SEVENTH GRADE
GRADE LEVEL EXPECTATIONS
y
COMMUNICATION ARTS
Reading
Knowledge Standard 1:
Develop and apply skills and
strategies to the reading process
1. Apply decoding strategies to
“problem-solve” unknown words
when reading when needed.
2. Read grade-level instructional text
y
With fluency, accuracy and
expression
y
Adjusting reading rate to
difficulty and type of text
3. Develop vocabulary through text,
using
y
Roots and affixes
y
Context clues
y
Glossary,
dictionary
and
thesaurus
4. Apply pre-reading strategies to aid
comprehension
y
Access prior knowledge
y
Preview
y
Predict with evidence
y
Set a purpose and rate for
reading
5. During reading, utilize strategies to
ƒ Determine
meaning
of
unknown words
ƒ Self-monitor comprehension
ƒ Question the text
ƒ Infer
ƒ Visualize
ƒ Paraphrase
ƒ Summarize
6. Apply post-reading skills to
demonstrate comprehend of text
y
Answer basic comprehension
questions
y
Identify and explain the
relationship between the main
idea and supporting details
y
Question to clarify
y
Reflect
y
Draw conclusions
y
Analyze
y
Summarize
y
Paraphrase
7. Compare, contrast, and analyze
connections:
y
Text
ideas
and
own
experiences (text to self)
y
Information and relationships
in various fiction and nonfiction works (text to text)
Text ideas and the world by
identifying how literature
reflects a culture and historic
time frame (text to world)
Knowledge Standard 2:
Develop and apply skills and
strategies to comprehend, analyze
and evaluate fiction, poetry and
drama from a variety of cultures and
times
1.
Use grade level text to
ƒ Interpret
and
analyze
information in title
ƒ Recognize and interpret the
text features of fiction, poetry
and drama
2. Identify and explain examples of
sensory
details,
figurative
language, and basic literacy
techniques in text, emphasizing
ƒ Hyperbole
ƒ Imagery
ƒ Propaganda
ƒ Analyze literary techniques
previously introduced
3. Use details from text to
ƒ Demonstrate comprehension
skills previously introduced
ƒ Identify plot and sub-plot,
mood, flashback, theme and
types of conflict
ƒ Analyze cause and effect
ƒ Identify and explain author’s
viewpoint/perspective
ƒ Evaluate the problem-solving
processes of characters
ƒ Evaluate the effectiveness of
solutions
ƒ Make inferences
Knowledge Standard 3:
Develop and apply skills and
strategies to comprehend, analyze
and evaluate nonfiction (such as
biographies, newspapers, technical
manuals) from a variety of cultures
and times
1.
Explain and analyze text features
to clarify meaning, emphasizing
consumer texts
2. Identify and explain examples of
sensory
details,
figurative
language, and basic literary
techniques in text, emphasizing
1
•
•
•
•
Hyperbole
Imagery
Propaganda
Literary techniques previously
introduced
3. Use details from text to
ƒ Summarize author’s ideas
ƒ Make predictions
ƒ Make inferences
ƒ Evaluate the accuracy of the
information
ƒ Sequence events
ƒ Compare and contrast
ƒ Determine and/or compare
authors’ viewpoints
ƒ Identify and explain cause and
effect
ƒ Identify
problem
solving
processes and explain the
effectiveness of solutions
ƒ Analyze two or more texts
4. Read and follow multi-step
directions to a complete a complex
task.
***************
Writing
Knowledge Standard 1:
Apply a writing process in composing
text
1. Follow a writing process to
ƒ Use appropriate prewriting
strategies as needed
ƒ Generate a draft
ƒ Reread, revise for audience
and purpose, ideas and
content, organization and
sentence structure, and word
choice
ƒ Edit for conventions (W2E)
ƒ Share writing
Knowledge Standard 2:
Compose well-developed text
1. Compose text
ƒ Showing
awareness
of
audience
ƒ Choosing a form appropriate
to topic and specific audience
2. Compose text with
y
Strong, controlling idea
y
Relevant, specific details
3. Compose text with
ƒ
An
effective
beginning,
middle, and end
ƒ
A logical order
ƒ
Appropriate paragraphing
ƒ
A
variety
of
sentence
structures, including complex
sentences
ƒ
Cohesive devices, especially
transitions
4. Compose text using
ƒ Precise and vivid language
ƒ Writing techniques, such as
figurative language, sensory
detail and purposeful dialogue
5. In written text
ƒ Capitalize within dialogue
ƒ Use
commas
correctly
quotation marks in dialogue,
and semi-colon in compound
sentences
ƒ Use correct agreement of
pronoun and antecedent, and
consistent verb tense
ƒ Use
standard
spelling,
classroom
resources
and
dictionary to edit for correct
spelling.
ƒ Write legibly
Knowledge Standard 3:
Write effectively in various forms
and types of writing
1.
Compose a variety of texts
ƒ Using narrative, descriptive,
expository, and/or persuasive
features
ƒ Including a summary
ƒ Responding to literature
***************
Listening and Speaking
Knowledge Standard 1:
Develop and apply effective listening
skills and strategies
Knowledge Standard 2:
Develop and apply effective speaking
skills and strategies for various
audiences and purposes
1.
2.
In discussions and presentations,
use
y
designated time constraints
y
media
y
organized notes
Give clear and concise multi-step
oral directions to complete a
complex task.
2. Recognize and generate equivalent
forms of fractions, decimals and
percents.
3. Recognize equivalent representations for the same number and
generate them by decomposing and
composing numbers, including
exponential notation.
Knowledge Standard 2:
Understand meanings of operations
and how they relate to one another
1.
Information Literacy
Knowledge Standard 1:
Develop and apply effective research
process skills to gather, analyze and
evaluate information
1. Develop a research plan, with
assistance, to guide investigation
and research of focus questions.
2. Locate and use multiple resources
to
y
Acquire relevant information
y
Evaluate
reliability
of
information
y
Fulfill research plan
3. Record relevant information using
a variety of note-taking and
organizational strategies.
4. Document research sources using a
given citation format.
Knowledge Standard 2:
Develop and apply effective skills and
strategies to analyze and evaluate
oral and visual media
1.
