Course Description Core Standards of the CourseStandard 1 Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)Standard 2 Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)Standard 3 Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)Standard 4 Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum. (3)Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)Standard 6 Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. (4)Standard 7 Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)Standard 8 Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)Standard 9 Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)Standard 10 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)Core Standards of the CourseCollege and Career Readiness Anchor Standards for K-5 ReadingThe following 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.Key Ideas and DetailsReading: Literature Standard 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Reading: Literature Standard 2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.Reading: Literature Standard 3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Reading: Literature Standard 5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.Reading: Literature Standard 6 Distinguish their own point of view from that of the narrator or those of the characters.Integration of Knowledge and IdeasReading: Literature Standard 7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).Range of Reading and Complexity of TextReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.Key Ideas and DetailsReading: Informational Text Standard 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Reading: Informational Text Standard 2 Determine the main idea of a text; recount the key details and explain how they support the main idea.Reading: Informational Text Standard 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.Reading: Informational Text Standard 5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Reading: Informational Text Standard 6 Distinguish their own point of view from that of the author of a text.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Reading: Informational Text Standard 8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).Reading: Informational Text Standard 9 Compare and contrast the most important points and key details presented in two texts on the same topic.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.The reading foundational skills standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Identify and know the meaning of the most common prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.d. Read grade-appropriate irregularly spelled words.Reading: Foundational Skills Standard 4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.College and Career Readiness Anchor Standards for K-5 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 opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.c. Use temporal words and phrases to signal event order.d. Provide a sense of closure.Production and Distribution of WritingWriting Standard 4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.Writing Standard 6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.Research to Build and Present KnowledgeWriting Standard 7 Conduct short research projects that build knowledge about a topic.Writing Standard 8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.Writing Standard 9 (Begins in grade 4)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 K-5 Speaking and ListeningThe following Speaking and Listening 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.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 3 topics and texts, 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 and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.d. Explain their own ideas and understanding in light of the discussion.Speaking and Listening Standard 2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Speaking and Listening Standard 3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and IdeasPresentation of Knowledge and IdeasSpeaking and Listening Standard 4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Speaking and Listening Standard 5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.Speaking and Listening Standard 6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.College and Career Readiness Anchor Standards for K-5 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. Independently and legibly write all upper- and lowercase cursive letters.b. Produce grade-appropriate text using legible cursive writing.c. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.d. Form and use regular and irregular plural nouns.e. Use abstract nouns (e.g., childhood).f. Form and use regular and irregular verbs.g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.h. Ensure subject-verb and pronoun-antecedent agreement.*i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.j. Use coordinating and subordinating conjunctions.k. Produce simple, compound, and complex sentences.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize appropriate words in titles.b. Use commas in addresses.c. Use commas and quotation marks in dialogue.d. Form and use possessives.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases for effect.*b. Recognize and observe differences between the conventions of spoken and written standard English.Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.Language Standard 5 Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).Language Standard 6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).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 CourseHealthy SelfStandard 1 The students will learn ways to improve mental health and manage stress.Objective 1 Demonstrate responsibility for self and actions.Identify personal responsibilities.Predict the consequences of neglecting responsibilities; e. g., increased stress, poor grades, punishment, no sense of accomplishment, impact on other people.Report the outcomes of completing responsibilities; e. g., sense of accomplishment, feeling good, contribution to cause, less stress.Determine how good decision making can help complete responsibilities.Objective 2 Recognize why acceptance of self and others is important for the development of positive attitudes. *PDDetermine the benefits of accepting self and others.Determine the benefits of having positive attitudes.Describe the relation between acceptance and attitude.Substance Abuse PreventionStandard 2 The students will adopt health-promoting and risk-reducing behaviors to prevent substance abuse.Objective 1 Recognize the health implications of alcohol and tobacco use. *PDIdentify both the short- and long-term effects of alcohol and tobacco use.Describe the effects of passive smoke.Determine the financial impact of alcohol and tobacco use.Objective 2 Determine how building relationships with helpful people can be beneficial. (SS)List and classify helpful people; e. g., within family, neighborhood, community.Identify the benefits of building relationships with caring adults.Human Development and RelationshipsStandard 3 The students will understand and respect self and others related to human development and relationships.Objective 1 Summarize the functions of the skeletal and muscular systems.Name the major body systems and their basic functions.Describe the skeletal and muscular systems.Demonstrate ways to strengthen the skeletal and muscular systems. (PE)Objective 2 Model behaviors that foster healthy interpersonal relationships. (SS) *PDExamine the benefits of healthy relationships among peers, family, and community members.Recognize ways in which peers, families, and communities may change over time.Model ways to contribute to healthy relationships among peers, family, and community members.Objective 3 Model strategies for preventing abuse.Maintain personal boundaries.Identify situations that may put one at risk for abuse.Demonstrate ways to avoid, manage, or escape risk.Disease Prevention and HIV/AIDS EducationStandard 4 The students will understand concepts related to health promotion and disease prevention.Objective 1 Tell why HIV is difficult to contract and usually does not affect children.List ways that people cannot contract HIV.Identify ways people can avoid coming in contact with blood.Objective 2 Demonstrate decision-making and Refusal Skills( for HIV prevention. *PDList reasons to avoid contact with blood.Identify, avoid, manage, or escape situations involving blood-to-blood contact.Objective 3 Demonstrate proper personal hygiene and universal precautions.Demonstrate proper hand washing.Recognize importance of never touching another person's blood and other body fluids.Describe procedure to follow in the event of a blood spill.Safety and Injury/Violence PreventionStandard 5 The students will adopt behaviors to maintain personal health and safety and develop appropriate strategies to resolve conflict.Objective 1 Match safety procedures to potential hazards. (SC)Describe procedures to follow in case of fire, flood, earthquakes, and electrical shock.Predict problems of using and being around machines.Explain how carelessness, hurrying, anger, and upset feelings may increase the chance of having an accident.List reasons for treating animals with respect and kindness.Nutrition and FitnessStandard 6 The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness.Objective 1 Compare personal eating habits with a balanced diet. *NURecord daily food intake.Determine a balanced diet based on the Food Guide Pyramid.Objective 2 Identify nutrient groups and the key functions of each. *NUIdentify nutrient groups; i. e. , proteins, fats, water, carbohydrates, vitamins, minerals.Name foods rich in key nutrients.Define the functions of basic nutrient groups.Objective 3 Examine the dangers of dysfunctional eating.Identify common reasons for dieting; e. g., health, peer pressure, unhappy with looks and/or size, weight loss. Predict the effect fad diets may have on health.Objective 4 Assess personal fitness level. (PE)Measure heart rate.Record the results of participation in aerobic, strength, endurance, and flexibility testing.Consumer and Community HealthStandard 7 The students will understand the value of service and