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Learner Statements—Grade 6
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| Language Arts State Goal
1: |
Read with understanding
and fluency.
|
State
Standards |
 |
A. |
|
Apply word analysis and
vocabulary skills to comprehend selections. |
| |
B. |
|
Apply reading strategies
to improve understanding and fluency. |
| |
C. |
|
Comprehend a broad range
of reading materials. |
| Learner
Statements |
|
1.A. |
|
Use strategies to define
and extend understanding of word meaning (e.g., note
vocabulary and extend ideas beyond text, interpret figurative
language, distinguish shades of meaning) |
| |
2.A. |
|
Use knowledge of word
origins and derivations to determine the meaning of unfamiliar
words (e.g., content specific words, such as mathematical,
scientific, political, or literary terms) |
| |
3.A. |
|
Use a variety of
strategies to recognize new words |
| |
4.A. |
|
Use glossary,
dictionary, and thesaurus to clarify and extend word
meaning |
| |
5.B. |
|
Preview reading
materials, make predictions, and relate reading to information
from other sources |
| |
6.B. |
|
Read aloud
instructional-level material fluently (rate, rhythm, accuracy,
and flow) |
| |
7.B. |
|
Set, monitor, and
accomplish quantitative (books per month) and qualitative
(fiction, nonfiction) reading goals |
| |
8.C. |
|
Use cognitive strategies
to understand a variety of literary and informational texts
(e.g., activate and build schema, question, infer, create
visual and sensory images, determine important ideas and
themes, synthesize, utilize fix-up strategies) |
| |
9.C. |
|
Use information
organizing strategies (e.g., visual representations, outlines,
notes, summaries, drawings) |
| |
10.C. |
|
Use information to form,
explain, and support questions and predictions |
| |
11.C. |
|
Compare, contrast, and
evaluate ideas and information from various sources and genres
(e.g., textbooks, biographical sketches, letters, diaries,
news stories, classic and contemporary fiction) |
| |
12.C. |
|
Interpret tables that
display textual information and data in visual
formats |
| Language Arts State Goal
2: |
Read and understand
literature representative of various societies, eras, and
ideas.
|
State
Standards |
|
A. |
|
Understand how literary
elements and techniques are used to convey meaning. |
| |
B. |
|
Read and interpret a
variety of literary works. |
| Learner
Statements |
|
1.A. |
|
Understand
rising action, climax, and falling action in a story |
| |
2.A. |
|
Understand first- and
third-person point of view |
| |
3.A. |
|
Understand how plot and
character (e.g., character traits, motivations, changes,
stereotypes) are developed in literary texts |
| |
4.B. |
|
Understand the
relationship between the structure and purpose of a text
(e.g., expository to inform, narrative to entertain) |
| |
5.B. |
|
Relate literary works
and their characters, settings, and plots to current and
historical events, people, and perspectives |
| |
6.B. |
|
Read and respond to a
variety of classic and contemporary literary texts (e.g.,
realistic fiction, fantasy, historical fiction, biography,
nonfiction, poetry) |
| Language Arts State Goal
3: |
Write to communicate for
a variety of purposes.
|
State
Standards |
|
A. |
|
Use correct grammar,
spelling, punctuation, capitalization, and structure. |
| |
B. |
|
Compose well-organized
and coherent writing for specific purposes and
audiences. |
| |
C. |
|
Communicate ideas in
writing to accomplish a variety of
purposes. |
| Learner
Statements |
|
1.A. |
|
Use complete sentences
and effective paragraphs in writing |
| |
2.A. |
|
Use rules of
capitalization in writing (e.g., capitalize titles such as
names of books, stories, magazines, and newspapers) |
| |
3.A. |
|
Use rules of punctuation
in writing (e.g., use commas after introductory phrases; use
colons in formal letter salutations) |
| |
4.A. |
|
Use a variety
of nouns, verbs, and adverbs in writing |
| |
5.A. |
|
Know common errors in
usage (e.g., noun-verb agreement, proper form of pronouns, use
of double negatives, run-ons, fragments) |
| |
6.B. |
|
Use transition words and
phrases to connect ideas |
| |
7.B. |
|
Use a variety of
prewriting strategies to generate and organize ideas (e.g.,
make outlines, use published pieces as writing models,
brainstorm) |
| |
8.B. |
|
Use strategies to draft,
revise, and edit writing (e.g., use an organizational scheme;
rethink and rewrite for different audiences and purposes;
select vocabulary and information that enhance the central
idea, tone, and voice; analyze and clarify meaning; check for
errors in language and grammar) |
| |
9.B. |
|
Produce writing that
conveys a clear understanding of ideas and information and
display focus, organization, elaboration, and coherence |
| |
10.B. |
|
Identify strengths and
weaknesses in own writing |
| |
11.C. |
|
Use narrative,
informative, and persuasive writings (e.g., journals, letters,
editorials, reviews, poems, narratives, reports, instructions,
descriptions) appropriate to a specified audience and
purpose |
| Language Arts State Goal
4: |
Listen and speak
effectively in a variety of situations.