Identify and explain media
techniques
used
to
convey
messages in various media (e.g.,
videos,
pictures,
web-sites,
artwork, plays and/or news
programs)
2.
3.
Knowledge Standard 3:
Compute
fluently
and
reasonable estimates
1.
2.
3.
1. Compare and order all positive
rational numbers and find their
approximate location on a number
line.
2
Apply all operations on rational
numbers including integers.
Estimate and justify the results of
all operations on rational numbers.
Solve
problems
involving
proportions, such as scaling and
finding equivalent ratios.
Algebraic Relationships
Knowledge Standard 1:
Understand patterns, relations and
functions
1.
MATHEMATICS
Number and Operations
Knowledge Standard 1:
Understand numbers, ways of
representing numbers, relationships
among numbers and number systems
make
***************
2.
1. Listen
y
For enjoyment
y
For information
y
For directions
y
Critically to recognize and
interpret
propaganda
techniques
2. Use active-listening behaviors
(e.g., asks questions of speaker and
uses body language and facial
expressions to indicate agreement,
disagreement or confusion)
Describe the effects of all
operations on rational numbers
including integers.
Apply properties of operations
(including order of operations) to
positive rational numbers and
integers.
Approximate the value of square
roots to the nearest whole number.
3.
Analyze
patterns
represented
graphically or numerically with
words or symbolic rules, including
recursive notation.
Compare and contrast various
forms of representations of
patterns.
Identify functions as linear or
nonlinear from tables, graphs or
equations.
Knowledge Standard 2:
Represent and analyze mathematical
situations and structures using
algebraic symbols
1. Use symbolic algebra to represent
unknown quantities in expressions
or equations and solve linear
equations with one variable.
2. Use
properties
to
generate
equivalent forms for simple
algebraic expressions that include
positive rationals and integers.
Knowledge Standard 4:
Use visualization, spatial reasoning
and geometric modeling to solve
problems
Knowledge Standard 3:
Use
mathematical
models
to
represent
and
understand
quantitative relationships
1.
1. Model and solve problems, using
multiple representations such as
graphs, tables, expressions, and
linear equations.
Knowledge Standard 4:
Analyze change in various contexts
1. Compare situations with constant
or varying rates of change.
***************
Geometric and Spatial Relationships
Knowledge Standard 1:
Analyze
characteristics
and
properties of two- and threedimensional geometric shapes and
develop mathematical arguments
about geometric relationships
1.
2.
Identify the 2-dimensional crosssection of a 3-dimensional shape.
Describe relationships between
corresponding sides, corresponding
angles
and
corresponding
perimeters of similar polygons.
Knowledge Standard 2:
Specify locations and describe spatial
relationships
using
coordinate
geometry and other representational
systems
1. Use coordinate geometry to
construct and identify geometric
shapes in the coordinate plane
using their properties.
Knowledge Standard 3:
Apply transformations and use
symmetry to analyze mathematical
situations
1. Describe the relationship between
the scale factor and the perimeter
of the image using a dilation
(contractions-magnifications)
(stretching/shrinking).
2. Determine all lines of symmetry of
polygons.
2.
Use spatial visualizations to
identify various 2-dimensional
views of isometric drawings.
Draw or use visual models to
represent and solve problem.
***************
Measurement
Knowledge Standard 1:
Understand measurable attributes of
objects and the units, systems and
processes of measurement
1. Identify and justify the unit of
measure for volume (customary
and metric).
2. Identify the equivalent area and
volume measures within a system
of measurement (e.g., sq ft. to sq
in, m³ to cm³).
3. Solve problems involving addition
and subtraction of time (hours,
minutes and seconds).
Knowledge Standard 2:
Apply appropriate techniques, tools
and
formulas
to
determine
measurements
1. Use tools to measure angles to the
nearest degree and classify the
angle as acute, obtuse, right,
straight, or reflex.
2. Solve
problems
involving
circumference and/or area of a
circle and surface area/volume of a
rectangular or triangular prism, or
cylinder.
3. Convert from one unit to another
within a system of measurement
(capacity) and convert square or
cubic units within the same system
of measurement.
***************
Data and Probability
Knowledge Standard 1:
Formulate questions that can be
addressed with data and collect,
organize and display relevant data to
answer them
1. Select, create and use appropriate
graphical representation of data,
3
including
histograms).
circle
graphs,
Knowledge Standard 2:
Select and use appropriate statistical
methods to analyze data
1. Find, use and interpret measures of
center and spread, including
ranges.
Knowledge Standard 3:
Develop and evaluate inferences and
predictions that are based on data
1. Use observations about differences
between
samples
to
make
conjectures about the populations
from which the samples were
taken.
Knowledge Standard 4:
Understand and apply basic concepts
of probability
1. Use models to compute the
probability of an event and make
conjectures (base on theoretical
probability) about the results of
experiments.
SCIENCE
Knowledge Standard 1:
Properties and principles of matter
and energy
1. Changes in properties and states of
matter provide evidence of the
atomic theory of matter.
a. Describe the relationship
between temperature and the
movement of atmospheric
gases (i.e., warm air rises due
to expansion of the volume of
gas, cool air sings due to
contraction of the volume of
gas).
2. Energy has a source, can be
transferred, and can be transformed
into various forms but is conserved
between and within systems.
a. Explain that the amount of
matter remains constant while
being recycled through the
water cycle.
b. Identify thermal energy as the
random
motion
(kinetic
energy) of molecules or atoms
within a substance.
c.