effective consumer practices.Objective 1 Participate in service-learning that assists the community. (SS)Identify the needs of a community.Examine situations when people or groups assist communities.Plan, implement, and report on community service.Objective 2 Describe the influence of media on making healthy choices. (LA)(LM)Find health-related messages in media.Determine the reliability of health messages in the media, including Internet.Report the effect of media on decision making.Objective 3 Summarize the role of health services in the community.List various health services.Define the role of each service.Identify situations in which the health services can or should be accessed.Core Standards of the Course"It is recommended that in addition to the standards and performance indicators, keyboarding first be taught as a concentrated unit in third grade and reviewed in each succeeding grade to allow students to achieve a high degree of proficiency. Students will be assessed during the spring of their 5th grade year. The assessment will include a keyboarding skill test, a technology literacy self-assessment, and the inclusion of at least two pieces of student work in an electronic portfolio."Additional Keyboarding Information and Resources from USOEStandard 1 The student will demonstrate correct keyboarding techniques.Objective 1 Objective 1 The student will demonstrate correct keyboarding techniques.Sit up straight.Center body to the "h" key with elbows at sides.Place feet for balance.Curve fingers over the home keys.Keep wrists off the keyboard.Keep eyes on printed copy.Key by touch.Objective 2 The student will know the purpose of correct keyboarding techniques.Describe limitations of poor techniques.List advantages of good techniques. Standard 2 The student will use correct fingering while keying the introduced keys.Objective 1 Demonstrate the correct key reaches for all alphabet letters.Use correct keystroke techniques for the letter keys.Objective 2 Demonstrate correct fingering for and correct usage of the space bar, enter key, shift keys, backspace/delete key, and tab key.Tap the SPACE BAR with the right thumb.Hit the ENTER/RETURN key with the right little finger.Use the LEFT SHIFT key when capitalizing right hand letters.Use the RIGHT SHIFT key when capitalizing left hand letters.Strike the BACKSPACE/DELETE key with the right little finger.Tap the TAB key with the left little finger.Objective 3 Objective 3 Demonstrate correct fingering for and correct usage of the period, comma, and the question mark.Strike the PERIOD with the right ring finger.Strike the COMMA with the right middle finger.Key a QUESTION MARK by holding down the left shift key with the left little finger and striking the question mark with the right little finger.Demonstrate spacing rules when keying a period.Demonstrate correct spacing when keying a comma.Demonstrate correct spacing when keying a question mark.Standard 3 The students will key accurately from dictation and printed copy.Objective 1 The student will key letters, short words, and phrases from dictation.Objective 2 The student will key drills from printed text.Standard 4 The student will demonstrate correct keyboarding techniques with minimum speed and accuracy on 30-second timed writings.Objective 1 The students will achieve minimum keyboarding competency on 30-second timed writings.Key at a minimum of 15 words per minute (WPM) on at least three 30-second timings.Key at 3 or fewer errors on 30-second timings.Key without using the backspace/delete key on timings.Core Standards of the CourseDomain: Operations and Algebraic ThinkingRepresent and solve problems involving multiplication and division. 1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.14. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?Understand properties of multiplication and the relationship between multiplication and division. 5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.Multiply and divide within 100. 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.Solve problems involving the four operations, and identify and explain patterns in arithmetic. 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.39. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.Domain: Number and Operations in Base Ten 4Use place value understanding and properties of operations to perform multi-digit arithmetic. 1. Use place value understanding to round whole numbers to the nearest 10 or 100.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.Domain: Number and Operations - Fractions 5Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/band that its endpoint locates the number a/b on the number line.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Domain: Measurement and DataSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.73. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 5. Recognize area as an attribute of plane figures and understand concepts of area measurement.A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).7. Relate area to the operations of multiplication and addition.Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a ×c. Use area models to represent the distributive property in mathematical reasoning.Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.Domain: GeometryReason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.1 See Glossary, Table 2.2 Students need not use formal terms for these properties.3 This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.4 A range of algorithms may be used.5 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.6 Excludes compound units such as cm3 and finding the geometric volume of a container.7 Excludes multiplicative comparison problems (problems involving notions of "times as much”; see Glossary, Table 2). Course Description Core Standards of the CourseStandard 1 Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.Objective 1 Represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.Read, write, and represent whole numbers using standard and expanded form.Demonstrate multiple ways to represent numbers using models and symbolic representations (e.g., fifty is the same as two groups of 25, the number of pennies in five dimes, or 75 - 25).Identify the place and the value of a given digit in a four-digit numeral and round numbers to the nearest ten, hundred, and thousand.Order and compare whole numbers on a number line and use the inequality symbols <, >, ≠, and = when comparing whole numbers. Identify factors and multiples of whole numbers. Objective 2 Use fractions to communicate and compare parts of the whole.Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered. Define regions and sets of objects as a whole and divide the whole into equal parts using a variety of objects, models, and illustrations. Name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, sixths, and eighths. Place fractions on the number line and compare and order fractions using models, pictures, the number line, and symbols. Find equivalent fractions using concrete and pictorial representations. Objective 3 Model problems involving addition, subtraction, multiplication, and division.Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division). Use a variety of strategies and tools, such as repeated addition or subtraction, equal jumps on the number line, and counters arranged in arrays to model multiplication and division problems. Demonstrate, using objects, that multiplication and division by the same numbers are inverse operations (e.g., 3 x = 12 is the same as 12 ÷ 3 = and = 4). Demonstrate the effect of place value when multiplying whole numbers by 10. Write a story problem that relates to a given addition, subtraction, or multiplication equation, and write a number sentence to solve a problem related to the students' environment. Objective 4 Compute and solve problems involving addition and subtraction of 3- and 4- digit numbers and basic facts of multiplication and division.Use a variety of methods to facilitate computation (e.g., estimation, mental math strategies, paper and pencil). Find the sum or difference of numbers, including monetary amounts, using models and strategies such as expanded form, compensation, partial sums, and the standard algorithm. Compute basic multiplication facts (0-10) and related division facts using a variety of strategies based on properties of addition and multiplication (i.e., commutative, associative, identity, zero, and the distributive properties). Mathematical Language and Symbols Students Should Use: sum, difference, expanded form, factor, product, array, multiple, numerator, denominator, halves, thirds, fourths, sixths, eighths, divisor, dividend, quotient, greater than, less than, equal to, <, >, =Exploratory Concepts and Skills:Extend multiplication and division to larger-digit numbers.Use concrete objects and visual models to add and subtract common decimals.Investigate the distributive property of multiplication over addition for single-digit multipliers (e.g., 7 x 15 is equivalent to 7 x (10 + 5) is equivalent to (7 x 10) + (7 x 5).Standard 2 Students will use patterns, symbols, operations, and properties of addition and multiplication to represent and describe simple number relationships.Objective 1 Create, represent, and analyze growing patterns.Create and extend growing patterns using objects, numbers, and tables. Describe how patterns are extended using manipulatives, pictures, and numerical representations. Objective 2 Recognize, represent, and simplify simple number relationships using symbols, operations, and properties.Represent numerical relationships as expressions, equations, and inequalities. b. Solve equations involving equivalent expressions (e.g., 6 + 4 = + 7). Use the >, <, and = symbols to compare two expressions involving addition and subtraction (e.g., 4 + 6 3 + 2; 3 + 5 16 - 9). Recognize and use the commutative, associative, distributive, and identity properties of addition and multiplication, and the zero property of multiplication. Mathematical Language and Symbols Students Should Use: growing patterns, expressions, equations, <, >, =Exploratory Concepts and Skills:Use concrete materials to build an understanding of equality and inequality.Explore properties of