|
State
Standards |
|
A. |
|
Listen effectively in
formal and informal situations. |
| |
B. |
|
Speak effectively using
language appropriate to the situation and audience.
|
| Learner
Statements |
|
1.A. |
|
Understand
ways in which language differs across a variety of social
situations (e.g., formal and informal contexts) |
| |
2.A. |
|
Restate and carry out
multistep oral instructions |
| |
3.A. |
|
Summarize and
paraphrase formal and informal spoken messages |
| |
4.A. |
|
Listen for specific
purposes |
| |
5.A. |
|
Understand strategies
used by speakers in oral presentations (e.g., persuasive
techniques, the use of fact and opinion) |
| |
6.B. |
|
Serve in a variety of
roles during small group discussions (e.g., discussion leader,
active listener, contributor, facilitator) |
| |
7.B. |
|
Speak for a specific
purpose using correct grammar (e.g., narrative presentations,
informative presentations, oral responses to literature,
persuasive presentations) |
| Language Arts State Goal
5: |
Use the language arts to
acquire, assess and communicate
information.
|
State
Standards |
|
A. |
|
Locate,
organize, and use information from various sources to answer
questions, solve problems and communicate ideas. |
| |
B. |
|
Analyze and evaluate
information acquired from various sources. |
| |
C. |
|
Apply acquired
information, concepts and ideas to communicate in a variety of
formats. |
| Learner
Statements |
|
1.A. |
|
Use multiple
representations of information (e.g., maps, charts, photos) to
find information for research topics |
| |
2.A. |
|
Use a range of texts to
gather information for research projects (e.g., encyclopedias,
trade books, magazines, journals, electronic media,
newspapers, almanacs, globes) |
| |
3.A. |
|
Select
resources according to the task to be performed (e.g., atlas,
map, dictionary, encyclopedia, brochure) |
| |
4.B. |
|
Understand the
point of view in persuasive text |
| |
5.C. |
|
Use
information from a variety of texts to prove a point |
| |
6.C. |
|
Synthesize
information from a variety of
sources |
| Mathematics State Goal
6: |
Demonstrate and
apply a knowledge and sense of numbers, including numeration
and operations (addition, subtraction, multiplication,
division), patterns, ratios and
proportions.
|
State
Standards |
|
A. |
|
Demonstrate
knowledge and use of numbers and their representations in a
broad range of theoretical and practical settings. |
| |
B. |
|
Investigate, represent
and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties,
algorithms and relationships. |
| |
C. |
|
Compute and estimate
using mental mathematics, paper-and-pencil methods,
calculators and computers. |
| |
D. |
|
Solve problems using
comparison of quantities, ratios, proportions, and
percents. |
| Learner
Statements |
|
1.A. |
|
Compare and order
fractions, decimals, and percents on a number line |
| |
2.A. |
|
Use percents greater
than 100 |
| |
3.A. |
|
Use integers and compare
them (using a number line, temperature, and profit/loss) |
| |
4.B. |
|
Divide whole numbers
with decimals (with or without the use of a calculator) |
| |
5.B. |
|
Multiply and divide
whole numbers and decimals by powers of ten |
| |
6.B. |
|
Add, subtract, multiply,
and divide using fractions |
| |
7.B. |
|
Use the inverse
relationships of addition to subtraction, and multiplication
to division to solve problems |
| |
8.C. |
|
Use mental math to solve
multistep real-world problems |
| |
9.C. |
|
Use mental math to solve
problems involving fractions, decimals, and percent |
| |
10.C. |
|
Estimate quantities less
than one |
| |
11.C. |
|
Use calculators
efficiently and creatively to solve problems |
| |
12.D. |
|
Use rates and ratios to
solve problems involving percents, discounts, and sales
tax |
| |
13.D. |
|
Use fractions to
represent ratios and scale
drawings |
| Mathematics State Goal
7: |
Estimate, make
and use measurements of objects, quantities and relationships
and determine acceptable levels of
accuracy.
