FIFTH GRADE
GRADE LEVEL EXPECTATIONS
ƒ
COMMUNICATION ARTS
ƒ
Reading
Knowledge Standard 1:
Develop and apply skills and strategies
to the reading process.
1.
2.
3.
4.
5.
6.
7
Apply decoding strategies to
“problem-solve” unknown words
when reading when needed.
Read grade-level instructional text:
ƒ With fluency, accuracy and
expression.
ƒ Adjusting reading rate to
difficulty and type of text.
Develop vocabulary through text,
using:
ƒ Roots and affixes
ƒ Synonyms and antonyms
ƒ Context clues
ƒ Glossary and dictionary
Apply pre-reading strategies to aid
comprehension:
ƒ Access prior knowledge
ƒ Preview
ƒ Predict with evidence
ƒ Set a purpose for reading.
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
Apply post-reading skills to
demonstrate comprehension of text:
ƒ Answer basic comprehension
questions
ƒ Identify and explain the
relationship between the main
idea and supporting details
ƒ Make predictions
ƒ Question to clarify
ƒ Reflect
ƒ Analyze
ƒ Draw conclusions
ƒ Analyze
ƒ Summarize
ƒ Paraphrase
Compare, contrast and analyze
connections between:
ƒ
Information and relationships in
various fiction and non-fiction
works (text to text).
Text ideas and own experiences
(text to self).
Text ideas and the world by
responding to literature that
reflects a culture and historic
time frame (text to world).
2.
3.
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.
2.
3.
Use grade level text to
ƒ Locate, interpret and apply
information in title, table of
contents and glossary.
ƒ Locate and recognize the text
features of fiction, poetry and
drama
Identify and explain examples of
literary
techniques
in
text,
emphasizing
ƒ Simile
ƒ Metaphor
ƒ Personification
ƒ Analyze literary techniques
previously introduced
Use details from text to:
ƒ Demonstrate
comprehension
skills previously introduced
ƒ Make inferences
ƒ identify setting, character traits,
problem and solution and story
events.
ƒ Compare and contrast
ƒ Identify and explain cause and
effect
ƒ Explain author’s purpose
Knowledge Standard 3:
Develop and apply skills and strategies
to comprehend, analyze and evaluate
non-fiction (such as biographies,
newspapers, technical manuals) from
a variety of cultures and times.
1.
Apply information in text features,
graphics, such as maps, diagrams,
charts and index to clarify and
connect concepts to the main ideas.
1
4.
Identify and explain figurative
language in non-fiction text,
emphasize
• Simile
• Metaphor
• Personification.
• Literary techniques previously
introduced
Use details from the text to:
ƒ Demonstrate
comprehension
skills previously introduced
ƒ Explain
main
idea
and
supporting details.
ƒ Sequence events.
ƒ Identify and explain cause and
effect.
ƒ Compare and contrast.
ƒ Make predictions.
ƒ Make inferences
ƒ Identify problems and solutions
ƒ Evaluate the accuracy of the
information.
ƒ Identify and interpret author’s
ideas and purpose.
Read
and
follow
multi-step
directions to complete a task.
***************
Writing
Knowledge Standard 1:
Apply a writing process in composing
text.
1.
Follow a writing process to:
ƒ Use a prewriting strategy
ƒ Generate a draft
ƒ Reread, revise for audience and
purpose, ideas and content,
organization
and
sentence
structure, and word choice
(W2A, W2B, W2C, W2D).
ƒ Edit for conventions (W2E).
ƒ Share writing
Knowledge Standard 2:
Compose well-developed text using
standard English conventions.
1.
2.
Compose text
ƒ Showing awareness of audience
ƒ In a format appropriate to
audience and purpose
Compose text with:
ƒ Strong, controlling idea
3.
4.
5.
ƒ Relevant, specific details
Write text with
ƒ A clear beginning, middle, and
end
ƒ A logical sequence of events
ƒ Evidence of paragraphing
ƒ Sentence variety
Compose text using
ƒ Words that are specific,
accurate, and suited to the topic
ƒ Writing techniques, such as
sensory detail and with
assistance, purposeful dialogue
In written text
ƒ Capitalize titles and proper
nouns
ƒ Use comma in compound
sentences
ƒ Use apostrophe in singular
possessives,
and
proper
punctuation in titles
ƒ Use correct verb tense and
subject/verb agreement
ƒ Use correct spelling of simple
compounds,
homophones,
contractions and words with
affixes
ƒ Use
standard
spelling,
classroom
resources
and
dictionary to edit for correct
spelling
ƒ Write legibly
2.
1.
Compose a variety of texts,
ƒ Narrative,
descriptive,
expository, and/or persuasive
texts, using appropriate text
features
ƒ Selecting
and
using
an
appropriate format
ƒ Including a summary (narrative
or informational)
***************
Listening and Speaking
Knowledge Standard 1:
Develop and apply effective listening
skills and strategies.