equality in number sentences (e.g., when equals are added to equals, then the sums are equal; when equals are multiplied by equals, then the products are equal.Standard 3 Students will describe and analyze attributes of two-dimensional shapes.Objective 1 Describe and compare attributes of two-dimensional shapes.Identify, describe, and classify polygons (e.g., pentagons, hexagons, octagons). Identify attributes for classifying triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle). Identify attributes for classifying quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square). Identify right angles in geometric figures, or in appropriate objects, and determine whether other angles are greater or less than a right angle. Objective 2 Demonstrate the meaning of congruence through applying transformations.Demonstrate the effect of reflection, translation, or rotation using objects. Determine whether two polygons are congruent by reflecting, translating, or rotating one polygon to physically fit on top of the other. Mathematical Language and Symbols Students Should Use: polygon, attribute, quadrilateral, equilateral triangle, isosceles triangle, right triangle, pentagon, hexagon, octagon, parallel, right angle, reflect, translate, rotate, slide, flip, turn, congruentExploratory Concepts and Skills:Explore line symmetry and rotational symmetry.Investigate two-dimensional representations of three-dimensional objects.Standard 4 Students will select and use appropriate units and measurement tools to solve problems.Objective 1 Select and use appropriate tools and units to estimate and measure length, weight, capacity, time, and perimeter of two-dimensional figures.Describe the part-whole relationships (e.g., 3 feet in a yard, a foot is 1/3 of a yard) between metric units of length (i.e., centimeter, meter), and among customary units of length (i.e., inch, foot, yard), capacity (i.e., cup, quart), and weight (i.e., pound, ounce). Measure the length of objects to the nearest centimeter, meter, half- and quarter-inch, foot, and yard. Measure capacity using cups and quarts, and measure weight using pounds and ounces. Identify the number of minutes in an hour, the number of hours in a day, the number of days in a year, and the number of weeks in a year. Describe perimeter as a measurable attribute of two-dimensional figures, and estimate and measure perimeter with metric and customary units. Objective 2 Solve problems involving measurements.Determine simple equivalences of measurements (e.g., 30 inches = 2 feet and 6 inches; 6 cups = 1 1/2 quarts; 90 min. = 1 hr. 30 min.). Compare given objects according to measurable attributes (i.e., length, weight, capacity). Solve problems involving perimeter. Determine elapsed time in hours (e.g., 7:00 a.m. to 2:00 p.m.). Mathematical Language and Symbols Students Should Use: measure, unit, metric system, customary system, length, pound, ounce, centimeter, meter, inch, foot, yard, capacity, weight, perimeterExploratory Concepts and Skills:Determine the value of a combination of coins and bills.Count back change from a single purchase.Standard 5 Students will collect and organize data to make predictions and identify basic concepts of probability.Objective 1 Collect, organize, and display data to make predictions.Collect, read, represent, and interpret data using tables, graphs, and charts, including keys (e.g., pictographs, bar graphs, frequency tables, line plots). Make predictions based on a data display. Objective 2 Identify basic concepts of probability.Describe the results of events using the terms "certain," "likely," "unlikely," and "impossible." Conduct simple probability experiments, record possible outcomes systematically, and display results in an organized way (e.g., chart, graph). Use results of simple probability experiments to describe the likelihood of a specific outcome in the future. Mathematical Language and Symbols Students Should Use: data, table, chart, graph, frequency table, line plot, pictograph, bar graph, likely, certain, outcome, impossible outcomeExploratory Concepts and Skills:Predict outcomes of simple experiments.Core Standards of the CourseStrand One: Information Literacy Step 1. Task Definition: What is the information problem that needs to be solved?Standard 1 Students define an information problem and identify information needed to solve the problem.Objective 1 Define an information problem.Recognize that an information need exists.Define the information problem.Describe and analyze the task. (SS)Identify the topic with teacher help. (LA)Explain how topics can be narrowed or broadened. (LA)Formulate a variety of questions related to the topic, e.g., yes-no, open-ended. (SS) (LA)Identify subtopics and formulate a variety of questions related to them. (SS) (LA)Identify the audience for a final product. (SS) (LA)Compare a variety of presentation formats. (SS) (LA)Develop evaluation criteria based on elements of an effective product or presentation. (SS)Select from a variety of methods to track individual progress by writing individually. (LA)Objective 2 Identify information needed.Identify and record information already known.Identify different kinds of information contained in textual, pictorial, and numerical sources. (LA)Choose important words in research questions that could be used as search terms for print, audiovisual, or electronic resources.Distinguish between broad and narrow topics, e.g., birds vs. robins, vehicles vs. trucks.List the steps needed to complete a task.Track progress and summarize the sequence of Step 1, Task Definition. (LA)Strand One: Information Literacy Step 2. Information-Seeking Strategies: Which resources can I use?Standard 2 Students identify, evaluate, and select potential information resources available in or through the school library media center.Objective 1 Identify a wide range of resources.Identify and describe general references, e.g., general encyclopedias, atlases, dictionaries, charts, maps, globes, pictures, periodicals, timelines, primary thesauri, almanacs, pamphlets. (LA)Identify and use subject-specific references, e.g., science and history encyclopedias.Identify general collection resources, e.g., fiction and informational books, periodicals, audiovisual materials, general reference materials. (LA)Identify people who are possible information resources, e.g., personal or electronic interviews or presentations.Identify and describe community resources, e.g., libraries, museums, businesses, government agencies.Identify and use electronic resources, e.g., CD-ROM, Pioneer, the Internet, telephone. (LA)Objective 2 Evaluate and select the best resources.Evaluate and select information resources that are understandable, available, relevant, and current.Distinguish between fact and opinion. (LA)Compare and contrast information resources that show prejudice, stereotyping, and bias with information that does not.Select resources in a variety of formats. (LA)Track progress and summarize the sequence of Step 2, Information-Seeking Strategies. (LA)Strand One: Information LiteracyStep 3. Location and Access: Where can I find these resources?Standard 3 Students locate resources and access information within resources.Objective 1 Locate identified resources.Locate within the school library media center, collection catalog, picture books, informational and fiction books, audiovisual materials, periodicals, and general reference. (SS)(LA)Apply knowledge of school library media center procedures and policies, e.g., rules, proper care of materials, requests for help, etiquette and "netiquette."Use the electronic cataloging system to search by subject, author, title.Locate computer information resources, e.g., CD-ROM, Pioneer, other Internet sites, e-mail, as available. (LA)Locate picture books and fiction books by author's last name and informational books by the Dewey Decimal Classification number and other book spine information.Objective 2 Access information within resources.Access information within print resources, e.g., illustrations, the title page, book jacket text, charts, graphs, table of contents, index, information boxes and side bars, captions, headings and subheadings, copyright date, volume number, guide words, glossary, bibliography. (LA)Demonstrate knowledge of operational procedures for accessing information in electronic resources. (LA)Use appropriate interview techniques, e.g., prepare effective questions that relate to the topic and subtopics, arrange appointments, record the interview with audio, video, or notetaking.Track progress and summarize the sequence of Step 3, Location and Access.Strand One: Information LiteracyStep 4. Use of Information: What can I use from these resources?Standard 4 Students engage and extract information.Objective 1 Engage information in a resource.Recall and organize previous knowledge of subject and build on that knowledge base. (LA)Use questions formulated in Step 1, Task Definition, to guide reading, listening to, and viewing information. (LA)Use headings and subheadings to help find information. (LA)Identify a main idea under relevant headings, within written information.Read and interpret graphic information found in illustrations, maps, and charts. (LA)Explain concepts and details gained through reading, listening, and viewing. (LA)Interview experts using questions prepared in Step 3, Location and Access.Objective 2 Extract information from resources.Select information that is understandable, available, relevant, and current.Develop note-taking skills to record information, e.g., take notes on cards, photocopy, download, dictate. (LA)Paraphrase or summarize information to avoid plagiarism. (LA)Record information sources in a simplified bibliographic citation format.Track progress and summarize the sequence of Step 4, Use of Information. (LA)Strand One: Information LiteracyStep 5. Synthesis: How can I share what I learned?Standard 5 Students organize, synthesize, and present information.Objective 1 Organize information from multiple sources.Select a product format that fits assignment and nature of information to be presented. (See Appendix A, Possible Final Products Examples.) (LA)Organize and integrate information, e.g., using sequencing, webbing. (LA)Create a