|
State
Standards |
|
A. |
|
Measure and
compare quantities using appropriate units, instruments and
methods. |
| |
B. |
|
Estimate measurements
and determine acceptable levels of accuracy. |
| |
C. |
|
Select and use
appropriate technology, instruments and formulas to solve
problems, interpret results and communicate
findings. |
| Learner
Statements |
|
1.A. |
|
Select and apply
techniques and tools to accurately find length to the nearest
1/8 and 1/16 inch. |
| |
2.A. |
|
Select and apply
techniques and tools to accurately find the measurement of an
angle to the nearest degree |
| |
3.A. |
|
Check to make
sure the measurement is reasonable |
| |
4.C. |
|
Use formulas to
calculate perimeter and area of trapezoids |
| |
5.C. |
|
Use formulas to
calculate circumference and area of circles |
| |
6.C. |
|
Use a variety of
strategies to solve problems involving surface area, volume,
area, and perimeter (i.e., manipulatives, models, or
formulas) |
| Mathematics State Goal
8: |
Use algebraic
and analytical methods to identify and describe patterns and
relationships in data, solve problems and predict
results.
|
State
Standards |
|
A. |
|
Describe numerical
relationships using variables and patterns. |
| |
B. |
|
Interpret and describe
numerical relationships using tables, graphs and symbols.
|
| |
C. |
|
Solve problems using
systems of numbers and their properties. |
| |
D. |
|
Use algebraic concepts
and procedures to represent and solve problems.
|
| Learner
Statements |
|
1.C. |
|
Use scientific notation
to rewrite values and solve problems |
| |
2.D. |
|
Solve problems using
equations (proportions, n/4 = 8/32 or formulas, l x w = Area)
and inequalities (x < 2) |
| |
3.D. |
|
Represent a word problem
using variables in equations |
| |
4.D. |
|
Use powers and multiples
of ten to solve problems |
| Mathematics State Goal
9: |
Use geometric
methods to analyze, categorize and draw conclusions about
points, lines, planes, and space.
|
State
Standards |
|
A. |
|
Demonstrate and apply
geometric concepts involving points, lines, planes and
space. |
| |
B. |
|
Identify, describe,
classify and compare relationships using points, lines, planes
and solids. |
| |
C. |
|
Construct convincing
arguments and proofs to solve problems. |
| |
D. |
|
Use trigonometric ratios
and circular functions to solve
problems. |
| Learner
Statements |
|
1.A. |
|
Identify and perform the
various transformations (reflection, translation, rotation) of
a given figure on a coordinate plane |
| |
2.A. |
|
Construct geometric
objects with specified properties such as side lengths or
angle measures using straight edges, compasses, and/or
protractors |
| |
3.B. |
|
Describe
complementary and supplementary angles |
| |
4.B. |
|
Analyze
relationships among two-dimensional geometric figures (e.g.,
the diagonal of a rectangle divides the rectangle into two
congruent triangles each having one-half the area of the
rectangle) |
| |
5.B. |
|
Describe the
attributes and properties of three-dimensional figures
(including rectangular solids and cylinders) |
| |
6.B. |
|
Use the
coordinate system to represent and examine the properties of
geometric shapes |
| Mathematics State Goal
10: |
Collect,
organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of
probability.
|
State
Standards |
|
A. |
|
Organize, describe and
make predictions from existing data. |
| |
B. |
|
Formulate questions,
design data collection methods, gather and analyze data and
communicate findings. |
| |
C. |
|
Determine, describe and
apply the probabilities of events. |
| Learner
Statements |
|
1.A. |
|
Compare mean, median,
mode, and range |
| |
2.A. |
|
Choose appropriate
titles, scales, labels, keys, and intervals for displaying
data in line and bar graphs |
| |
3.B. |
|
Draw
conclusions and make inferences about a population based on
data from two or more samples |
| |
4.C. |
|
Calculate probability of
complex events in fractions (ratios), decimals, and percents
(probability of rolling an even number on a cube/die or
drawing a nine from a deck of cards) |
| |
5.C. |
|
Compare the relationship
between actual outcomes (experimental probability) and
expected outcomes (theoretical
probability) |
| Science State Goal
11: |
Understand the
processes of scientific inquiry and technological design to
investigate questions, conduct experiments, and solve
problems.