Use the kinetic molecular
model to explain changes in
the temperature of a material.
d. Identify thermal energy is
transferred as heat from
warmer objects to cooler
objects until both reach the
same
temperature
(equilibrium).
e. Identify the type of materials
that transfer energy by
conduction, convection, and/or
radiation.
f. Describe
how
heat
is
transferred by conduction,
convection, and radiation, and
classify examples of each.
g. Classify common materials
(e.g., wood, foam, plastic,
glass, aluminum foil, soil, air,
water) as conductors or
insulators of thermal energy.
h. Predict the differences in
temperature over time on
different colored (clack and
white) objects placed under
the same heat source.
i. Describe the interactions (i.e.,
repel, attract) of like and
unlike charges (i.e., magnetic,
static, electric, electrical).
j. Diagram and identify a
complete electric circuit by
using a source (battery), means
of transfer wires), and receiver
(resistance bulbs, motors,
fans).
k. Observe and describe the
evidence of energy transfer in
a closed series circuit.
l. Describe the effects of
resistance
(number
of
receivers), amount of voltage
(number of energy sources),
and kind of transfer materials
on
the
current
being
transferred through a circuit
(e.g., brightness of light, speed
of motor).
m. Classify
materials
as
conductors or insulators of
electricity when placed within
a circuit (e.g., wood, pencil
lead, plastic, glass, aluminum
foil, lemon juice, air, water).
n. Diagram
and
distinguish
between complete series and
parallel circuits.
o. Identify
advantages
and
disadvantages of series and
parallel circuits.
p.
q.
r.
s.
Identify solar radiation as the
primary source of energy for
weather phenomena.
Identify the different energy
transformations that occur
between different systems
(e.g., chemical energy in
battery converted to electricity
in circuit converted to light
and heat from a bulb).
Identify that, during an energy
transformation, heat is often
transferred from one object
(system) to another because of
a difference in temperature.
Recognize and describe how
energy is not lost but
conserved as it is transferred
and transformed.
Knowledge Standard 2:
Properties and Principles of Force
and Motion
1. The motion of an object is
described by its change in position
relative to another object or point.
a. Describe the circular motion
of a moving object as the
result of force acting toward
the center.
b. Classify different types of
motion (e.g., straight line,
projectile, circular, vibrational).
c. Given an object in motion,
calculate its speed (distance/
time).
d. Interpret
a
line
graph
representing
an
object’s
motion in terms of distance
over time (speed) using metric
units.
2. Forces affect motion.
a. Identify and describe the types
of forces acting on an object in
motion,
at
rest,
floating/sinking (i.e., type of
force, direction, amount of
force in Newtons).
b. Compare the forces acting on
an object by using a spring
scale to measure them to the
nearest Newton.
c. Explain every object exerts a
gravitational
force
of
attractional on every other
object.
d. Recognize an object’s weight
is a measure of the
gravitational
force
of
4
planet/moon acting on that
object.
e. Compare the amount of
gravitational force acting
between objects (which is
dependent upon their masses
and the distance between
them).
f. Compare the effects of
balanced and unbalanced
forces (including magnetic,
gravity, friction, push or pull)
on an object’s motion.
g. Explain that when forces
(including magnetic, gravity,
friction, push or pull) are
balanced, objects are at rest or
their motion remains constant.
h. Explain that a change in
motion is the result of
unbalanced force acting upon
an object.
i. Explain how the acceleration
of a moving object is affected
by the amount of net force
applied and the mass of the
object.
j. Recognize examples of work
being done on an object (force
applied and distance moved in
the direction of the applied
force) with and without the use
of simple machines.
k. Calculate the amount of work
done when a force is applied
to an object over a distance (W
= F x d).
l. Explain how simple machines
affect the amount of effort
force, distance through which
a force is applied, and/or
direction of force while doing
work.
m. Recognize the amount of work
output is never greater than the
amount of work input, with or
without the use of a simple
machine.
n. Evaluate simple machine
designs to determine which
design requires the least
amount of effort force and
explain why.
Knowledge Standard 3:
Characteristics and Interactions of
Living Organisms
Not assessed at this level.
Knowledge Standard 4:
Changes
in
Ecosystems
and
Interactions of Organisms with their
Environments
Not assessed at this level.
Knowledge Standard 5:
Processes and Interactions of the
Earth’s
Systems
(Geosphere,
Atmosphere, and Hydrosphere)
1. Earth’s
System
(geosphere,
atmosphere, and hydrosphere) have
common components and unique
structures.
a. Describe the composition of
the Earth’s atmosphere (i.e.,
mixture of gases, water and
minute particles) and how it
circulates as air masses.
b. Describe the role atmosphere
(e.g., clouds, ozone) plays in
precipitation, reflecting and
filtering light from the Sun,
and trapping heat energy
emitted from the Earth’s
surface.
2. Earth’s
Systems
(geosphere,
atmosphere, and hydrosphere)
interact with one another as they
undergo change by common
processes.
a. Explain and trace the possible
paths of water through the
hydrosphere, geosphere, and
atmosphere (i.e., the water
cycle:
evaporation,
condensation,
precipitation,
surface fun-off/groundwater
flow).
b. Relate the different forms
water can take (i.e., snow,
rain, sleet, fog, clouds, dew,
humidity) as it moves through
the water cycle to atmospheric
conditions (i.e., temperature,
pressure, wind direction and
speed, humidity) at a given
geographic location.
c. Explain how thermal energy is
transferred throughout the
water cycle by the processes of
convection, conduction, and
radiation.
d. Explain how the differences in
surface temperature, due to the
different heating and cooling
rates of water and soil, affect
the temperature and movement
of the air above.
e.
Describe the characteristics of
air masses (i.e., high/low
barometric
pressure,
temperature) and predict their
effect on the weather in a
given location.
f. Identify weather conditions
associated with cold fronts and
warm fronts.
g. Identify factors that affect
weather patterns in a particular
region (e.g., proximity to large
bodies of water, latitude,
altitude,
prevailing
wind
currents, amount of solar
radiation, and location with
respect to mountain ranges).
h. Collect and interpret weather
data (e.g., cloud cover,
precipitation, wind speed and
direction)
from
weather
instruments and maps to
explain present day weather
and to predict the net day’s
weather.
i. Describe significant changes
in temperature and barometric
pressure may cause dramatic
weather phenomena (i.e.,
severe
thunderstorms,
tornadoes, hurricanes).
j. Differentiate between weather
and climate.
k. Identify factors that affect
climate (e.g., latitude, altitude,
prevailing, wind currents,
amount of solar radiation).
3. Human activity is dependent upon
and affects Earth’s resources and
systems.
a. Provide examples of how the
availability of fresh water for
humans and other living
organisms is dependent upon
the water cycle.
b. Distinguish
between
renewable (e.g., geothermal,
hydroelectric)
and
nonrenewable (e.g., fossil fuel)
energy sources.