first draft, gather feedback, and edit. (LA)Record information sources in a bibliography, using simplified bibliographic format. (Appendix B)Identify and use a variety of technologies for sharing information, e.g., word processing, photographing, audio recording, drawing illustrations, creating multimedia computer presentations. (LA)Apply previously established evaluation criteria (Step 1, Task Definition) and revise draft accordingly.Objective 2 Present information.Describe good oral presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room, show visuals effectively. (LA)Rehearse to meet presentation criteria. (LA)Identify strengths and weaknesses of rehearsal presentation and revise accordingly. (LA)Prepare the facility for final presentation.Use facilities, resources, and equipment responsibly for the production and presentation, e.g., staging, props, seating arrangements, sound system, software and hardware.Anticipate, prepare for, and elicit audience reaction, e.g., questions, comments, applause. (LA)Present final product. (LA)Track progress and summarize the sequence of Step 5, Synthesis. (LA)Strand One: Information Literacy Step 6. Evaluation: How will I know I did my job well?Standard 6 Students evaluate the product and the process.Objective 1 Evaluate the product.Assess product effectiveness using objective evaluation criteria established in Step 1, Task Definition.Use personal criteria such as quality of product and level of personal effort to evaluate the product.Assess reaction from the audience, e.g., peers, teachers, parents, judges. (LA)Summarize what went well and what should be improved in future products. (LA)Objective 2 Evaluate the process.Recall activities and impressions during each step of the Big6™ Process. (LA)Assess the process for effectiveness and efficiency.Reflect on and record one's assessment of the process, e.g., what was done well and why, what could have been improved, what was difficult and why. (LA)Strand Two: LiteratureStudents develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.Standard 7 Students explore print material to learn how physical features of books and other resources contribute to meaning.Objective 1 Demonstrate how pictures and text convey meaning.Describe how pictures convey meaning through shape, space, color, line, medium, perspective, and composition. (LA)Create a picture book to demonstrate how text conveys meaning through words, sentences, and pages. (SS)(LA)Objective 2 Demonstrate an understanding of the physical features of books and other library resources.Locate and define the parts of a book, e.g., author and illustrator names, title page, endpapers, dedication page, text, table of contents, glossary, index, copyright information, publisher, bibliography. (LA)Identify, describe, and use the display features of electronic resources, e.g., buttons, scroll bars, menus, hot links. (LA)Strand Two: LiteratureStudents develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.Standard 8 Students explore various aspects of literature in books and other formats.Objective 1 Identify the contribution of authors and illustrators in the creation of literature.Describe the role of the author. (LA)Describe elements of literary style, e.g., tone or feeling, sentence patterns, pacing, voice. (LA)Describe the role of the illustrator.Analyze illustrations for compositional elements, e.g., shape, space, color, line, medium, perspective.Objective 2 Identify and describe the elements of "story."Describe the elements of "story," e.g., character, setting, plot, point-of-view, theme. (LA)Identify and describe the techniques used by authors and illustrators to give definition to characters, e.g., verbal and visual descriptions, dialogue. (LA)Summarize the plot of stories and retell stories in sequence. (LA)Identify and describe the themes in stories, e.g., resolving conflict, achievement. (SS)Identify and explain setting and how it affects the action and characters. (LA)Identify and explain point-of-view, i.e., who tells the story.Objective 3 Explore and compare different types of literature to enrich and expand the reading experience.Identify and describe the characteristics of various types of literature, e.g., fables, poetry, drama, realistic fiction, fantasy, folktales, fairy tales, myths, historical fiction. (SS)(LA)Read informational works, e.g., science, art, "how-to" books, technology, sports and recreation, pets, communication, transportation, economics, ecology, reference. (SS)(LA) Strand Two: LiteratureStudents develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.Standard 9 Students value the contribution of reading to becoming self-directed, lifelong learners.Objective 1 Listen to and read a variety of literature to enhance selection.Identify and list a variety of evaluative criteria to use when selecting materials, e.g., interest, readability, relevance, currency.Define and read a variety of literary formats, e.g., novelty books, periodicals, multimedia. (LA)Listen to, read, and define quality literature, e.g., award books, classics, "notable" or "best" books, works of distinguished authors and illustrators. (LA)Objective 2 Recognize, as readers, how literature offers a wide variety of life experiences and perspectives.Recognize how reading can inform, delight, and enrich. (LA)Describe insights from and connections to fictional characters, people, and cultures from the past and present. (SS)(LA)Develop empathy and perspective through interaction with a story's characters, setting, or plot. (LA)Strand Three: Media LiteracyStandard 10 Awareness: Students will be aware that media literacy as a life skill is integral to modern citizenship, informed decision making, and healthy lifestyles.Objective 1 Use basic terms and concepts of media.Define with examples basic terms, e.g., media, media literacy, mass media, local media.List and describe a variety of media and the advantages and limitations of each, e.g., availability, cost, audience appeal, frequency, and ease of use.Objective 2 Demonstrate how the use of media can broaden the educational experience.Explain vicarious experiences gained through media, e.g., cultural, geographic, and historic insights. (SS)(LA)Explain how media experiences have the potential to help develop creativity and change values, lives, or perspectives. (HL)Objective 3 Identify citizens' rights and responsibilities with respect to media.Describe ethically and legally responsible ways in which to use print and non-print media. (SS)Locate and identify symbols of copyright and trademarks in or on print and non-print media.Identify and list how to be active consumers of media, e.g., respond with letters to editors, letters and telephone calls to station programmers and advertisers. (SS)Objective 4 Demonstrate how cultural heritage and experiences influence interpretation of media.Recognize the value of differing viewpoints. (SS)(LA)Describe how emotions and experiences influence understanding and interpretation of media.Recognize how social and cultural attitudes and backgrounds can influence responses to media, e.g., sports ability bias, gender bias.Objective 5 Recognize the purposeful and careful construction of media productions.Recognize how media productions may be constructed to create or influence a perception of reality.Identify examples of real, realistic, and unreal content in media, e.g., a horse, a wooden horse, a unicorn.Identify examples of advertising targeted at young viewers, e.g., condoning rudeness, advertisements for toys, games, cereal and snacks, clothing with logos. (HL)(SS)Strand Three: Media LiteracyStandard 11 Analysis: Students analyze elements of media messages to understand their forms and functions, content, intent, and effects on the receiver.Objective 1 Analyze techniques used to construct media messages.List and define elements of communication, i.e., sender, message, receiver.Identify and describe the purposes of media messages. (HL)(SS)Identify examples of how sound is manipulated in constructing media messages, e.g., music, sound effects, decibel level.Identify examples of visual effects used in constructing media messages, e.g., camera angles, zooms, cuts, color, graphics, lighting.Objective 2 Analyze, question, and think critically about media messages.Summarize the content of media messages. (SS)(LA)Differentiate between advertisements and other content material, e.g., television, periodicals, radio, the Internet. (HL)Identify fact and opinion in a variety of media messages. (SS)(LA)Identify persuasive techniques in advertising, e.g., fantasy, "happy families," negative side-by-side comparison.Recognize a balance of diversity in media messages, e.g., gender, age, ethnic representation, physical and mental ability representation.Objective 3 Analyze effects of media messages on the receiver.List a variety of the possible effects of advertising, e.g., satisfaction vs. disillusionment, healthy vs. unhealthy choices. (HL)(SS)Identify media messages for ethics and values, e.g., honesty, responsibility, caring, respect, trust, justice.Contrast the consequences of "staged" violence portrayed in media, e.g., property damage, physical harm, with the consequences of violence in real life.Strand Three: Media LiteracyStandard 12 Evaluation: Students evaluate elements and intended results of media messages to facilitate selection for personal and educational use.Objective 1 Critique the aesthetic elements of media messages.List criteria for the use of selected visual techniques in media messages, e.g., color graphics.List criteria for selected examples of time manipulation in media messages, e.g., slow motion, instant replay.Objective 2 Evaluate the effectiveness of media for intended results from targeted audiences.Analyze print and non-print versions of the same media message. (SS)Identify examples of stereotyping. (SS)Objective 3 Evaluate and select media for personal and educational use.Compare the amount of time devoted to media with the amount of time devoted to reading, exercise, participation sports, the arts.Make wise media choices by consulting with parents and teachers.Evaluate media messages for accuracy and authenticity, e.g., verify facts with additional resources. (HL)(SS)Evaluate and select media materials to meet educational needs, e.g., presentations, research.Strand Three: Media LiteracyStandard 13 Production: Students produce media messages in selected formats.Objective 1 Students prepare messages for presentation by using a multi-step planning process.Determine message to convey.Define the target audience for message, e.g., peers, parents, community.Select the most appropriate medium for each message, e.g., poster, brochure, advertisement.Identify items needed for presentations, e.g., art materials, video equipment.Objective 2 Students develop and apply criteria for quality media productions.Identify criteria for quality media productions.Select components of the medium, e.g., format, materials, color, design, size, graphics, sound.Draft and refine message, e.g., storyboarding, sketching, editing.Identify good presentation techniques.Cite sources used in productions.Objective 3 Students present or exhibit media messages and evaluate their final products.Plan and prepare presentation settings.Practice good presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room.Present media message to appropriate group, e.g., peers, parents, community.Evaluate final products for effectiveness.