1.
2.
Knowledge Standard 2:
Develop and apply effective speaking
skills and strategies for various
audiences and purposes.
1.
2.
In discussion and presentations,
ƒ Give organized presentations
that demonstrate a clear
viewpoint.
ƒ Select and use appropriate
public speaking techniques such
as rate, pace and enunciation.
Give clear and concise multi-step
oral directions to complete a task.
***************
Information Literacy
Knowledge Standard 1:
Develop and apply effective research
process skills to gather, analyze and
evaluate information.
1.
2.
Knowledge Standard 3:
Write effectively in various forms and
types of writing.
Demonstrate listening behaviors
(e.g., prepares to listen, maintains
eye contact, uses alert posture,
listens without interruptions and
overcomes barriers).
3.
4.
Develop research questions in order
to establish a focus and purpose for
a project.
Locate and use various resources to
acquire information to answer
questions.
Use a specified note-taking format
and organizational strategies to
record relevant information.
Give credit for others’ ideas, images
and information by listing sources
used in research.
3.
4.
Knowledge Standard 2:
Understand meanings of operations
and how they relate to one another.
1. Represent and recognize division
using various models, including
quotative and partitive.
2. Describe the effects of addition and
subtraction on fractions and
decimals.
Knowledge Standard 3:
Compute
fluently
reasonable estimates.
1.
2.
Knowledge Standard 2:
Develop and apply effective skills and
strategies to analyze and evaluate oral
and visual media.
3.
1.
4.
Analyze messages conveyed in
various media (e.g., videos, pictures,
web-sites, artwork, plays and/or
news programs).
Read, write, and compare whole
numbers less than 1,000,000, unit
fractions and decimals to hundredths
(including location on the number
line).
Recognize and generate equivalent
forms of commonly used fractions
and decimals.
Recognize equivalent representations for the same number and
generate them by decomposing and
composing numbers.
Describe numbers according to their
characteristics, including whole
number common factors and
multiples, prime or composite, and
square numbers.
and
make
Describe a mental strategy used to
compute a given division problem,
where the quotient is a multiple of
10 and the divisor is a 1-digit
number (e.g., 350/7).
Demonstrate fluency with efficient
procedures
for
adding
and
subtracting decimals and fractions
(with unlike denominators) and
division of whole numbers.
Apply and describe the strategy used
to compute a division problem up to
a 3-digit by 2-digit and addition and
subtraction
of
fractions
and
decimals.
Estimate and justify products, and
quotients of whole numbers and
sums differences of decimals and
fractions.
***************
MATHEMATICS
1.
Listen:
ƒ For enjoyment.
ƒ For information.
ƒ For directions.
ƒ To identify and interpret tone,
mood and emotion of verbal
and nonverbal communication.
Number and Operations
Knowledge Standard 1:
Understand
numbers,
ways
of
representing numbers, relationships
among numbers and number systems.
2
Algebraic Relationships
Knowledge Standard 1:
Understand patterns, relations and
functions.
1.
2.
Make and describe generalizations
about geometric and numeric
patterns.
Represent and analyze patterns
using words, tables and graphs.
Knowledge Standard 2:
Represent and analyze mathematical
and structures using algebraic
symbols.
1.
2.
Using all operations, represent a
mathematical situation as an
expression or number sentence
using a letter or symbol.
Use the commutative, distributive
and associative properties for
fractions and decimals.
Knowledge Standard 3:
Use mathematical models to represent
and understand quantitative relationships.
1. Model problem situations and draw
conclusions, using representations
such as graphs, tables or number
sentence.
Knowledge Standard 4:
Analyze change in various contexts.
the distance between points along
horizontal and vertical lines.
Knowledge Standard 3:
Apply transformations and use
symmetry to analyze mathematical
situations.
1. Predict, draw and describe the
results
of
sliding/translating,
flipping/reflecting and turning/
rotating around a center point of a
polygon.
2. Identify polygons and designs with
rotational symmetry.
Knowledge Standard 4:
Use visualization, spatial reasoning
and geometric modeling to solve
problems.
1.
***************
Measurement
Knowledge Standard 1:
Understand measurable attributes of
objects and the units, systems and
processes of measurement.
1.
1.
Identify, model and describe
situations with constant or varying
rates of change.
2.
***************
Geometric and Spatial Relationships
Knowledge Standard 1:
Analyze characteristics and properties
of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric
relationships.
1.
2.
Analyze and classify two- and threedimensional shapes by describing
the attributes.
Predict and justify the results of
subdividing,
combining
and
transforming shapes.
Given a net of a prism or cylinder,
identify the 3-dimensional shape.
Identify and justify the unit of
measure for area (customary and
metric).
Identify the equivalent weights and
equivalent capacities within a
system of measurement.
