and finding common denominators.Find equivalent forms for common fractions, decimals, percents, and ratios, including repeating or terminating decimals.Relate percents less than 1% or greater than 100% to equivalent fractions, decimals, whole numbers, and mixed numbers.Recognize that the sum of an integer and its additive inverse is zero.Objective 3 Use number theory concepts to find prime factorizations, least common multiples, and greatest common factors.Determine whether whole numbers to 100 are prime, composite, or neither.Find the prime factorization of composite numbers to 100.Find the greatest common factor and least common multiple for two numbers using a variety of methods (e.g., list of multiples, prime factorization).Objective 4 Model and illustrate meanings of operations and describe how they relate.Relate fractions to multiplication and division and use this relationship to explain procedures for multiplying and dividing fractions.Recognize that ratios derive from pairs of rows in the multiplication table and connect with equivalent fractions.Give mixed number and decimal solutions to division problems with whole numbers.Objective 5 Solve problems involving multiple steps.Select appropriate methods to solve a multi-step problem involving multiplication and division of fractions and decimals.Use estimation to determine whether results obtained using a calculator are reasonable.Use estimation or calculation to compute results, depending on the context and numbers involved in the problem.Solve problems involving ratios and proportions.Objective 6 Demonstrate proficiency with the four operations, with positive rational numbers, and with addition and subtraction of integers.Multiply and divide a multi-digit number by a two-digit number, including decimals.Add, subtract, multiply, and divide fractions and mixed numbers.Add and subtract integers.Mathematical Language and Symbols Students Should Use: prime, composite, exponent, least common multiple, least common denominator, greatest common factor, decimals, percents, divisible, divisibility, equivalent fractions, integer, dividend, quotient, divisor, factor, simplest terms, mixed numeral, improper fractionExploratory Concepts and Skills:Explore the addition and subtraction of positive and negative fractions.Investigate the concepts of ratio and proportion.Investigate the distributive property of multiplication over addition of double-digit multipliers.Standard 2 Students will use patterns, relations, and algebraic expressions to represent and analyze mathematical problems and number relationships.Objective 1 Analyze algebraic expressions, tables, and graphs to determine patterns, relations, and rules.Describe simple relationships by creating and analyzing tables, equations, and expressions.Draw a graph and write an equation from a table of values.Draw a graph and create a table of values from an equation.Objective 2 Write, interpret, and use mathematical expressions, equations, and formulas to represent and solve problems that correspond to given situations.Solve single variable linear equations using a variety of strategies.Recognize that expressions in different forms can be equivalent and rewrite an expression to represent a quantity in a different way.Evaluate and simplify expressions and formulas, substituting given values for the variables (e.g., 2x + 4; x = 2; therefore, 2 (2) + 4 = 8).Mathematical Language and Symbols Students Should Use: order of operations, sequence, function, pattern, algebraic expression, approximately equal, notation for exponents: 43 or 4^3, a number in front of a variable indicates multiplication (e.g., 3y means 3 times the quantity y), formula, generalizationExploratory Concepts and Skills:Use physical models to investigate and describe how a change in one variable affects a second variable.Use models to develop understanding of slope as constant rate of change.Model situations with proportional relationships and solve problems.Standard 3 Students will use spatial and logical reasoning to recognize, describe, and analyze geometric shapes and principles.Objective 1 Identify and analyze attributes and properties of geometric shapes to solve problems.Identify the midpoint of a line segment and the center and circumference of a circle.Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms.Develop and use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle in a triangle or quadrilateral.Objective 2 Visualize and identify geometric shapes after applying transformations on a coordinate plane.Rotate a polygon about the origin by a multiple of 90° and identify the location of the new vertices.Translate a polygon either horizontally or vertically on a coordinate grid and identify the location of the new vertices.Reflect a polygon across either the x- or y-axis and identify the location of the new vertices.Mathematical Language and Symbols Students Should Use: midpoint, circumference, complementary and supplementary angles, rotate, translate, reflect, transformationExploratory Concepts and Skills:Use manipulatives and technology to model geometric shapes.Investigate tessellations.Explore the angles formed by intersecting lines.Identify and draw shapes and figures from different views/perspectives.Standard 4 Students will understand and apply measurement tools and techniques and find the circumference and area of a circle.Objective 1 Describe and find the circumference and area of a circle.Explore the relationship between the radius and diameter of a circle to the circle's circumference to develop the formula for circumference.Find the circumference of a circle using a formula.Describe pi as the ratio of the circumference to the diameter of a circle.Decompose a circle into a number of wedges and rearrange the wedges into a shape that approximates a parallelogram to develop the formula for the area of a circle.Find the area of a circle using a formula.Objective 2 Identify and describe measurable attributes of objects and units of measurement, and solve problems involving measurement.Recognize that measurements are approximations and describe how the size of the unit used in measuring affects the precision.Convert units of measurement within the metric system and