Knowledge Standard 6:
Composition and Structure of the
Universe and the Motion of the
Objects within it
1. The universe has observable
properties and structure.
a. Classify celestial bodies in the
solar system into categories:
Sun, moon, planets, and other
small bodies (i.e., asteroids,
5
comets, and meteors), based
on physical properties.
b. Compare and contrast the size,
composition, atmosphere, and
surface of the planets (inner
vs. outer) in our solar system
and Earth’s moon.
c. Describe the relative proximity
of common celestial bodies
(i.e., Sun, moon, planets, small
celestial bodies such as comets
and meteors, other stars) in the
sky to the Earth.
d. Describe how the Earth’s
placement in the solar system
is favorable to sustain life (i.e.,
distance from the Sun,
temperature, and atmosphere).
e. Compare and contrast the
characteristics of other planets
that are considered favorable
or unfavorable to life (e.g.,
atmospheric gases, extremely
high/low temperatures).
f. Explain that stars are separated
from one another by vast and
different distances, which
causes stars to appear smaller
than the Sun.
g. Compare the distance light
travels from the Sun to Earth
to the distance light travels
from other stars to Earth using
light years.
2. Regular and predictable motions of
objects in the universe can be
described and explained as the
result of gravitational forces.
a. Relate the apparent east-towest changes in the positions
of the Sun, other stars, and
planets in the sky over the
course of a day to Earth’s
counterclockwise
rotation
about its axis.
b. Describe the pattern that can
be observed in the changes in
number of hours of visible
sunlight, and the time and
location of sunrise and sunset,
throughout the year.
c. Describe how, in the Northern
Hemisphere, the Sun appears
lower in the sky during the
winter and higher in the sky
during the summer.
d. Describe how, in winter, the
Sun appears to rise in the
Southeast and set in the
Southwest, accounting for a
relatively short day length,
and, in summer, the Sun
appears to rise in the Northeast
and set in the Northwest,
accounting for a relatively
long day length.
e. Describe how the Sun is never
directly
overhead
when
observed from North America.
f. Observe the change in time
and location of moon rise,
moon set, and the moon’s
appearance relative to time of
day and month over several
months, and note the pattern in
this change.
g. Describe how the Moon rises
later each day due to its
revolution around the Earth in
a counterclockwise direction.
h. Describe how the Moon is in
the sky for roughly 12 hours in
a 24-hour period (i.e., if the
Moon rises at about 6 P.M., it
will set at about 6 A.M.)
i. Describe how that one half of
the Moon is always facing the
Sun and, therefore, one half of
the Moon is always lit.
j. Relate the apparent change in
the moon’s position in the sky
as it appears to move east-towest over the course of a day
to Earth’s counterclockwise
rotation about its axis.
k. Describe how the appearance
of the moon that can be seen
from
Earth
changes
approximately every 28 days
in an observable pattern (moon
phases).
l. Illustrate and explain a day as
the time it takes a planet to
make a full rotation about its
axis.
m. Diagram the path (orbital
ellipse) the Earth travels as it
revolves around the Sun.
n. Illustrate and explain a year as
the time it takes a planet to
revolve around the Sun.
o. Explain
the
relationships
between a planet’s length of
year (period of revolution) and
its position in the solar system.
p. Describe how the Moon’s
relative position changes as it
revolves around the Earth.
q. Recognize and explain the
phases of the Moon are due to
the relative positions of the
Moon with respect to the Earth
and Sun.
r.
s.
t.
u.
Relate the axial tilt and orbital
position of the Earth as it
revolves around the Sun to the
intensity of sunlight falling on
different parts of the Earth
during different seasons.
Describe how the Earth’s
gravity pulls any object on or
near the Earth toward it
(including natural and artificial
satellites).
Describe how the planets’
gravitational
pull
keeps
satellites and moons in orbit
around them.
Describe how the Sun’s
gravitational pull holds the
Earth and other planets in their
orbits.
Knowledge Standard 7:
Scientific Inquiry
1. Science understanding is developed
through the use of science process
skills,
scientific
knowledge,
scientific investigation, reasoning,
and critical thinking.
a. Formulate testable questions
and hypotheses.
b. Identify and describe the
importance of the independent
of
variable,
dependent
variables, control of constants,
and multiple trials to the
design of a valid experiment.
c. Design and conduct a valid
experiment.
d. Evaluate the design of an
experiment and make suggestions for reasonable improvements or extensions of an
experiment.
e. Recognize that different kinds
of questions suggest different
kinds
of
scientific
investigations (e.g., some
involve
observing
and
describing objects organisms,
or events; some involve
collecting specimens; some
involve experiments; some
involve making observations
in nature; some involve
discovery of new objects and
phenomena; some involve
making models).
f. Acknowledge there is no fixed
procedure called “the scientific
method”, but some investigations
involve
systematic
observations,
carefully
6
collected
and
relevant
evidence, logical reasoning,
and imagination in developing
hypotheses
and
other
explanations.
g. Determine the appropriate
tools and techniques to collect
data.
h. Use a variety of tools and
equipment to gather data (e.g.,
microscopes, thermometers,
analog and digital meters,
computers, spring scales,
balances,
metric
rulers,
graduated
cylinders,
stopwatches).
i. Measure length to the nearest
millimeter, mass to the nearest
gram, volume to the nearest
milliliter, force (weight) to the
nearest Newton, temperature
to the nearest degree Celsius,
time to the nearest second.
j. Compare amounts/measurements.
k. Judge whether measurements
and computation of quantities
are reasonable.
l. Calculate the range and
average/mean of a set of data.
m. Use
quantitative
and
qualitative data as support for
reasonable
explanations
(conclusions).
n. Use data as support for
observed
patterns
and
relationships, and to make
predictions to be tested.
o. Determine the possible effects
of errors in observations,
measurements, and calculations on the formulation of
explanations (conclusions).
p. Evaluate the reasonableness of
an explanation (conclusion).
q. Analyze whether evidence
(data) and scientific principles
support proposed explanations
(hypotheses, laws, theories).