|
State
Standards |
|
A. |
|
Know and apply the
concepts, principles, and processes of scientific
inquiry. |
| |
B. |
|
Know and apply the
concepts, principles, and processes of technological design.
|
| Learner
Statements |
|
1.A. |
|
Understand the
scientific method and its application in problem solving |
| |
2.A. |
|
Formulate hypotheses
that address specific questions and can be tested by
collecting data |
| |
3.A. |
|
Collect
accurate data using appropriate observation, measurement, and
estimation techniques and identify significance and relevance
of resulting data |
| |
4.A. |
|
Work to ensure
a safe environment following safety procedures at all
times |
| Science State Goal
12: |
Understand the
fundamental concepts, principles and interconnections of the
life, physical, and earth/space sciences.
|
State
Standards |
|
A. |
|
Know and apply concepts
that explain how living things function, adapt and
change. |
| |
B. |
|
Know and apply concepts
that describe how living things interact with each other and
with their environment. |
| |
C. |
|
Know and apply concepts
that describe properties of matter and energy and the
interactions between them. |
| |
D. |
|
Know and apply concepts
that describe force and motion and the principles that explain
them. |
| |
E. |
|
Know and apply concepts
that describe the features and processes of the earth and its
resources. |
| |
F. |
|
Know and apply the
concepts that explain the composition and structure of the
universe and Earth's place in it. |
| Learner
Statements |
|
1.C. |
|
Understand the
basic properties of light (reflection, refraction, absorption;
the general concept of the speed of light) |
| |
2.C. |
|
Know the basic forms of
energy (e.g., light, heat, sound, electrical,
mechanical) |
| |
3.C. |
|
Know that the
mass of a material remains constant whether it is together, in
parts, or in a different state |
| |
4.D. |
|
Understand the general
concepts related to gravitational force (e.g., the
gravitational pull on objects depends on their mass and their
distance from other objects) |
| |
5.E. |
|
Know that the earth is
comprised of layers including a core, mantle, lithosphere,
hydrosphere, and atmosphere |
| |
6.E. |
|
Know that the earth's
crust is divided into plates that move at extremely slow rates
in response to movements in the mantle |
| |
7.E. |
|
Know how land forms are
created through a combination of constructive and destructive
forces (e.g., constructive forces such as crystal deformation,
volcanic eruptions, and deposition of sediment; destructive
forces such as weathering and erosion) |
| |
8.E. |
|
Understand the processes
involved in the rock cycle (e.g., weathering, formation of
sedimentary rocks and fossils, folding and uplifting layers,
formation of new rocks and how they affect geological evidence
of the earth's age, history, and changing life forms) |
| |
9.E. |
|
Know the large-scale
dynamic forces, events, and processes that affect the earth's
land, water, and atmospheric systems (e.g., plate tectonics,
erosion) |
| |
10.E. |
|
Know how the tilt of the
earth's axis and the earth's revolution around the sun affect
weather patterns and seasons |
| |
11.E. |
|
Know that the earth is
the only body in our solar system that appears able to support
life and the planet earth and our solar system appear to be
somewhat unique, although similar systems might yet be
discovered in the universe |
| |
12.E. |
|
Know components of soil
and other factors that influence soil, texture, fertility, and
resistance to erosion |
| |
13.F. |
|
Know how the regular and
predictable motions of the sun and moon explain phenomena on
earth (tides, eclipses, shadows) |
| |
14.F. |
|
Know the organization
and physical characteristics of the solar system (meteors,
asteroids, comets) |
| |
15.F. |
|
Know characteristics of
the sun and other objects in the Milky Way (nebulae, dust
clouds, black holes) |
| |
16.F. |
|
Know that billions of
galaxies exist in the universe and that incomprehensible
distances separate these galaxies and stars from one another
and from the earth |
| Science State Goal
13: |
Understand the
relationships among science, technology and society in
historical and contemporary contexts.
|
State
Standards |
|
A. |
|
Know and apply the
accepted practices of science. |
| |
B. |
|
Know and apply concepts
that describe the interaction between science, technology and
society. |
| Learner
Statements |
|
1.B. |
|
Identify important
contributions to science and technology that have been made by
individuals and groups from various
cultures |
| Social Science State Goal
14: |
Understand
political systems, with an emphasis on the United
States.
