Standards Used

Goal 1 - NATURE OF SCIENCE

Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science

Indicator 1: Understand the nature, value, and application of scientific knowledge.

3- 5 Benchmarks:

    a.  describe how scientific investigations creates new knowledge.

    c.   explain how science is both a body of knowledge and an investigative process.

  1. use investigations in science to serve different purposes. (example: verifying previous results)
  2. identify characteristics of scientific ways of thinking.
  3. N/A
  4. explore the scientific process as identifying a problem, developing a hypothesis, experimenting, collecting data, drawing conclusions.

Indicator 2: Demonstrate understanding and use a variety of processes for scientific investigations.

3 - 5 Benchmarks:

  1. engage in various systematic scientific investigations.
  2. explain the reasons for and expectations of scientific investigations.
  3. demonstrate safety when engaged in scientific activity.
  1. develop questions to formulate hypotheses and use data to make predictions.
  2. make distinctions among predictions, observations, and conclusions.
  3. use appropriate standard and metric measures to collect, record, and report data in graphical representations.
  4. recognize numerical data that are contradictory or unusual in experimental results.
  5. recognize the effect of manipulated variables on the outcomes of events.
  6. use appropriate scientific equipment for investigations.
  7. use proper safety procedures in all investigations.

Goal 3 - LIFE SCIENCE

Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

3 - 5 Benchmarks:

  1. identify relationships between structures and functions within an organism.
  2. identify ways that living things are organized and classified.
  1. N/A
  2. describe how component parts make up the human body system. (example: digestive, skeletal, muscular systems)
  3. differentiate between vertebrates and invertebrates.

Indicator 2: Analyze various patterns and products of natural and induced biological change.

3 - 5 Benchmarks:

  1. describe the relationships between parents and offspring in organisms.
  2. identify factors that can cause change in a population.
  1. describe behavioral and structural adaptations plants and animals make to survive in a given environment.
  2. N/A
  3. examine how the fossil record, which has occurred over time, provides evidence of change in organisms.

Goal 5 - SCIENCE, TECHNOLOGY, ENVIRONMENT AND SOCIETY

Students will identify and evaluate the relationships and ethical implications of science, upon technology, environment, and society.

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

3 - 5 Benchmarks:

  1. explain how progress in science can be affected by social issues and challenges.
  2. describe the impact of ways scientific discoveries in historical and social perspectives.
  3. explains the interrelationship of science, technology, and society.
  1. describe how people continue to invent new ways of doing things, solving problems and getting work done.
  2. investigate how new ideas and inventions often affect people.
  3. plot on a graph over a period of time the consumption of various resources.
  4. explain how inventions have changed people’s lives. (example: television, electric lights)

 

Goal 1 - READING

Students will read at increasing levels of complexity for a variety of purposes.

Indicator 1: Students will use various reading cues/strategies to interpret and comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.

3-5 Benchmarks:

  1. determine which cues are the most effective for making predictions about and clarifying meaning of text.
  2. select the appropriate cues and/or strategies needed for comprehension of specific types of text.
  3. use prior knowledge to interpret unfamiliar information/materials/text.
  1. N/A
  2. N/A
  3. select appropriate strategies/ rate of reading for different purposes, e.g., fiction for enjoyment, nonfiction for information.
  4. make inferences using information derived indirectly from text, e.g., cause and effect.
  5. use appropriate context and semantic clues to construct meaning from text, e.g., pronoun referents, noun-verb agreement.

Indicator 2: Students will evaluate the use of patterns of organizations, literary elements, and literary devices within various texts.

3-5 Benchmarks:

  1. explore the organizational techniques authors use to create reader interest, e.g., sequence.
  2. N/A
  3. N/A
  1. identify the main incidents of the plot, their causes and how they influence future action.
  2. N/A
  3. N/A
  4. N/A
  5. N/A

Indicator 3: Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods.

3-5 Benchmarks:

  1. explore various literary works to understand how authors present different viewpoints.
  2. examine a variety of literary works to affirm or counter personal interpretations.
  3. N/A
  1. N/A
  2. N/A
  3. N/A
  4. discern literature appropriate for reading level and purpose.
  5. compare life experiences to situations/events found in literature.

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

3-5 Benchmarks:

  1. examine numerous information/reference sources for a variety of purposes, e.g., Internet, CD-ROM, print materials, video materials, library.
  2. determine the usefulness of specific factual and technical materials.
  3. gather and sort specific information/sources to make informed decisions.
  1. use text and graphic features to categorize information and gain meaning from informational materials, e.g., topic sentences, key words, diagrams, illustrations, charts, maps.
  2. use reference tools to manage information, e.g., maps and globes, software/CD ROM, video materials, Internet.
  3. evaluate new information and hypotheses by testing against known information and ideas.
  4. make inferences about the validity of text after reading several passages or articles on the same topic.
  5. N/A

Goal 2 - WRITING

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

3-5 Benchmarks:

  1. apply fundamental conventions of language in written work.
  2. use descriptive vocabulary and proper spelling in written work.
  3. revise and edit written work using fundamental conventions of language.
  1. choose descriptive words that are content appropriate and provide clarity and focus for the reader.
  2. use grammar concepts in writing, e.g., verb forms, possessives.
  3. edit final copies for capitalization, punctuation, and spelling, e.g., abbreviations, nouns of address, apostrophes.
  4. use technology for revising and editing, e.g., spell/grammar check.
  5. revise selected drafts by adding, deleting, combining, and rearranging sentences.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

3-5 Benchmarks:

  1. use appropriate organization based on the established writing purpose and intended audience.
  2. use appropriate writing style based on the established writing purpose and intended audience.
  3. use the writing format required for a specific type of publication.
  1. determine appropriate style and format for published work.
  2. write reports which address key questions, issues, or situations.
  3. use and cite simple references in written text.
  4. select a focus, organization, and point-of-view which reflect writing purpose.
  5. write to inform or entertain a specific audience.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

3-5 Benchmarks:

  1. examine various literary works to model effective writing.
  2. use suggestions from others to improve logic and consistency in writing.
  3. write on a routine basis to gain confidence in personal work.
  1. model the use of different elements of style, e.g., word choice, tone, voice, sentence variation.
  2. examine how authors use descriptive words to describe people, places, and events.
  3. determine how authors use dialect or colloquialisms to convey a message.
  4. use technology to share writing with others and to receive feedback.
  5. confer with others to revise writing coherence and logic.
  6. apply various stages of the writing process, e.g., brainstorming, drafting, revising, editing, publishing.
  7. maintain a personal writing journal or folder.

Indicator 4: Students will write to clarify and enhance understanding of information.

3-5 Benchmarks:

  1. write to explain prior knowledge about various topics.
  2. write to interpret and use new or unfamiliar information.
  3. use examples from selected print and electronic media to support personal interpretations.
  1. write in response to information from various sources to develop personal understanding.
  2. use various references to support personal ideas or viewpoints, e.g., speakers, newspapers, Internet.
  3. organize and write about information according to category, source, or topic.
  4. write to explain ideas presented or discussed in various content areas.

Goal 3 - LISTENING AND VIEWING

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

3-5 Benchmarks:

  1. describe mental and physical barriers to effective listening and viewing, e.g., personal interest, extraneous sounds.
  2. describe various listening techniques which can be used in problem-solving and decision-making situations.
  3. describe the influence of non-verbal cues on communication.
  1. respond courteously and respectfully to the ideas and thoughts of others.
  2. listen and share responses in group learning activities.
  3. ask questions to determine the intended meaning and purpose of the speaker’s message.
  4. observe and assess various non-verbal cues, e.g., gestures, body language, facial expressions.
  5. listen in group settings to aid in specifying goals, devising solutions, and choosing the best course of action.

Indicator 2: Students will interpret and analyze ideas/information from various oral and visual sources.

3-5 Benchmarks:

  1. describe the basic and/or hidden meaning of various oral and visual messages, e.g., advertisements, electronic media.
  2. describe ways to assess the validity and accuracy of oral and visual information.
  3. describe how presentation design can alter the effect of oral/visual information, e.g., layout, color, sequence.
  1. analyze the role of the media in focusing attention and in forming opinion.
  2. distinguish between facts and opinions.
  3. identify false or misleading information in oral and electronic presentations.
  4. determine ways of assessing information for accuracy of relevance, e.g., research, investigation.

Indicator 3: Students will use various strategies to retain/retrieve critical oral and visual information.

3-5 Benchmarks:

  1. examine oral/visual information for usefulness.
  2. use various questioning approaches to clarify oral/visual information.
  3. determine ways to organize oral/visual information for later recall.
  1. summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
  2. connect prior experiences, insights, and ideas to what is heard or seen.
  3. record information while listening.
  4. paraphrase what others have said for clarification.
  5. use various references or sources to determine if information is valuable, e.g., encyclopedia, periodicals.

Goal 4 - SPEAKING

Students will speak effectively in a variety of formal and informal situations.

Indicator 1: Students will use appropriate structure and sequence to best express ideas and convey information.

3-5 Benchmarks:

  1. describe how purpose of an oral presentation influences organization.
  2. present oral information in a clear and organized manner.
  3. use responses of others to determine speaking effectiveness.
  1. make narrative and informative presentations that provide facts, details, examples, and descriptions.
  2. present effective introductions and conclusions that guide and inform the listener.
  3. use appropriate structures for conveying information, e.g., cause and effect, similarity and differences, posing and answering questions.
  4. give precise oral directions/instructions.

Indicator 2: Students will use the appropriate language and style for a variety of social, occupational, formal, and informal situations.

3-5 Benchmarks:

  1. describe how attributes of an audience influence presentation language.
  2. consider purpose of an oral presentation when deciding appropriate language.
  3. use appropriate conventions of language in personal communication.
  1. determine the use of formal or informal language appropriate to the situation.
  2. present knowledge, ideas, and requests clearly using appropriate vocabulary and sentence structure.
  3. use correct subject-verb agreement, pronoun-antecedent agreement, and appropriate verb tense when speaking.
  4. use simple and complex sentences appropriate to audience or purpose.
  5. explore the appropriate rhythm and pace to emphasize key ideas.

Indicator 3: Students will use various presentation strategies to enhance oral communication, e.g., non-verbal techniques, visual aids, physical setting/environments.

3-5 Benchmarks:

  1. describe how non-verbal communication can influence an audience.
  2. describe the relationship between listening environment and audience response, e.g., seating, sound, view.
  3. use various resources to increase the effect of oral presentations, e.g., visual aids.
  1. emphasize meaning in conversations, discussions, and oral presentations by use of non-verbal cues, e.g., gestures, facial expressions.
  2. clarify and support key ideas through the use of appropriate props, e.g., objects, pictures, charts.
  3. use notes or memory aids to structure presentations.
  4. use the tools of technology to enhance spoken messages.
  5. recognize aspects of the surroundings that affect communication, e.g., room size, seating arrangement.