r. Communicate the procedures
and results of investigations
and explanations through:
y
Oral presentations
y
Drawings and maps
y
Data tables (allowing for
the recording and analysis
of data relevant to the
experiment,
such
as
independent
and
dependent
variables,
multiple trials, beginning
and ending times or
y
y
temperatures,
derived
quantities)
Graphs (bar, single line,
pictograph)
Equations and writings
Knowledge Standard 8:
Impact of Science, Technology and
Human Activity
1. The nature of technology can
advance, and is advanced by,
science as it seeks to apply
scientific knowledge in ways that
meet human needs.
a. Explain how technological
improvements, such as those
developed for use in space
exploration, the military, or
medicine, have led to the
invention of new products that
may improve lives here on
Earth (e.g., new materials,
freeze-dried foods, infrared
goggles,
Velcro,
satellite
imagery, robotics, lasers).
b. Identify the link between
technological
developments
and the scientific discoveries
made possible through their
development (e.g., Hubble
telescope and stellar evolution,
composition and structure of
the universe; the electron
microscope
and
cell
organelles; sonar and the
composition of the Earth;
manned and unmanned space
missions
and
space
exploration; Doppler radar and
weather conditions; MRI and
CAT-scans and brain activity).
c. Describe how technological
solutions to problems (e.g.,
storm water runoff, fiber
optics, windmills, efficient car
design,
electronic
trains
without conductors, sonar,
robotics, Hubble telescope)
can have both benefits and
drawbacks
(e.g.,
design
constraints,
unintended
consequences, risks)
2. Historical and cultural perspectives
of scientific explanations help to
improve understanding of the
nature of science and how science
knowledge and technology evolve
over time.
a. Describe how the contributions of scientists and
inventors,
representing
3.
different cultures, races, and
gender, have contributed to
science,
technology
and
human activity (e.g., George
Washington Carver, Thomas
Edison, Thomas Jefferson,
Isaac Newton, Marie Curie,
Galileo, Albert Einstein, Mae
Jemison,
Edwin
Hubble,
Charles Darwin, Jonas Salk,
Louis Pasteur, Jane Goodall,
Tom Akers, John Wesley
Powell, Rachel Carson).
b. Describe the difficulty science
innovators experience as they
attempt to break through
accepted ideas (hypotheses,
laws, theories) of their time to
reach conclusions that may
lead to changes in those ideas
and serve to advance scientific
understanding (e.g., Darwin,
Copernicus, Newton).
c. Describe explanations have
changed over time as a result
of new evidence.
Science and technology affect, and
are affected by, society.
a. Describe ways in which
science and society influence
one another (e.g., scientific
knowledge and the procedures
used by scientists influence the
way many individuals in
society
think
about
themselves, others, and the
environment;
societal
challenges
often
inspire
questions
for
scientific
research; social priorities often
influence research priorities
through the availability of
funding for research).
b. Identify and evaluate the
physical, social, economic,
and/or environmental problems that may be overcome
using science and technology
(e.g., the need for alternative
fuels, human travel in space,
AIDS).
SOCIAL STUDIES
Knowledge Standard 1:
Principles expressed in documents
shaping constitutional democracy in
the United States
1.
Analyze
responsibilities
governments and citizens need to
7
accept to become effective in a
constitutional democracy.
2. Compare
and
contrast
the
following:
y
Limited government
y
Rule of law
y
Majority rule
y
Minority rights
Knowledge Standard 2:
Missouri, U.S. and World History
Not Applicable at this level
Knowledge Standard 3:
Principles
and
processes
governance systems
of
Not Applicable at this level
Knowledge Standard 4:
Economic concepts and principles
1. Apply the following economic
concepts:
y
Investment
y
Productivity
y
Gross Domestic Product
(GDP)
y
Inflation
y
Profit and profit motive
2. Interpret the past, explain the
present and predict the future
consequences
of
economic
decisions.
3. Explain the consequences of
personal and public economic
decisions.
Knowledge Standard 5:
Elements of geographical study and
analysis
1. Use geographic research sources to
process and report information to
solve problems.
2. Construct maps.
3. Locate major cities and nations of
the world in historical context.
4. Locate the world’s continents,
oceans and major topographic
features as civilizations spread.
5. Locate and describe geographic
places, using absolute and relative
location, especially as people were
able to define them more
accurately.
6. Explain physical characteristics,
such as climate, topography,
relationship
to
water
and
ecosystems.
7. Explain human characteristics,
such as people’s education,
language, diversity, economies,
religions,
settlement
patterns,
ethnic background and political
system.
8. Describe how physical processes
shape the physical environment.
9. Describe a variety of ecosystems,
and explain where they may be
found and how physical processes
and human activities may change
them.
10. Identify and describe world-wide
patterns of resource distribution.
11. Identify how technology and
culture have influenced resource
use in the past.
12. Identify and explain environmental consequences of how
people
use
resources
from
historical examples.
13. Identify and explain the effect of
natural forces upon human
activities
from
historical
experiences.
14. Explain causes and effects of
migration streams, movements of
people to job markets, barriers to
human movement and how people
overcome such barriers.
15. Explain how regions of the world
relate to one another and change
over time.
16. Use geography to interpret the past,
explain the present and plan for the
future.
Knowledge Standard 6:
Relationships of individual and
groups to institutions and traditions
1. Analyze how the needs of
individuals are met by families,
friends, groups and organizations,
such as governments, businesses,
schools, religious institutions and
charities in the United States and
other nations.
2. Analyze how cultural traditions,
human actions and institutions
affect people’s behavior.
3. Identify how laws and events affect
members of and relationships
among groups.
4. Evaluate constructive processes or
methods for resolving conflicts.
Knowledge Standard 7:
Tools of social science inquiry
Knowledge Standard 2:
Social, Emotional and Mental Health
1.
1.
2.
3.
4.
5.
6.
Select, investigate, and present a
topic using primary and secondary
resources, such as oral interviews,
artifacts, journals, documents,
photos and letters.
Use maps, graphs, statistical data,
timelines, charts and diagrams to
interpret, draw conclusions and
make predictions.
Create maps, graphs, timelines,
charts
and
diagrams
to
communicate information.