|
State
Standards |
|
A. |
|
Understand and explain
basic principles of the United States government. |
| |
B. |
|
Understand the
structures and functions of the political systems of Illinois,
the United States and other nations. |
| |
C. |
|
Understand election
processes and responsibilities of citizens. |
| |
D. |
|
Understand the roles and
influences of individuals and interest groups in the political
systems of Illinois, the United States and other
nations. |
| |
E. |
|
Understand United States
foreign policy as it relates to other nations and
international issues. |
| |
F. |
|
Understand the
development of United States political ideas and
traditions. |
| Learner
Statements |
|
1.F. |
|
Know that civic life,
politics, and government were present in early
civilizations |
| |
2.F. |
|
Know the laws that
governed early civilizations (e.g., Hammurabi's Code, Ten
Commandments) |
| |
3.F. |
|
Know the
fundamental concepts of American government that began in
ancient civilizations (e.g., republic, representative, senate,
veto) |
| Social Science State Goal
15: |
Understand
economic systems, with an emphasis on the United
States.
|
State
Standards |
|
A. |
|
Understand how different
economic systems operate in the exchange, production,
distribution and consumption of goods and services. |
| |
B. |
|
Understand that scarcity
necessitates choices by consumers. |
| |
C. |
|
Understand that scarcity
necessitates choices by producers. |
| |
D. |
|
Understand trade as an
exchange of goods or services. |
| |
E. |
|
Understand the impact of
government policies and decisions on production and
consumption in the economy. |
| Learner
Statements |
|
1.A. |
|
Understand the role of
science and technology in the development of ancient world
economies |
| |
2.D. |
|
Understand the role of
trade, imports, and exports in developing and maintaining
ancient world economies |
| |
3.E. |
|
Understand the
role that ancient governments played in shaping and
influencing the economies of that
time |
| Social Science State Goal
16: |
Understand
events, trends, individuals and movements shaping the history
of Illinois, the United States and other
nations.
|
State
Standards |
|
A. |
|
Apply the skills of
historical analysis and interpretation. |
| |
B. |
|
Understand the
development of significant political events. |
| |
C. |
|
Understand the
development of significant political events. |
| |
D. |
|
Understand Illinois,
United States and world social history. |
| |
E. |
|
Understand Illinois,
United States and world environmental
history |
| Learner
Statements |
|
1.B. |
|
Know the major social,
political, and cultural characteristics of ancient
civilization (e.g., democratic government, class structures,
art, architecture, literature, and development of
nation-states in Europe) |
| |
2.B. |
|
Understand the
historical development of monarchies, oligarchies, and
city-states in ancient civilizations |
| |
3.B. |
|
Know how the major world
events that occurred in the non-Western world differed from
those in Greece and Rome (e.g., rise of the Islamic empire,
rise and decline of the T'ang dynasty, establishment of the
kingdom of Ghana) |
| |
4.D. |
|
Know ways in which the
social roles of men, women, children, and families were
similar and different among ancient civilizations |
| |
5.E. |
|
Understand the social
and cultural characteristics of hunter-gather communities
during the "Stone Age" (e.g., similarities and differences
between communities in Africa, Eurasia, and the
Americas) |
| |
6.E. |
|
Understand how expanded
European and Asian contact from 1000 BCE - 1500 CE affected
the environment of both continents |
| |
7.E. |
|
Understand how the
natural environments of the Tigris-Euphrates, Nile, and Indus
River Valleys influenced and supported the early development
of civilization |
| Social Science State Goal
17: |
Understand
world geography and the effects of geography on society, with
an emphasis on the United States.
|
State
Standards |
|
A. |
|
Locate, describe and
explain places, regions and features on the earth. |
| |
B. |
|
Analyze and explain
characteristics and interactions of the earth's physical
systems. |
| |
C. |
|
Understand relationships
between geographic factors and society. |
| |
D. |
|
Understand the
historical significance of geography |
| Learner
Statements |
|
1.A. |
|
Know how people use
geographical markers and boundaries to analyze and navigate
the earth (e.g., hemispheres, meridians, continents, bodies of
water) |
| |
2.A. |
|
Use longitude and
latitude to locate ancient civilizations on a map |
| |
3.D. |
|
Know the impact of
geography on the development and settlement patterns of
ancient civilizations (e.g., proximity to fertile flood
plains, trading routes, major ports, economic centers) |
| |
4.D. |
|
Understand the
relationships among location of resources, population
distribution, and economic activities (e.g., transportation,
trade, communications) of ancient civilizations |
| |
5.D. |
|
Know the natural
resources of ancient civilizations and their relative
significance to the people of that
time |
| Social Science State Goal
18: |
Understand
social systems, with an emphasis on the United
States.