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).Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).Speak in complete sentences with appropriate subject-verb agreement.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).Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings, informational reports) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers).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 apply understanding of 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.Spell correctly grade level compound words, words with plural endings, and common phonograms.Spell an increasing number of high-frequency and irregular words correctly (e.g., friend, square, special).Learn the spellings of irregular and difficult words (e.g., electric, planet, trapper, rectangle).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 the spelling of new words with that of known words and word patterns.Use spelling generalities to assist spelling of new words (e.g., doubling of consonants, “le” endings, adding suffixes).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 100 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 with automaticity 300 third grade high-frequency/sight words.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 multiple 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., simple dictionaries, glossaries, beginning thesauruses).Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., rotation: planets, spinner, taking turns).Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using prefixes and suffixes.Use context to determine meanings of unknown key words (e.g., The ferocious dog growled at the children.).Use context to determine meanings of synonyms, antonyms, homonyms (e.g., blue, blew) and multiple-meaning words (e.g., light).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 predictions while reading using title, picture clues, text and/or prior knowledge.Make inferences and draw conclusions from text.Identify 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 information from text.Objective 3 Recognize and use features of narrative and informational text.Identify characters, setting, sequence of events, problem/resolution.Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction.Identify information from pictures, captions, diagrams, charts, graphs, tables of contents, index, and glossaries.Identify different structures in text (e.g., problem/solution, compare/contrast).Locate facts from a variety of informational texts (e.g. newspapers, magazines, books, 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 literature and informational text, 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.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner utilizing words and sentences (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).Use voice to fit the purpose and audience.Use strong verbs and vivid language.Identify and use effective leads and strong endings.Objective 3 Revise by elaborating and clarifying written draft.Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.Enhance fluency by using a variety of complete sentences (i.e., varied sentence length, simple and complex sentences). Revise writing, considering the suggestions of others.Objective 4 Edit written draft for conventions.Edit writing for correct capitalization and punctuation (i.e., capitals in holidays, titles, dates, greetings and closings of letters, personal titles, contractions, abbreviations).Edit for spelling of grade level-appropriate words.Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives, superlatives, pronouns).Edit for appropriate formatting features (e.g., margins, indentations, titles).Objective 5 Use fluent and legible handwriting to communicate.Write using upper- and lower-case cursive letters using proper from, proportions, and spacing.Develop fluency with cursive handwriting.Produce legible documents with cursive handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, friendly notes and letters, personal experiences, family stories, literature responses).Produce traditional and imaginative stories, narrative and formula poetry.Produce informational text (e.g., explanation of a complex process, math/journals, observations, content area reports, summaries).Produce writing to persuade (e.g., expressing opinions with supporting data).Produce functional text (e.g., newspaper and newsletter articles).Share writing with others using illustrations, graphs, and/or charts to add meaning.Publish 4-6 individual products.
Core Standards of the CourseStandard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes.Objective 1 Explore a variety of art materials while learning new techniques and processes.Practice using skills for beginning drawings; e.g., blocking-in, stick figures, or drawing the action or gesture of a figure.Use simplified forms, such as cones, spheres, and cubes, to begin drawing more complex forms.Paint with complementary color schemes.Make one color dominant in a painting.Create the appearance of depth by drawing distant objects smaller and with less detail than objects in the foreground.Establish more natural size relationships among objects in drawings.Portray cast shadows as falling opposite their source of light.Explore the design possibilities of a 3-D object by examining views of it from many angles.Objective 2 Use a broad range of art materials in supporting the visual arts needs at school.Use as many art materials as possible to help decorate the room.Use new art materials and newly learned techniques and processes to celebrate important days and historical events.Objective 3 Handle art materials in a safe and responsible manner.Ventilate the room to avoid inhaling fumes from art materials.Dispose and/or recycle waste art materials properly.Clean and put back to order art making areas after projects.Respect other students' artworks as well as one's own.Standard 2 (Perceiving): The student will analyze, reflect on, and apply the structures of art.Objective 1 Analyze and reflect on works of art by their elements and principles.Determine how artists create a dominance in their work; e.g., size, repetition, and contrast.Examine significant works of art and point out how the artists have created an illusion or feeling of depth.Objective 2 Create works of art using the elements and principles.Identify dominant elements in significant works of art.Group some significant works of art by a common element or visual characteristic.Discover how an artist has thoughtfully used all of the space within an artwork.Create a work of art that uses all of the space on the paper.Create a work of art that uses contrast to create a focal point. Use that to convey the most important idea or part of the work.Standard 3 (Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.Objective 1 Explore possible content and purposes in significant works of art.Explain possible meanings or interpretations of some significant works of art.Invent possible stories that may explain what is going on in these same works of artDiscuss how an artist's work might be different if it is displayed publicly as opposed to being displayed at home.Describe the difference between crafts and arts; e.g., some crafts have more art in them than other crafts; some crafts are for display and not for practical use. For example, you wouldn't want to cook in some precious ceramic vessels.Objective 2 Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for their own artworks.Group significant works of art according to theme or subject matter.Judge which works of art most clearly communicate through the use of symbols.Create symbols in art that express individual or group interests.Create a work of art that uses a similar subject matter, symbol, idea, and/or meaning found in a significant work of art.Select some art for public display around the school.Standard 4 (Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.Objective 1 Compare the arts of different cultures to explore their similarities and diversities.Describe why different cultures may have used different materials to create their arts and crafts.Hypothesize why homes and buildings have generally become larger in modern times.Objective 2 Connect various kinds of art with particular cultures, times, or places.Predict how a work of art or a craft can be connected to an ancient culture.Describe why a local craft or art form looks like it was made in your area.Objective 3 Recognize the connection of visual arts to all learning.Use a visual arts form as a help in expressing an idea in a nonart subject; e.g., a science project, the writing of a poem, a social studies project.Create a tableau using body shapes invented in dance with elements and principles learned in art.Strategy Example:Group the brightest shirt colors of participants to make a focal point, overlap some participants with others to create a sense of depth, arrange participants to form a variety of lines.Explore personality or achievements of famous people by examining a significant portrait of them.Suggested masterworks and artists for third grade:'Factory Worker' by Mahonri Young'Channel Three' by Edith Roberson'Riders of the Range' by Paul Salisbury'The Cradle' by Berthe Morisot'My Gems' by William Harnett'Enamel Saucepan' or other works by Pablo Picasso'Man in the Golden Helmet' and other works by Rembrandt van Rijn'La Grande Jatte' by Georges Seurat'Summertime' by Romare BeardenAny significant work of art with which the teacher is familiar and appropriately teaches the standards and objectives of this grade level can be used. This could include works suggested for other grade levels as well as other works by the artists suggested above.Core Standards of the CourseBenchmark: The geography of a community influences the cultural development of the humans who inhabit the community. There are relationships between climate, natural resources, and other geographic characteristics and a community's cultural development. The unique characteristics of an area influence where and how communities develop, their relative wealth and power, and how they adapt to changes.Standard 1 Students will understand how geography influences community location and development.Objective 1 Determine the relationships between human settlement and geography.Identify the geographic features common to areas where human settlements exist.Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities' proximity to water, utilization of natural resources).Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states.Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).Identify important natural resources of world ecosystems.Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems).Investigate ways different communities have adapted into an ecosystem.Objective 3 Analyze ways cultures use, maintain, and preserve the physical environment.Identify ways people use the physical environment (e.g. agriculture, recreation, energy, industry).Compare changes in the availability and use of natural resources over time.Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle).Compare perspectives of various communities toward the natural environment.Make inferences about the positive and negative impacts of human-caused change to the physical environment.Social Studies language students should know and use: latitude, longitude, compass rose, north, south, east, west, continents, ocean, key, equator, desert, plain, tropic, tundra, grassland, mountain, forest, wetland, natural resources, reduce, reuse, recycle, recover, economic development, community development, recreation, natural resource extraction, agricultureBenchmark: All people exist within cultures, or the way of life of a group of people. All human communities have cultural attributes. These attributes change over time in response to changes in the world around them. Indigenous cultures in North and South America demonstrate these attributes, and teachers are encouraged to select examples from these rich cultural traditions.Standard 2 Students will understand cultural factors that shape a community.Objective 1 Evaluate key factors that determine how a community develops.Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange).Describe how stories, folktales, music, and artistic creations serve as expressions of culture.Compare elements of the local community with communities from different parts of the world (e.g. industry, economic specialization )Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations).Examine changes in communities that can or have occurred when two or more cultures interact.Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer).Objective 2 Explain how selected indigenous cultures of the Americas have changed over time.Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, Mayan).Analyze how these cultures changed with the arrival of people from Europe, and how the cultures of the Europeans changed.Identify how indigenous people maintain cultural traditions today.Social Studies language students should know and use: indigenous cultures, American Indian, Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, language, religion, customs, artistic expression, Europe, economic specialization, exchange systems, marketsBenchmark: There are purposes and roles of representative government. People are elected in this nation to represent the views of other people. There are rights people have within this government. There are multiple functions and services of government. Community members have rights, and with those rights come responsibilities. For a community to function effectively, community members must understand and accept those responsibilities. Recognizing and considering the viewpoints of others is essential in a community.Standard 3 Students will understand the principles of civic responsibility in classroom, community, and country.Objective 1 Describe the rights and responsibilities inherent in being a contributing member of a community.Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions of the United States (i.e. Pledge of Allegiance, flag etiquette).List the responsibilities community members have to one another.Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws).Objective 2 Identify ways community needs are met by government.Differentiate between personal and community needs.Identify roles of representative government (e.g. make laws, maintain order, levy taxes, provide public services).Research community needs and the role government serves in meeting those needs.Objective 3 Apply principles of civic responsibility.Engage in meaningful dialogue about the community and current events within the classroom, school, and local community.Identify and consider the diverse viewpoints of the people who comprise a community.Demonstrate respect for the opinions, backgrounds, and cultures of others.Social Studies language students should know and use: right, responsibility, symbol, tradition, patriotic, government, civic, respectCore Standards of the CourseBenchmark: The geography of a community influences the cultural development of the humans who inhabit the community. There are relationships between climate, natural resources, and other geographic characteristics and a community's cultural development. The unique characteristics of an area influence where and how communities develop, their relative wealth and power, and how they adapt to changes.Standard 1 Students will understand how geography influences community location and development.Objective 1 Determine the relationships between human settlement and geography.Identify the geographic features common to areas where human settlements exist.Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities' proximity to water, utilization of natural resources).Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states.Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).Identify important natural resources of world ecosystems.Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems).Investigate ways different communities have adapted into an ecosystem.Objective 3 Analyze ways cultures use, maintain, and preserve the physical environment.Identify ways people use the physical environment (e.g. agriculture, recreation, energy, industry).Compare changes in the availability and use of natural resources over time.Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle).Compare perspectives of various communities toward the natural environment.Make inferences about the positive and negative impacts of human-caused change to the physical environment.Social Studies language students should know and use: latitude, longitude, compass rose, north, south, east, west, continents, ocean, key, equator, desert, plain, tropic, tundra, grassland, mountain, forest, wetland, natural resources, reduce, reuse, recycle, recover, economic development, community development, recreation, natural resource extraction, agricultureBenchmark: All people exist within cultures, or the way of life of a group of people. All human communities have cultural attributes. These attributes change over time in response to changes in the world around them. Indigenous cultures in North and South America demonstrate these attributes, and teachers are encouraged to select examples from these rich cultural traditions.Standard 2 Students will understand cultural factors that shape a community.Objective 1 Evaluate key factors that determine how a community develops.Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange).Describe how stories, folktales, music, and artistic creations serve as expressions of culture.Compare elements of the local community with communities from different parts of the world (e.g. industry, economic specialization )Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations).Examine changes in communities that can or have occurred when two or more cultures interact.Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer).Objective 2 Explain how selected indigenous cultures of the Americas have changed over time.Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, Mayan).Analyze how these cultures changed with the arrival of people from Europe, and how the cultures of the Europeans changed.Identify how indigenous people maintain cultural traditions today.Social Studies language students should know and use: indigenous cultures, American Indian, Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, language, religion, customs, artistic expression, Europe, economic specialization, exchange systems, marketsBenchmark: There are purposes and roles of representative government. People are elected in this nation to represent the views of other people. There are rights people have within this government. There are multiple functions and services of government. Community members have rights, and with those rights come responsibilities. For a community to function effectively, community members must understand and accept those responsibilities. Recognizing and considering the viewpoints of others is essential in a community.Standard 3 Students will understand the principles of civic responsibility in classroom, community, and country.Objective 1 Describe the rights and responsibilities inherent in being a contributing member of a community.Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions of the United States (i.e. Pledge of Allegiance, flag etiquette).List the responsibilities community members have to one another.Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws).Objective 2 Identify ways community needs are met by government.Differentiate between personal and community needs.Identify roles of representative government (e.g. make laws, maintain order, levy taxes, provide public services).Research community needs and the role government serves in meeting those needs.Objective 3 Apply principles of civic responsibility.Engage in meaningful dialogue about the community and current events within the classroom, school, and local community.Identify and consider the diverse viewpoints of the people who comprise a community.Demonstrate respect for the opinions, backgrounds, and cultures of others.Social Studies language students should know and use: right, responsibility, symbol, tradition, patriotic, government, civic, respect Course Description Core Standards of the CourseScience BenchmarkEarth orbits around the sun, and the moon orbits around Earth. Earth is spherical in shape and rotates on its axis to produce the night and day cycle. To people on Earth, this turning of the planet makes it appear as though the sun, moon, planets, and stars are moving across the sky once a day. However, this is only a perception as viewed from Earth.Standard 1 Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky.Objective 1 Describe the appearance of Earth and the moon.Describe the shape of Earth and the moon as spherical.Explain that the sun is the source of light that lights the moon.List the differences in the physical appearance of Earth and the moon as viewed from space.Objective 2 Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).Use a chart to show that the moon orbits Earth approximately every 28 days.Use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours to produce the night and day cycle.Use a model to demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the sky.Language science students should use: model, orbit, sphere, moon, axis, rotation, revolution, appearanceScience BenchmarkFor any particular environment, some types of plants and animals survive well, some survive less well and some cannot survive at all. Organisms in an environment interact with their environment. Models can be used to investigate these interactions.Standard 2 Students will understand that organisms depend on living and nonliving things within their environment.Objective 1: Classify living and nonliving things in an environment.Identify characteristics of living things (i.e., growth, movement, reproduction).Identify characteristics of nonliving things.Classify living and nonliving things in an environment.Objective 2 Describe the interactions between living and nonliving things in a small environment.Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things.Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small-scale environment.Compare a small-scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest).Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.Language science students should use: environment, interaction, living, nonliving, organism, survive, observe, terrarium, aquarium, temperature, moisture, small–scaleScience BenchmarkForces cause changes in the speed or direction of the motion of an object. The greater the force placed on an object, the greater the change in motion. The more massive an object is, the less effect a given force will have upon the motion of the object. Earth’s gravity pulls objects toward it without touching them.Standard 3 Students will understand the relationship between the force applied to an object and resulting motion of the object.Objective 1 Demonstrate how forces cause changes in speed or direction of objects.Show that objects at rest will not move unless a force is applied to them.Compare the forces of pushing and pulling.Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.Objective 2 Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water).Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).Compare the relative effects of forces of different strengths on an object (e.g., strong wind affects an object differently than a breeze).Conduct a simple investigation to show what happens when objects of various weights collide with one another (e.g., marbles, balls).Show how these concepts apply to various activities (e.g., batting a ball, kicking a ball, hitting a golf ball with a golf club) in terms of force, motion, speed, direction, and distance (e.g. slow, fast, hit hard, hit soft).Standard 4 Students will understand that objects near Earth are pulled toward Earth by gravity.Objective 1 Demonstrate that gravity is a force.Demonstrate that a force is required to overcome gravity.Use measurement to demonstrate that heavier objects require more force than lighter ones to overcome gravity.Objective 2 Describe the effects of gravity on the motion of an object.Compare how the motion of an object rolling up or down a hill changes with the incline of the hill.Observe, record, and compare the effect of gravity on several objects in motion (e.g., a thrown ball and a dropped ball falling to Earth).Pose questions about gravity and forces.Language science students should use: distance, force, gravity, weight, motion, speed, direction, simple machineScience BenchmarkLight is produced by the sun and observed on Earth. Living organisms use heat and light from the sun. Heat is also produced from motion when one thing rubs against another. Things that give off heat often give off light. While operating, mechanical and electrical machines produce heat and/or light.Standard 5 Students will understand that the sun is the main source of heat and light for things living on Earth. They will also understand that the motion of rubbing objects together may produce heat.Objective 1 Provide evidence showing that the sun is the source of heat and light for Earth.Compare temperatures in sunny and shady places.Observe and report how sunlight affects plant growth.Provide examples of how sunlight affects people and animals by providing heat and light.Identify and discuss as a class some misconceptions about heat sources (e.g., clothes do not produce heat, ice cubes do not give off cold).Objective 2 Demonstrate that mechanical and electrical machines produce heat and sometimes light.Identify and classify mechanical and electrical sources of heat.List examples of mechanical or electrical devices that produce light.Predict, measure, and graph the temperature changes produced by a variety of mechanical machines and electrical devices while they are operating.Objective 3 Demonstrate that heat may be produced when objects are rubbed against one another.Identify several examples of how rubbing one object against another produces heat.Compare relative differences in the amount of heat given off or force required to move an object over lubricated/non-lubricated surfaces and smooth/rough surfaces (e.g., waterslide with and without water, hands rubbing together with and without lotion).Language science students should use: mechanical, electrical, temperature, degrees, lubricated, misconception, heat source, machineCore Standards of the CourseStandard 1 Singing The student will develop the voice and body as instruments of musical expression.Objective 1 Demonstrate ability to sing in tune on an assigned part, with expression and free from strain.Sing a variety of many simple songs and singing games in tune, in a natural voice, free from strain.Use the speaking and singing voice in a creative way to characterize a chosen text through manipulation of pitch, volume, tempo, and timbre.Judge success in singing an assigned part in rounds, call and response, and spoken/sung accompanying chants.Evaluate success in singing memorized songs together with expressive precision.Strategy Example:review the meaning of and symbols for ritardando, accelerando, allegro, andante, piano, and forte. Identify ability to interpret these signs and symbols into the performance of the music and success in staying together.Determine success in singing simple rhythm and pitch patterns accurately.Strategy Example:Work together in echo to one another, including opportunities to respond individually. For rhythm patterns, include whole, half, quarter, and eighth notes; tied notes; quarter, half, and whole rests. Use 2/4, 3/4, and 4/4 meters. For pitch patterns, include so, mi, la, do, and re.Objective 2 Use body movement to internalize sounds. (See Dance Core.)Demonstrate the beat and pattern of accents through clapping, marching, dancing, hand jives, and/or circle games.Reflect the repetitions and changes in timbre, melodic patterns, rhythm patterns, dynamics, or tempo through body movement.Strategy Example:Create different body shapes and/or use different body energies to characterize different timbres.Objective 3 Discover how songs, singing games, and dances relate to the various cultures in the community. (See Social Studies Core.)Share songs, instruments, and music enjoyed by various cultures in the community.Describe how music is used by cultures in the community.Play singing games, enjoy traditional folk dances, patriotic songs, and musical stories that have originated in the cultures of the community. Explain what they mean personally.Standard 2 Playing The student will play instruments as a means of musical expression.Objective 1 Discover and demonstrate sounds on simple instruments from the classroom and various cultures.Demonstrate various timbres and effects of simple instruments.Judge success in using proper playing and handling techniques on a variety of classroom instruments.Add instrumental sounds to known songs of various cultures. (See Social Studies Core.)Objective 2 Perform independently or with others with expression, a steady and accurate beat, and correct rhythm and melody patterns on a variety of simple instruments, including hands and feet.Assess success in playing with a beautiful tone.Decide success in making clean entrances and cut offs.Determine success in playing at indicated dynamics (volumes).Evaluate success in playing at specified