Use technological tools for
research and presentation.
Distinguish between fact and
opinion and recognize bias and
points of view.
Identify research and defend a
point of view/position.
***************
Health
Maintenance
Enhancement
Knowledge Standard 1:
Personal and Family Health
1.
HEALTH
Functions and Interrelationships of
Systems
Knowledge Standard 1:
Structure and Function of the Body
1.
2.
3.
4.
5.
6.
7.
Explain how muscles work in pairs
for movement to occur and provide
examples (e.g., flexors and
extensors, bicep contracts and
tricep extends to flex your elbow
bringing hand to shoulder).
Explain how the skeletal system
supports and protects other body
systems
(e.g.,
circulatory,
muscular, nervous).
Analyze how aerobic exercise
impacts an individual physically,
mentally, and emotionally.
Measure respiratory rates during
inactivity and activity.
Describe how healthy lifestyle
choices (e.g., exercise, diet, sleep)
affect the functioning of the central
nervous system and peripheral
nervous system (e.g., exercise
increases endorphins, stress relief,
mental alertness).
Relate how health behaviors affect
the urinary/excretory system.
Distinguish between dominant and
recessive traits.
2.
3.
4.
and
Critique personal behaviors and
their cause and effect that relate to
the following choices:
ƒ Eating breakfast daily
ƒ Refraining from the use of
tobacco and alcohol
ƒ Sleeping six to eight hours a
night
ƒ Maintaining a healthy weight
ƒ Daily moderate to vigorous
physical activities
ƒ Making healthy food choices
(fruits, vegetables, whole
grains, portion sizes)
Predict problems that may occur
due to insufficient or lack of
preventive care for health needs.
Sequence the process and events of
the human life cycle including
fertilization, fetal development and
birth.
Distinguish
the
differences
between health and skill related
fitness.
Knowledge Standard 2:
Nutrition
1.
2.
3.
4.
5.
8
Formulate scenarios that will
illustrate potential problems or
difficult situations.
Apply nutrition knowledge to
compare the nutrient contribution
of a food to its energy contribution.
Evaluate factors that influence food
choices (e.g., culture, family,
emotions, peers, media) and their
impact on nutrition and health.
Recognize the symptoms of
various eating disorders and proper
referral sources.
Analyze and critique food labeling
information to determine calories,
nutrients, serving size, types of
ingredients and nutritional value in
a product.
Apply the four basic rules of food
handling (e.g., clean, chill, cook,
separate)
to
different
food
preparation situations.
6.
Apply nutrition knowledge to
compare the nutrient contribution
of a food to its energy contribution.
Revised Statues of Missouri:
Requires the student be presented
“with the latest medically factual
regarding both the possible side
effects and health benefits of all
forms of contraception, including
the success and failure rates for the
prevention of pregnancy and
sexually transmitted diseases.”)
Knowledge Standard 3:
Consumer Health and Safety
1.
2.
Connect the appropriate resource in
the community to determine their
role in prevention and treatment of
health related problems (e.g.,
American Cancer Society, March
of Dimes, American Heart
Association).
Examine the different types of
health care systems (e.g., HMOs –
employer-provided
health
insurance).
Knowledge Standard 2:
Injury Prevention and Safety
1.
2.
Knowledge Standard 4:
Life Management Skills
1.
2.
3.
4.
Analyze and evaluate how the
decision making process can help
an individual in life situations.
Examine the impact that peer
pressure refusal skills have on selfperception and the perception of
others.
Analyze
various
techniques
designed to enhance coping
abilities and manage stress (e.g.,
stay healthy, relax, positive
outlook, physically active, talk it
out).
Discuss sexual harassment issues
and create a plan to address these
issues.
3.
Assess
home
and
school
environments for potential unsafe
situations
and
recommend
corrective action.
Demonstrate basic first aid
procedures such as the abdominal
thrust, rescue breathing and CPR,
poisoning, burns, control bleeds,
RICE.
Make informed decisions to reduce
the risk of injuries during exercise,
sports and other activities.
2.
3.
4.
5.
Recognize the importance of
regular check-ups for various types
of cancer (e.g., breast, testicular,
skin).
Name and discuss common STIs
(sexually transmitted infections).
Describe
the
patterns
of
transmission,
treatments,
and
prevention of sexually transmitted
infections.
Compare and contrast signs and
symptoms or HIV/AIDS.
Describe how to protect self and
others
from
STI
(sexually
transmitted infections) and explain
the role of abstinence for
prevention (**Section 170.015
1.
Compare peer pressure to peer
support and evaluate how each
influences the making of informed
and reasoned decisions regarding
TAOD use.
Physical Activity and Lifetime
Wellness
Knowledge Standard 1:
Personal Fitness and Healthy Active
Living
1.
2.
3.
Analyze activities to determine
whether they promote healthrelated fitness, skill-related fitness,
or both.
Identify caloric value of a variety
of foods and determine exercise
needed to expend this energy.
Identify physiological changes that
occur in the body due to stress
(e.g., sweating, eye twitching,
rapid pulse, irregular heartbeat).
9
Identify
proper
protective
equipment used in physical
activities.
Recognize non-life threatening
injuries and explain how to provide
basic care inside and outside the
physical activity setting (e.g.,
Heimlich Maneuver, RICE – Rest,
Ice, Compression, and Elevation).
***************
Knowledge Standard 4:
Environmental Health
PHYSICAL EDUCATION
Select
appropriate
conflict
resolution skills in a physical
activity setting (e.g., self-control,
respect, peer influence).
Knowledge Standard 3:
Injury Prevention, Treatment and
Rehabilitation
2.
1.
Identify the FITT principle
(frequency, intensity, time, type)
and how it relates to exercise.
Explain how participation in
specific activities improves the
circulatory, respiratory, muscular,
and skeletal systems (e.g., weight
bearing exercises improve bone
strength,
how
muscles
are
strengthened).
Knowledge Standard 2:
Responsible Personal and Social
Behavior in the Physical Activity
Setting
1.
***************
1.
5.
Knowledge Standard 3:
Substance Education
Not Applicable at this level
Risk Assessment and Reduction
Knowledge Standard 1:
Disease Prevention and Control
4.