|
State
Standards |
|
A. |
|
Compare characteristics
of culture as reflected in language, literature, the arts,
traditions and institutions. |
| |
B. |
|
Understand the roles and
interactions of individuals and groups in society. |
| |
C. |
|
Understand how social
systems form and develop over time. |
| Learner
Statements |
|
1.A. |
|
Know how the culture of
ancient civilizations was expressed through literature, art,
music, and architecture |
| |
2.A. |
|
Understand how short
stories, novels, and music illustrate the cultural differences
and conflicts in the ancient world |
| |
3.C. |
|
Understand the
relationship between different cultural perspectives and an
individual's social role will influence the development of a
social system |
| Physical
Development State Goal 19: |
Acquire
movement skills and understand concepts needed to engage in
health-enhancing physical activity.
|
State
Standards |
|
A. |
|
Demonstrate physical
competency in individual and team sports, creative movement
and leisure and work-related activities. |
| |
B. |
|
Analyze various movement
concepts and applications. |
| |
C. |
|
Demonstrate knowledge of
rules, safety and strategies during physical
activity. |
| Learner
Statements |
|
1.A. |
|
Demonstrate knowledge of
basic skills in four team sports and two individual
sports |
| |
2.C. |
|
Demonstrate competency
in strategy, rules, and skills of four team sports and two
individual sports |
| |
3.C. |
|
Demonstrate
safety procedures appropriate to
level |
| Physical Development
State Goal 20: |
Achieve and
maintain a health-enhancing level of physical fitness based
upon continual self-assessment.
|
State
Standards |
|
A. |
|
Know and apply the
principles and components of health-related fitness. |
| |
B. |
|
Assess individual
fitness levels. |
| |
C. |
|
Set goals based on
fitness data and develop, implement and monitor an individual
fitness improvement plan. |
| Learner
Statements |
|
1.A. |
|
Demonstrate the ability
to sustain rhythmic aerobic activity for 15 minutes |
| |
2.A. |
|
Identify exercises
related to different areas of health-related fitness |
| |
3.B. |
|
Demonstrate
competency in finding resting and working heart rate, and
calculate target or training heart rate |
| |
4.C. |
|
Participate in
physical fitness testing twice a year and score in the
acceptable range |
| Physical Development
State Goal 21: |
Develop
team-building skills by working with others through physical
activity.
|
State
Standards |
|
A. |
|
Demonstrate individual
responsibility during group physical activities. |
| |
B. |
|
Demonstrate cooperative
skills during structured group physical activity.
|
| Learner
Statements |
|
1.B. |
|
Demonstrate competency
in teamwork, cooperation, and sportsmanship through game
play |
| Health State Goal
22: |
Understand
principles of health promotion and the prevention and
treatment of illness and injury.
|
State
Standards |
|
A. |
|
Explain the basic
principles of health promotion, illness prevention and
safety. |
| |
B. |
|
Describe and explain the
factors that influence health among individuals, groups and
communities. |
| |
C. |
|
Explain how the
environment can affect health. |
| Learner
Statements |
|
1.A. |
|
Know different
positive and negative dietary and exercise habits |
| |
2.A. |
|
Know basic first-aid and
emergency procedures |
| |
3.B. |
|
Know that
individuals and groups assume roles (role model, mentor,
authority, peer) that can affect individual and community
health-related decisions |
| |
4.A. |
|
Know
principles of food safety associated with food storage and
preparation (washing hands before preparing food, techniques
to rid meat of bacteria) |
| Health State Goal
23: |
Understand
human body systems and factors that influence growth and
development.