1.
2.
Knowledge Standard 2:
Select and use appropriate statistical
methods to analyze data.
1.
2.
1.
SCIENCE
Knowledge Standard 1:
Properties and principles of matter
and energy
1.
Determine volume by finding the
total number of the same size units
needed to fill a space without gaps
or overlaps.
Convert from one unit to another
within a system of linear
measurement
(customary
and
metric).
1.
Use coordinate systems to specify
locations, describe paths and find
Data and Probability
Knowledge Standard 1:
Formulate questions that can be
addressed with data and collect,
organize and display relevant data to
answer them.
3
Given a set of data make and justify
predictions.
Knowledge Standard 4:
Understand and apply basic concepts
of probability.
1. Describe the degree of likelihood of
events using such words as certain,
equally, likely, and impossible.
***************
Knowledge Standard 2:
Specify locations and describe spatial
relationships using coordinate geometry and other representational
systems.
Compare related data sets.
Knowledge Standard 3:
Develop and evaluate inferences and
predictions that are based on data.
Knowledge Standard 2:
Apply appropriate techniques, tools
and formulas to determine measurements.
1.
Evaluate data-collection methods.
Describe methods to collect,
organize and represent categorical
and numerical data.
2.
Changes in properties and states of
matter provide evidence of the
atomic theory of matter.
a. Describe how changes in state
(i.e., freezing/melting, condensation/evaporation/boiling)
provide evidence that matter is
made of particles too small to
be seen.
b. Classify matter as a solid, a
liquid, or a gas, as it exists at
room
temperature,
using
physical
properties
(i.e.,
volume, shape, ability to flow).
c. Predict the effect of heat
(thermal energy) on the
physical properties of water as
it changes to and from a solid,
liquid,
or
gas
(i.e.,
freezes/melts,
evaporation/
condensation/boils).
d. Observe the mass of water
remains constant as it changes
state (as evidenced in a closed
container).
Energy has a source, can be
transferred, and can be transformed
into various forms but is conserved
between and within systems.
a. Identify the Sun as the primary
source
of
energy
for
temperature change on Earth.
b. Recognize light can be transferred from the source to the
received (eye) through space in
straight lines.
c. Observe and explain how an
object (e.g., moon, mirror,
objects in a room) can only be
seen when light is reflected
from that object to the receiver
(eye).
Knowledge Standard 2:
Properties and principles of force and
motion
1.
2.
The motion of an object is described
by its change in position relative to
another object or point.
Forces affect motion.
a. Describe how friction affects
the amount of force needed to
do work over different surfaces
or through different media.
b. Explain how work can be done
on an object (force applied and
distance moved).
c. Recognize simple machines
change the amount of effort
force and/or direction of force.
d. Compare the measures of effort
force (measured using a spring
scale to the nearest Newton)
needed to lift a load with and
without the use of simple
machines.
d.
2.
3.
Knowledge Standard 4:
Changes
in
ecosystems
and
interactions of organisms with their
environments
3.
1.
2.
3.
1.
There is a fundamental unity
underlying the diversity of all living
organisms.
a. Compare structures (e.g., wings
vs. fins vs. legs; gills vs. lungs;
feathers vs. hair vs. scales) that
serve similar functions for
animals belonging to different
vertebrate classes.
b. Explain how similarities are the
basis for classification.
c. Distinguish between plants
(which use sunlight to make
their own food) and animals
(which must consume energyrich food).
Organisms are interdependent with
one another and with their
environment.
Matter and energy flow through an
ecosystem.
Genetic variation sorted by the
natural selection process explains
evidence of biological evolution.
Knowledge Standard 5:
Process and interactions of the earth’s
systems
Knowledge Standard 3:
Characteristics and interactions of
living organisms
1.
Classify animals as vertebrates
or invertebrates.
e. Classify vertebrate animals into
classes (amphibians, birds,
reptiles, mammals, fish) based
on their characteristics.
f. Identify plants or animals using
simple dichotomous keys.
Living organisms carry out life
processes in order to survive.
a. Compare
the
major
organs/organ systems (e.g.,
support, reproductive, digestive,
transport/ circulatory, excretory,
response) that perform similar
functions for animals belonging
to different vertebrate classes.
There is a genetic basis for the
transfer of biological characteristics
from one generation to the next
through reproductive processes.
2.
Earth’s
systems
(geosphere,
atmosphere, and hydrosphere) have
common components and unique
structures.
a. Classify major bodies of surface
water (e.g., rivers, lakes,
oceans, glaciers) as fresh or salt
water, flowing or stationary,
large or small, solid or liquid,
surface or groundwater.
b. Recognize the atmosphere is
composed of a mixture of gases,
water, and minute particles.