Efficiency of Human Movement and
Performance
Knowledge Standard 1:
Fundamental Movement Skills and
Games
1.
Apply
critical
elements
of
movement to various activities
(e.g., transfer of learning, swing,
throwing, striker, biomechanics).
Knowledge Standard 2:
Sport Skills and Lifetime Activities
1.
2.
3.
Apply
terminology,
scoring,
etiquette, player position and
equipment, safety principles and
game rules for individual, dual and
team sports.
Apply
basic
offensive
and
defensive strategies in a modified
game setting.
Apply
terminology,
scoring,
etiquette, safety principles, and
4.
5.
rules appropriate for outdoor
pursuits and recreational activities.
Demonstrate an increased level of
competence in a variety of physical
activities
(e.g.,
gymnastics,
aquatics).
Investigate the health, fitness and
sport industry careers (e.g., panel
of community members, personal
interviews, internet research).
Knowledge Standard 3:
Rhythms and Dance
1.
2.
3.
Apply fundamental movement
skills to create a simple movement
sequence (e.g., locomotor, nonlocomotor, self-expression, selfevaluation).
Design an exercise routine to
accompany music that emphasizes
fitness components (e.g., jump
rope, aerobics, line dance).
Discuss the cultural and historic
context of at least one dance form.
8.
9.
10.
11.
12.
13.
perform the music of various
*genres and cultures.
Vocal Performance Classes: Apply
stylistic elements needed to
perform the music of various
genres and cultures.
General Music Classes: Perform
simple harmonic songs
ƒ Rounds
ƒ Canons
ƒ Partner songs
ƒ Two-part
Vocal
Performance
Classes:
Perform *harmony in songs of
two and three parts.
General
Music
Classes:
Demonstrate characteristic timbre,
dynamics and rhythmic accuracy in
time while singing in an ensemble.
Respond
expressively
to
conductor’s cues.
Vocal Performance Classes: Apply
techniques
for
expressive
performance of vocal literature of
Level 1-2 in a choral ensemble
(refer to glossary for *Level of
Difficulty).
7.
8.
9.
10.
11.
12.
13.
MUSIC
Product Performance
Knowledge Standard 1:
Develop and apply singing skills to
perform and communicate through
the arts.
1.
2.
3.
4.
5.
6.
7.
General
Music
Classes:
Demonstrate singing skills using a
singing voice.
[Reasoning: Some MS classes are
part of an exploratory wheel – may
be keyboards only, world music,
etc.]
Demonstrate
Vocal
Classes:
singing skills using a singing voice
and match pitch in an appropriate
range.
Demonstrate appropriate singing
posture, breath support, and
diction.
General Music Classes: Use
dynamics
and
phrasing
to
communicate an interpretation of a
given style.
Vocal Performance Classes: Apply
vocal techniques required for
expressive performance of varied
literature.
General Music Classes: Apply
stylistic elements needed to
Knowledge Standard 2:
Develop and apply instrumental
music skills to perform and
communicate through the arts.
1.
2.
3.
4.
5.
6.
General Music Classes: Read and
perform at least five (5) pitches on
a melodic instrument.
Read and perform rhythms in
simple meter
ƒ Whole note/rest
ƒ Quarter note/rest
ƒ Half note/rest
ƒ Eighth note/rest
ƒ Dotted half note
ƒ Sixteenth notes
ƒ Dotted quarter followed by
eighth
ƒ Syncopation
Read and perform a short
song/piece
using
effective
expression
and
characteristic
timbre.
Instrumental Performance Classes:
Demonstrate
instrumental
technique
(e.g.,
fingerings,
bowings,
stickings,
playing
position,
tone
quality,
*articulation).
Demonstrate
instrument
maintenance and care.
Instrumental Performance Classes:
Read and perform music notation
10
14.
at a “beginning” to 2 grade-level
(refer to glossary for Level of
Difficulty).
Read and perform a short
song/piece
using
effective
expression
and
characteristic
timbre.
General Music Classes: Perform a
varied
repertoire
of
music
including
instrumental
accompaniments
representing
diverse cultures, genres, and styles.
Instrumental Performance Classes:
Perform a varied repertoire of
music
representing
diverse
cultures, genres and styles.
Apply stylistic elements needed to
perform the music of various
cultures, genres and styles.
General Music Classes: Echo
rhythmic and melodic patterns of
increasing
complexity
on
classroom instruments.
Instrumental Performance Classes:
Play by ear simple melodies on a
melodic instrument or simple
accompaniments on a harmonic
instrument.
General
Music
Classes:
Demonstrate characteristic timbre,
tempo,
and
dynamics
on
classroom/percussion instruments
for group performance, responding
expressively to the cues of the
conductor.
Instrumental Performance Classes:
Demonstrate characteristic timbre,
tempo,
and
dynamics
independently
for
group
performance,
responding
expressively to the cues of the
conductor.
Knowledge Standard 3:
Develop and apply improvisation
skills in music to communicate
through the arts.
1.
2.
3.
4.
5.
General Music Classes: Improvise
short rhythmic and melodic
patterns.
Improvise
simple
rhythmic,
melodic
and/or
harmonic
accompaniments.
Improvise
simple
rhythmic
variations on familiar melodies.
Improvise short songs and
instrumental pieces, using a variety
of sound sources.
Vocal
and
Instrumental
Performance Classes: Improvise
simple rhythmic variations in a
consistent style and meter.
Knowledge Standard 4:
Develop and apply skills to
*compose, *arrange, and create
music to communicate through the
arts.
1.
2.
General Music Classes: Create and
notate a rhythmic and/or melodic
ostinati accompaniment within
teacher’s specified guidelines.
Vocal
and
Instrumental
Performance Classes: Create or
arrange a short song/piece or
phrases using a variety of sound
sources within specified guidelines.
***************
Elements of Music
Knowledge Standard 1:
Develop and apply the knowledge
and skills to read and notate music.
1.
2.
3.
4.
5.