convert units of measurement within the customary system.Compare a meter to a yard, a liter to a quart, and a kilometer to a mile.Determine when it is appropriate to estimate or use precise measurement when solving problems.Derive and use the formula to determine the surface area and volume of a cylinder.Mathematical Language and Symbols Students Should Use: cylinder, radius, diameter, circumference, area, surface area, volume, piExploratory Concepts and Skills:Investigate volumes and surface areas of a variety of three-dimensional objects.Standard 5 Students will analyze, draw conclusions, and make predictions based upon data and apply basic concepts of probability.Objective 1 Design investigations to reach conclusions using statistical methods to make inferences based on data.Design investigations to answer questions.Extend data display and comparisons to include scatter plots and circle graphs.Compare two similar sets of data on the same graph and compare two graphs representing the same set of data.Recognize that changing the scale influences the appearance of a display of data.Propose and justify inferences and predictions based on data.Objective 2 Apply basic concepts of probability and justify outcomes.Write the results of a probability experiment as a fraction between zero and one, or an equivalent percent.Compare experimental results with theoretical results (e.g., experimental: 7 out of 10 tails; whereas, theoretical 5 out of 10 tails).Compare individual, small group, and large group results of a probability experiment in order to more accurately estimate the actual probabilities.Mathematical Language and Symbols Students Should Use: data display, scatter plot, circle graph, scale, predict, justify, probability, experimental results, theoretical resultsExploratory Concepts and Skills:Investigate the notion of fairness in games. Course Description Core Standards of the CourseStandard 1 Students will expand number sense to include operations with rational numbers.Objective 1 Represent rational numbers in a variety of ways.Recognize a rational number as a ratio of two integers, a to b, where b is not equal to zero.Change whole numbers with exponents to standard form (e.g., 24 = 16) and recognize that any non-zero whole number to the zero power equals 1 (e.g., 90 = 1).Write a whole number in expanded form using exponents (e.g., 876,539 = 8 x 105 + 7 x 104 + 6 x 103 + 5 x 102 + 3 x 101 + 9 x 100).Express numbers in scientific notation using positive powers of ten.Objective 2 Explain relationships and equivalencies among rational numbers.Place rational numbers on the number line.Compare and order rational numbers, including positive and negative mixed fractions and decimals, using a variety of methods and symbols, including the number line and finding common denominators.Find equivalent forms for common fractions, decimals, percents, and ratios, including repeating or terminating decimals.Relate percents less than 1% or greater than 100% to equivalent fractions, decimals, whole numbers, and mixed numbers.Recognize that the sum of an integer and its additive inverse is zero.Objective 3 Use number theory concepts to find prime factorizations, least common multiples, and greatest common factors.Determine whether whole numbers to 100 are prime, composite, or neither.Find the prime factorization of composite numbers to 100.Find the greatest common factor and least common multiple for two numbers using a variety of methods (e.g., list of multiples, prime factorization).Objective 4 Model and illustrate meanings of operations and describe how they relate.Relate fractions to multiplication and division and use this relationship to explain procedures for multiplying and dividing fractions.Recognize that ratios derive from pairs of rows in the multiplication table and connect with equivalent fractions.Give mixed number and decimal solutions to division problems with whole numbers.Objective 5 Solve problems involving multiple steps.Select appropriate methods to solve a multi-step problem involving multiplication and division of fractions and decimals.Use estimation to determine whether results obtained using a calculator are reasonable.Use estimation or calculation to compute results, depending on the context and numbers involved in the problem.Solve problems involving ratios and proportions.Objective 6 Demonstrate proficiency with the four operations, with positive rational numbers, and with addition and subtraction of integers.Multiply and divide a multi-digit number by a two-digit number, including decimals.Add, subtract, multiply, and divide fractions and mixed numbers.Add and subtract integers.Mathematical Language and Symbols Students Should Use: prime, composite, exponent, least common multiple, least common denominator, greatest common factor, decimals, percents, divisible, divisibility, equivalent fractions, integer, dividend, quotient, divisor, factor, simplest terms, mixed numeral, improper fractionExploratory Concepts and Skills:Explore the addition and subtraction of positive and negative fractions.Investigate the concepts of ratio and proportion.Investigate the distributive property of multiplication over addition of double-digit multipliers.Standard 2 Students will use patterns, relations, and algebraic expressions to represent and analyze mathematical problems and number relationships.Objective 1 Analyze algebraic expressions, tables, and graphs to determine patterns, relations, and rules.Describe simple relationships by creating and analyzing tables, equations, and expressions.Draw a graph and write an equation from a table of values.Draw a graph and create a table of values from an equation.Objective 2 Write, interpret, and use mathematical expressions, equations, and formulas to represent and solve problems that correspond to given situations.Solve single variable linear equations using a variety of strategies.Recognize that expressions in different forms can be equivalent and rewrite an expression to represent a quantity in a different way.Evaluate and simplify expressions and formulas, substituting given values for the variables (e.g., 2x + 4; x = 2; therefore, 2 (2) + 4 = 8).Mathematical Language and Symbols Students Should Use: order of operations, sequence, function, pattern, algebraic expression, approximately equal, notation for exponents: 43 or 4^3, a number in front of a variable indicates multiplication (e.g., 3y means 3 times the quantity y), formula, generalizationExploratory Concepts and Skills:Use physical models to investigate and describe how a change in one variable affects a second variable.Use models to develop understanding of slope as constant rate of change.Model situations with proportional relationships and solve problems.Standard 3 Students will use spatial and logical reasoning to recognize, describe, and analyze geometric shapes and principles.Objective 1 Identify and analyze attributes and properties of geometric shapes to solve problems.Identify the midpoint of a line segment and the center and circumference of a circle.Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms.Develop and use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle in a triangle or quadrilateral.Objective 2 Visualize and identify geometric shapes after applying transformations on a coordinate plane.Rotate a polygon about the origin by a multiple of 90° and identify the location of the new vertices.Translate a polygon either horizontally or vertically on a coordinate grid and identify the location of the new vertices.Reflect a polygon across either the x- or y-axis and identify the location of the new vertices.Mathematical Language and Symbols Students Should Use: midpoint, circumference, complementary and supplementary angles, rotate, translate, reflect, transformationExploratory Concepts and Skills:Use manipulatives and technology to model geometric shapes.Investigate tessellations.Explore the angles formed by intersecting lines.Identify and draw shapes and figures from different views/perspectives.Standard 4 Students will understand and apply measurement tools and techniques and find the circumference and area of a circle.Objective 1 Describe and find the circumference and area of a circle.Explore the relationship between the radius and diameter of a circle to the circle's circumference to develop the formula for circumference.Find the circumference of a circle using a formula.Describe pi as the ratio of the circumference to the diameter of a circle.Decompose a circle into a number of wedges and rearrange the wedges into a shape that approximates a parallelogram to develop the formula for the area of a circle.Find the area of a circle using a formula.Objective 2 Identify and describe measurable attributes of objects and units of measurement, and solve problems involving measurement.Recognize that measurements are approximations and describe how the size of the unit used in measuring affects the precision.Convert units of measurement within the metric system and convert units of measurement within the customary system.Compare a meter to a yard, a liter to a quart, and a kilometer to a mile.Determine when it is appropriate to estimate or use precise measurement when solving problems.Derive and use the formula to determine the surface area and volume of a cylinder.Mathematical Language and Symbols Students Should Use: cylinder, radius, diameter, circumference, area, surface area, volume, piExploratory Concepts and Skills:Investigate volumes and surface areas of a variety of three-dimensional objects.Standard 5 Students will analyze, draw conclusions, and make predictions based upon data and apply basic concepts of probability.Objective 1 Design investigations to reach conclusions using statistical methods to make inferences based on data.Design investigations to answer questions.Extend data display and comparisons to include scatter plots and circle graphs.Compare two similar sets of data on the same graph and compare two graphs representing the same set of data.Recognize that changing the scale influences the appearance of a display of data.Propose and justify inferences and predictions based on data.Objective 2 Apply basic concepts of probability and justify outcomes.Write the results of a probability experiment as a fraction between zero and one, or an equivalent percent.Compare experimental results with theoretical results (e.g., experimental: 7 out of 10 tails; whereas, theoretical 5 out of 10 tails).Compare individual, small group, and large group results of a probability experiment in order to more accurately estimate the actual probabilities.Mathematical Language and Symbols Students Should Use: data display, scatter plot, circle graph, scale, predict, justify, probability, experimental results, theoretical resultsExploratory Concepts and Skills:Investigate the notion of fairness in games.Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate, formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective, identify tone, mood, emotion).Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).Speak using complex sentences with appropriate subject-verb agreement, correct verb tense, and syntax.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, to gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation's accuracy/bias, analyze and critique persuasive techniques).Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.See Kindergarten and First Grade.Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.See Kindergarten and First Grade.Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.See Kindergarten, First Grade and Second Grade.Objective 2 Use knowledge of structure analysis to decode words.See Kindergarten, First Grade and Second Grade.Objective 3 Spell words correctly.Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.Use knowledge of Greek and Latin roots and affixes to spell multisyllable words.Spell an increasing number of high-frequency and irregular words correctly (e.g., straight, soldier, property, particular).Learn the spellings of irregular and difficult words (e.g., feudalism, electricity, parallelogram, microorganism).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Visualize words while writing.Associate spelling of new words with that of known words and word patterns.Use spelling generalities to assist spelling of new words.Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read grade level text at a rate of approximately 120-150 wpm.Read grade level text with an accuracy rate of 95-100%.Objective 2 Read aloud grade level text effortlessly with clarity.Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.Read grade level words with automaticity.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).Objective 2 Use resources to learn new words by relating them to known words and/or concepts.Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, thesauruses).Determine gradients of meanings between related words and concepts (e.g., colonization: exploration, migrate, settlement).Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using roots and affixes (i.e., Greek/Latin affixes).Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes, metaphors, idioms, proverbs, clichés, and literary expressions.Use context to determine meanings of synonyms, antonyms, homonyms (e.g., through/threw, principal/principle) and multiple-meaning words (e.g., print).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Identify purpose for reading.Identify author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Generate questions about text (e.g., factual, inferential, evaluative).Form mental pictures to aid understanding of text.Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.Make inferences and draw conclusions from text. Identify theme/topic/main idea from text; note details.Summarize important ideas/events; summarize supporting details in sequence.Monitor and clarify understanding applying fix-up strategies while interacting with text.Compile, organize, and interpret information from text.Objective 3 Recognize and use features of narrative and informational text.Identify characters, setting, sequence of events, problem/resolution, theme.Compare and contrast elements of different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction, myths, legends.Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, tables of contents, index, and glossaries.Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect, order of importance, time, geographic classification).Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, Internet, other resources).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.Select and narrow a topic from generated ideas.Identify audience, purpose, and form for writing.Use a variety of graphic organizers to organize information from multiple sources.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).Use voice to fit the purpose and audience.Use strong verbs and precise and vivid language to convey meaning.Identify and use effective leads and strong endings.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences).Revise writing, considering the suggestions from others.Objective 4 Edit written draft for conventions.Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural possessives).Edit for spelling of grade level-appropriate words.Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).Objective 5 Use fluent and legible handwriting to communicate.Write using upper- and lower-case cursive letters using proper form, proportions, and spacing.Increase fluency with cursive handwriting.Produce legible documents with manuscript or cursive handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses).Produce traditional and imaginative stories, narrative and formula poetry.Produce informational text (e.g., book reports, cause/effect reports, compare/contrast essays, observational/research reports, content area reports, biographies, historical fiction, summaries).Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses to various media).Produce functional texts (e.g., newspaper and newsletters articles, e-mails, simple PowerPoint presentations, memos, agendas, bulletins, web pages).Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.Publish 6-8 individual products.
http://www.cyworld.com/hrieu/13396712
1. Korean surname, "Suhng",
seems to have
been used since
the "Sahm-goohk-shee-Daeh";
Era of Three Countries::
aka Era of Three Kingdoms of Korea.
Goe-Joeseon Era
also
prove usage of Korean
surname, "Suhng".
Error that needs correction is
that Korean surname,"Suhng",
"is Not" from China.
Talk of Korean last name
in relation to
China in error
spread its rumors
around 1476; however,
Korean surnames like
"Suhng" existed
earlier than 1476.
http://www.koreansentry.com/forum/viewtopic.php?f=4&t=2400
It goes on to describe how one of the descendants of Gongsun Xuanyuan accompanied Gija to Asadal and established a state west of Dangun Joseon called Gija Joseon around Liaoxi in modern day Liaoning province. Apparently the ancestor according to the myth changed the surname to Hwae after the name of the county where he settled called Hwaesu. When Wiman usurped the throne King Jun escaped and established himself as King of Mahan in Pyongyang, a descendant of the original ancestor followed and after the name of a mountain in the Pyongyang region called Ilto san changed his surname to Wang, his name being Wang Mong. Only a few decades later another descendant of Wang Mong migrated south to Jirisan in Jeollado and then moved east to Saro nation and became the vassal of Park Hyeokgeosae, Silla's first king. Then changed his surname from Wang to Cha, his name was Cha Mu Il. After 38 generations from Cha Mu Il, at the height of the later three kingdoms period the progenitor of the Munwha Ryoo clan, Cha Dal helped Wang Kon in his campaigns against Later Baekje and the King granted the surname Ryoo to Cha Dal ancestor who changed his name to Ryoo Cha dal. I am the 35th direct descendant of this ancestor and across two kingdoms our family members have been munbeol gwijoks and yangbans.
Now you've told me about how Chinese origin surnames were created, I will only take the Goryeo period onwards as the only legitimate family founding story. The rest was probably fabricated because there were so many Sinophiles in the Korean court.
Here is nice little piece of work from Korean blogger who says, most of Chinese origin surnames of Korea are actually fake and how modern Korean surnames have been evolved or changed since 4th century AD (During warring Kingdoms period - Buyo, Goguryeo, Baekje, Silla, Gaya) and which surnames are actually foreign origin.
http://www.cyworld.com/hrieu/13396712