|
State
Standards |
|
A. |
|
Describe and explain the
structure and functions of the human body systems and how they
interrelate |
| |
B. |
|
Explain the effects of
health-related actions on the body systems. |
| |
C. |
|
Describe the factors
that affect growth and development. |
| Learner
Statements |
|
1.A. |
|
Know structure and
correct names of male and female reproductive organs |
| |
2.C. |
|
Understand the
interrelatedness of physical, social, and mental factors,
especially during preadolescence |
| |
3.A. |
|
Know that nutrients and
hormones affect behavior of organs and
systems |
| Health State Goal
24: |
Promote and
enhance health and well-being through the use of effective
communication and decision-making skills.
|
State
Standards |
|
A. |
|
Demonstrate procedures
for communicating in positive ways, resolving differences and
preventing conflict |
| |
B. |
|
Apply decision-making
skills related to the protection and promotion of individual
health |
| |
C. |
|
Demonstrate skills
essential to enhancing health and avoiding dangerous
situations |
| Learner
Statements |
|
1.A. |
|
Know potential causes
for conflict and violence in schools, families, and
communities |
| |
2.A. |
|
Know methods of
addressing interpersonal differences and conflicts without
violence |
| |
3.A. |
|
Know healthy ways to
express emotions, such as grief and love |
| |
4.C. |
|
Understand that peers
can help each other avoid and cope with potentially dangerous
situations |
| |
5.B. |
|
Understand the effects
that advertising, media, and peer pressure have on
decision-making |
| Fine Arts State Goal
25: |
Know the
language of the arts.
|
State
Standards |
|
A. |
|
Understand the sensory
elements, organizational principles and expressive qualities
of the arts. |
| |
B. |
|
Understand the
similarities, distinctions and connections in and among the
arts. |
| Learner
Statements |
| MUSIC |
|
1.A. |
|
Identify major and minor
scales |
| |
2.B. |
|
Know and practice good
vocal technique including posture, breath support, diction,
and phonation |
| |
3.A-B. |
|
Identify various
keyboard instruments used throughout history |
| VISUAL ARTS |
| |
1.A. |
|
Recognize how
combinations of artistic elements and principles communicate
messages or ideas |
| |
2.A. |
|
Understand the elements
of value and form in visual art |
| |
3.B. |
|
Reflect upon the
characteristic merits of one's own art work and the work of
others |
| Fine Arts State Goal
26: |
Through
creating and performing, understand how works of art are
produced.
|
State
Standards |
|
A. |
|
Understand processes,
traditional tools and modern technologies used in the
arts. |
| |
B. |
|
Apply skills and
knowledge necessary to create and perform in one or more of
the arts. |
| Learner
Statements |
| MUSIC |
|
1.A-B. |
|
Perform rhythms
including eighth and sixteenth note combinations, dotted
rhythms, and syncopated patterns |
| |
2.B. |
|
Know and practice good
vocal technique including posture, breath support, diction,
and phonation |
| |
3.B. |
|
Sing, in
unison and parts, a varied repertoire including folk music,
patriotic songs, partner songs, spirituals, and rounds |
| VISUAL ARTS |
| |
1.A. |
|
Recognize photography as
a tool and a process of visual art |
| |
2.A. |
|
Identify, compare, and
contrast the results of using different art media |
| |
3.B. |
|
Problem solve to select
appropriate tools and media to create specific effects in a
work of art |
| Fine Arts State Goal
27: |
Understand the
role of the arts in civilizations, past and
present.
|
State
Standards |
|
A. |
|
Analyze how the arts
function in history, society and everyday life. |
| |
B. |
|
Understand how the arts
shape and reflect history, society and everyday life.
|
| Learner
Statements |
| MUSIC |
|
1.A. |
|
Identify various
keyboard instruments used throughout history |
| |
2.A |
|
Identify various styles
of music including classical, jazz, swing, rock, country, and
folk |
| |
3.A |
|
Know the music and lives
of famous composers throughout history |
| VISUAL ARTS |
| |
1.A. |
|
Identify and describe
the relationship between visual art and various
environments |
| |
2.A. |
|
Identify careers in
visual art and how it contributes to the world or work |
| |
3.B. |
|
Recognize how
contemporary and/or historical artists have shaped and/or
reflected their culture |
Technology
|
Learner Statements
- Run multiple programs minimized on the taskbar
- Use the FIND option to locate files
- Create a digital video clip
- Alter a picture or a graphic
- Create multiple linked HTML documents
- Create a multimedia presentation incorporating sound,
video, and animation
- Present an original multimedia presentation to an
audience
- Demonstrate keyboard proficiency typing 20 words per
minute with 90 percent accuracy
|
| |
|