General Music Classes: Interpret
standard rhythmic notation in 2/4,
3/4, 4/4, and 6/8 meter signatures
using bar lines consisting of:
ƒ Whole note/rest
ƒ Quarter note/rest
ƒ Half note/rest
ƒ Eighth-note pairs
ƒ Dotted half note
ƒ Sixteenth notes
ƒ Dotted quarter followed by
eighth
ƒ Dotted quarter note/rest
ƒ 3 eighth notes beamed
together in 6/8
ƒ Syncopation
Vocal
and
Instrumental
Performance Classes: Perform
standard rhythmic notation in 2/4,
3/4, 4/4, and 6/8 meter signature
with bar lines using all rhythm and
note values above.
General Music Classes: Identify
standard pitch notation in the treble
clef, including one ledger line
above and below the staff.
Identify accidentals
ƒ Sharps
ƒ Flats
ƒ Natural signs
Vocal
and
Instrumental
Performance Classes: Employ
standard pitch notation in the clef
appropriate to student’s instrument
or voice in an appropriate range
and *keys.
General Music Classes: Identify
standard symbols for dynamics,
tempo and articulation
ƒ P for piano
ƒ F for forte
ƒ Mp for mezzo piano
ƒ Mf for mezzo forte
ƒ Pp for pianissimo
ƒ Ff for fortissimo
ƒ Cresc or < for crescendo
ƒ Decres or > for decrescendo
ƒ Dim for diminuendo
ƒ *accelerando
ƒ *ritardando
ƒ *allegro
ƒ *moderato
ƒ *andante
ƒ *largo
ƒ *a tempo
ƒ Accent
ƒ Fermata
ƒ Ties
ƒ Slurs
ƒ *staccato
ƒ *legato
7. Vocal
and
Instrumental
Performance
Classes:
Apply
standard listed for General Music
classes.
8. General Music Classes: Use
standard notation for rhythm, pitch,
and expressive elements to record
musical ideas of 2 to 4 measures
(See Elements of Music).
9. Vocal
and
Instrumental
Performance Classes: Use standard
notation for rhythm, pitch, and
expressive elements to record
musical ideas of 2 to 4 measures
for instruments or voice (See
Elements of Music).
10. Vocal
and
Instrumental
Performance Classes: Sight read
standard musical notation at level 2
difficulty [Level 2 – Easy; may
include changes of tempo, *key,
and meter; modest ranges].
6.
2.
3.
4.
5.
6.
7.
Knowledge Standard 2:
Develop and apply the knowledge
and skills to evaluate music and
musical performance.
1.
***************
Artistic Perceptions
Knowledge Standard 1:
Develop and apply the knowledge
and skills to listen to, analyze, and
describe
music
and
musical
performance.
1.
General Music Classes: Identify
and analyze forms and composition
techniques
ƒ AB/*binary
ƒ ABA/*ternary
11
ƒ Rondo
ƒ First and second endings
ƒ Repeat signs
ƒ Coda
ƒ Two-part songs
ƒ Theme and variation
ƒ DC /Fine
ƒ DS al coda/Fine
ƒ AABA/song form
ƒ Fugue
Vocal
and
Instrumental
Performance Classes:
Identify
forms used in selected ensemble
repertoire.
General Music Classes and Vocal
Instrumental Performance Classes:
Determine the musical means
(source) and size of group of an
aural example.
Describe the musical expression
(mood) of an aural example.
Determine
the
order
and
organization of an aural example.
Determine the possible origin of an
aural example (e.g., location and
time).
Characterize the use of music by its
intended function (purpose) and its
intended audience.
2.
3.
General Music Classes and Vocal
and Instrumental Performance
Classes: Develop criteria to
distinguish between quality and
non-quality performance through
listening and self-assessment with
regard to the following musical
elements:
ƒ Tone quality
ƒ Expression/phrasing
ƒ Rhythmic accuracy
ƒ Pitch accuracy
ƒ Part acquisition
ƒ Blend/balance
ƒ Diction/articulation
ƒ Style
ƒ Posture/stage presence
General
Music
Classes:
Demonstrate
the
ability
to
distinguish between quality and
non-quality performance through
listening.
Vocal
and
Instrumental
Performance Classes: Demonstrate
the ability to distinguish between
quality
and
non-quality
performance through listening,
performing, self-assessment, and
offer suggestions for improvement.
2.
***************
Interdisciplinary Connections
Knowledge Standard 1:
Develop and apply knowledge and
skills to understand the relationships
between music, the other arts and
disciplines outside the arts.
1.
2.
3.
4.
5.
6.
General
Music/Vocal
and
Instrumental Performance Classes:
Compare in two or more arts how
the characteristic materials of each
art (sound in music, visual stimuli
in visual arts, movement in dance,
human interrelationships in theatre)
can be used to transform similar
events, scenes, emotions, or ideas
into works of art.
Compare characteristics of two or
more arts within a particular
historical period or style and cite
examples from various cultures.
Discuss ways that each of the arts
can enhance understanding and
communication globally.
General
Music/Vocal
and
Instrumental Performance Classes:
Describe ways in which the
principles and subject matter of
other disciplines are interrelated
with those of music.
Explain the importance of group
participation, perseverance, and
commitment in musical and nonmusical settings.
Describe the similarities between
other subject areas and the arts,
(e.g., talk about the relationships
between
interpreting
music
notation and interpreting written
language).
3.
4.
5.
6.
7.
ƒ American/world
ƒ Musical Theater
Vocal
and
Instrumental
Performance Classes: Identify
genre or style from various
historical periods through listening
to selected ensemble repertoire.
General Music Classes: Conclude
possible origin and/or historical
period of an aural example by
applying artistic perceptions to
selected musical examples.
Vocal
and
Instrumental
Performance Classes: Conclude
possible origin and/or historical
period of an aural example by
applying artistic perceptions to
selected musical examples.
Describe the function of music in
various settings and cultural
events.
Attend and describe live musical
experiences.
Compare and contrast a variety of
music and music-related vocations
and avocations.
***************
Historical and Cultural Contexts
Knowledge Standard 1:
Develop and apply the knowledge
and skills to understand works of art
in time and place.
1.
General Music Classes: Identify
music from various styles and
historical periods by comparing
and contrasting selected elements
of music
ƒ Jazz
ƒ *Orchestral
ƒ Classical/contemporary
12