tempo.Judge success in playing a steady beat with accuracy on any instrument.Decide success in playing strong/weak beats in meters of 2, 3, and 4. (See Dance Core.)Rate success in playing melody and rhythm patterns on simple instruments; e.g., ostinato, or simple echoing to teacher while singing.Evaluate success in reading simple rhythms; e.g., half, quarter, eighth, tied note/rest rhythms in 2/4 and 3/4 on a single pitch.Standard 3 Creating The student will create music through improvising, arranging, and composing.Objective 1 Create original music and add expression and timbres to existing music.Create simple rhythm and/or melody patterns together.Strategy Example:Improvise patterns by echoing back and forth. Manipulate in a variety of ways; e.g., tempo, dynamics to achieve varied effects. Experiment with varied timbres, first with the voice and then with found sounds or instruments.Improvise a soundtrack for a story and/or a poem.Strategy Example:Particularly consider different timbres. If desired, include effects with various dynamics, pitches, and tempi. Plan, practice, and perform it for classmates. Experiment with and create together new timbres for familiar songs.Strategy Example:After exploring different timbral effects, plan, practice, and perform the pieces for each other.Create together a new song and/or a new chant ("rap").Strategy Example:As a class choose the subject, compose the verse, and consider using some of the simple improvised rhythm/melody patterns created together above. Consider solo/chorus (call/response) for the structure. Decide what volume, timbres, and tempo to use. Consider adding timbral effects with repeating patterns or other accompaniments on various instruments. Plan, practice, and perform it for each other. Think about recording it.Build and demonstrate a simple wind instrument to provide needed sounds for any of the above projects.Compare and contrast creating different timbres in music with creating varied "colors" in other things. (See Dance, Theatre, Visual Arts Cores.)Objective 2 Express ideas, thoughts, and emotions aesthetically through singing, playing, and/or creating.Exhibit through music an appreciation for the subtle beauties inherent in everyday life.Strategy Example:Select and express through music an idea, thought, or feeling found in the world; e.g., nature, dance, a picture, a movie, a story, real life.Balance reason and emotion in creating, practicing, and performing.Objective 3 Use visual representations of sound to document arrangements and compositions.Notate as a class short rhythm and pitch patterns created by the teacher, individuals, and the class.Strategy Example:Begin with abbreviated staff, rhythm/pitch shorthand and move to full notation. Limit to quarters and eighths in pitches, including no more than do, re, mi, so, la.Explain quarters and eighths, 2/4 and 3/4 meter, and the subsequent bar lines and measures in rhythm patterns.Identify and explain steps, skips, and leaps in melodies and pitch patterns notated on staff.Draw and explain use of the five-line staff, G-clef, names of lines and spaces in G-clef.Standard 4 Listening The student will listen to, analyze, and describe music.Objective 1 Recognize quality while creating a music performance.Examine personal success and the achievement of others in the following: stage presence; watching the conductor; keeping a steady beat; singing in a voice free from strain; using proper playing and handling techniques of instruments; performing correct volume, pitches, and rhythm; starting and stopping together.Formulate suggestions for improvement in music performances referring to the skills listed above.Plan, practice, self-assess, refine, present, and reflect on a simple performance that demonstrates all of the skills learned in each of the standards.Strategy Example:Use this as the culminating activity for the last six weeks of each semester. Create together a program which combines and showcases the skills and knowledge gained in music, art, dance, drama, history, etc.Objective 2 Perceive and respond to messages in music and the use of music elements.Explain, demonstrate, and judge own ability to exhibit appropriate audience etiquette according to type of musical performance. (See Theatre Core.)Describe what the music makes one think about or what it is saying to them personally.Describe how the music can repeat and change to form a rondo (ABACA).Identify the timbre and physical appearance of cello, oboe, French horn, voices, and classroom instruments by sight and by listening.Demonstrate familiarity with suggested listening selections.Strategy Example:Identify the piece on hearing the music by telling a story connected with the writing of it and/or naming the title or composer. After being told the composer/title, hum the tune, tap the rhythm, or describe the music in terms of pitch, volume, tempo, and timbre.Categorize instruments by general timbre and types into families.Determine how various timbres are used in music to express ideas, feelings, story lines, etc.Suggested listening for third grade:Delibes: Coppelia, "Waltz of the Doll"Grieg: Peer Gynt Suite, "In the Hall of the Mountain King"Norwegian Dance No. 2Beethoven: Für EliseMozart: Concerto for Horn and Orchestra #2, Movement 3, "Rondo"Prokofiev: The Love for Three Oranges, "March"Saint-Saens: Carnival of the Animals, "The Swan"These particular masterworks are chosen for their appeal, their potential in demonstrating different music elements, and their suitability to this grade level. There are many other selections, which could be substituted and/or added to the list. Consider equally powerful works from the various “non-Western” cultures of the world.Core Standards of the CourseStandard 1 Students will value physical activity for health, enjoyment, challenge, self expression, and/or social interaction.Objective 1 Indicate how physical activity provides an opportunity for enjoyment and self-expression.Identify feelings resulting from challenges, successes, and failures in physical activity.Select activities that are personally interesting and rewarding.Celebrate personal achievements as well as the achievements of others.Objective 2 Practice appropriate risk taking.Identify safe and unsafe environments for activity participation.Describe the benefits and proper use of sunscreen and protective clothing while participating in outdoor activities.Demonstrate persistence in activities when unsuccessful in initial attempts.Participate willingly in new and appropriate activities.Standard 2 Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.Objective 1 Demonstrate responsible social behavior in physical activity settings.Identify behaviors that may create conflict situations and predict possible consequences of conflict.Recognize and accept differences in personal backgrounds and skill levels.Accept responsibility for own actions without blaming others.Describe sportsmanship and the importance of following rules.Objective 2 Follow rules and procedures while participating in activities.Demonstrate independence and appropriate use of time while participating in physical activity.Provide input in establishing rules, procedures, and respectful behaviors while participating in various physical activities.Work cooperatively with others (e.g., share equipment, invite a peer to take a turn, and help refocus off-task students).Manage equipment responsibly (e.g., check out and return equipment/supplies as required by the teacher and assist with setup and takedown of equipment).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.Identify reasons why activity is important for fitness, both at school and at home.the health-related components of physical fitness (e.g., flexibility, cardiovascular endurance, muscular strength and endurance, body composition, proper nutrition).Develop a home physical activity schedule that may include family, friends, and pets.Measure fitness progress by using pre- and post-testing (e.g., FitnessGram, President's Challenge, Physical Best).Objective 2 Describe how proper nutrition impacts health and physical fitness.Identify foods rich in proteins, fats, and carbohydrates, and describe the primary function of each.Identify snack foods and drinks that are unhealthy.Describe the importance of drinking water before and after exercise.Describe the "calories in/calories out" principle for nutrition-activity balance.Formulate a balanced diet based on the Food Pyramid.Objective 3 Participate in a variety of moderate to vigorous physical activities.Describe how and why the body responds to activity participation (e.g., physiological changes such as sweating, increased heart rate, heavy breathing).Perform a variety of stretches following low-intensity (e.g., walking, jogging, dancing) warmup activities.Participate in a variety of activities that develop cardiovascular fitness (e.g., jump rope, tag games, running).Participate in a variety of activities that develop muscular strength and endurance (e.g., pushups, curl-ups).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.Review basic movement skills (e.g., walking, running, skipping, jumping, hopping, sliding, leaping, galloping).Identify the enjoyable aspects of playing a game.Demonstrate non-manipulative and manipulative skills while moving through general space.Demonstrate and apply basic techniques for combined movement skills (e.g., running and then leaping).Objective 2 Demonstrate a variety of skills in sports and game activities.Demonstrate the essential components for throwing, catching, and kicking skills (e.g., throw and catch a variety of objects, kick to a stationary/moving target, dribble with dominant hand/foot, pass a ball to a moving partner).Demonstrate throwing, catching, and kicking skills in movement combinations (e.g., perform tasks while dodging and moving in zigzag, straight, and curved pathways; catch a ball and throw it back to a partner while moving).Synchronize movement to a rhythm (e.g., perform and create various simple combinations to a beat by moving forward, backward, and sideways).Demonstrate various movement techniques and strategies in game-like drills (e.g., passing a soccer ball to a teammate or running to an open spot to receive a pass).