Earth’s
systems
(geosphere,
atmosphere,
and
hydrosphere)
interact with one another as they
undergo change by common
processes.
a. Describe and trace the path of
water as it cycles through the
hydrosphere, geosphere, and
4
atmosphere (i.e., the water
cycle:
evaporation,
condensation,
precipitation,
surface
run-off/groundwater
flow).
b. Identify the different forms
water can take (e.g., snow, rain,
sleet, fog, clouds, dew) as it
moves through the water cycle.
c. Identify and use appropriate
tools
(i.e.,
thermometer,
anemometer,
wind
vane,
hygrometer, barometer, rain
gauge, satellite images, weather
maps) to collect weather data
(i.e., temperature, wind speed
and direction, relative humidity,
air pressure, precipitation, cloud
type and cover).
d. Identify
and
summarize
relationships between weather
data (e.g., temperature and time
of day, cloud cover and temperature, wind direction and
temperature) collected over a
period of time.
Human activity is dependent upon
and affects Earth’s resources and
systems.
a. Explain how major bodies of
water are important natural
resources for human activity
(e.g., food, recreation, habitat,
irrigation,
solvent,
transportation).
b. Describe how human needs and
activities
(e.g.,
irrigation,
damming of rivers, waste
treatment, sources of drinking
water) have affected the
quantity and quality of major
bodies of fresh water.
c. Propose solutions to problems
related to water quality and
availability that result from
human activity.
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. Observe and identify the Earth
is one of several planets within a
solar system that orbits the Sun.
b. Observe and identify the Moon
orbits the Earth in about a
month.
c.
Identify that planets look like
starts and appear to move across
the sky among the stars.
d. Describe the physical features of
the planet Earth that allows life
to exist (e.g., air, water, temperature) and compare these to the
physical features of the Sun, the
moon, and other planets.
2. Regular and predictable motions of
objects in the universe can be
described and explained as the result
of gravitational forces.
a. Sequence images of the lit
portion of the Moon seen from
Earth as it cycles day-to-day in
about a month in order of
occurrence.
b. Identify that the Earth rotates
once every 24 hours.
c. Relate changes in the length
and position of a shadow to the
time of day and apparent
position of the Sun in the sky,
as deter-mined by Earth’s
rotation.
d. Relate the apparent motion of
the Sun, Moon, and stars in the
sky to the rotation of the Earth.
Knowledge Standard 7:
Processes of 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 explanations (hypotheses).
b. Recognize the characteristics of
a fair and unbiased test.
c. Conduct a fair test to answer a
question.
d. Make
suggestions
for
reasonable improvements or
extensions of a fair test.
e. Make qualitative observations
using the five senses.
f. Determine the appropriate tools
and techniques to collect data.
g. Use a variety of tools and
equipment to gather data (e.g.,
hand
lenses,
magnets,
thermometers, metric rulers,
balances, graduated cylinders,
spring scales).
h. Measure length to the nearest
centimeter, mass to the nearest
gram, volume to the nearest
milliliter, temperature to the
i.
j.
k.
l.
m.
n.
o.
nearest degree Celsius, and
force/weight to the nearest
Newton.
Compare
amounts/
measurements.
Judge whether measurements
and computation of quantities
are reasonable.
Use quantitative and qualitative
data as support for reasonable
explanations.
Use data as support for
observed
patterns
and
relationships, and to make
predictions to be tested.
Evaluate the reasonableness of
an explanation.
Analyze whether evidence and
scientific principles support
proposed explanations.
Communicate the procedures
and results of investigations
and explanations through:
y
Oral presentations
y
Drawings and maps
y
Data tables
y
Graphs (bar, single line,
pictograph)
y
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. Design
and
construct
a
machine, using materials and/or
existing objects that can be used
to perform a task.
b. Describe how new technologies
have helped scientists make
better
observations
and
measurements for investigations
(e.g., telescopes, electronic
balances,
electronic
microscopes, x-ray technology,
computers,
ultrasounds,
computer probes such as
thermometers).
c. Identify how the effects of
inventions or technological
advances
(e.g.,
complex
machinery, technologies used in
space exploration, satellite
imagery, weather observation
and prediction, communication,
transportation,
robotics,
5
tracking devices) may be
helpful, harmful, or both.
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. Research
biographical
information about various
scientists and inventors from
different gender and ethnic
backgrounds, and describe how
their work contributed to
science and technology.
b. Identify a question that was
asked, or could be asked, or a
problem that needed to be
solved when given a brief
scenario (fiction or non-fiction
of people working alone or in
groups
solving
everyday
problems or learning through
discovery).
c. Work with a group to solve a
problem, giving due credit to
the ideas and contributions of
each group member.
SOCIAL STUDIES
Knowledge Standard 1:
Principles expressed in documents
shaping constitutional democracy in
the United States
a.
b.
c.
Identify important principles in the
Declaration of Independence, such
as inalienable rights and government
by consent of the governed.
Identify important principles in the
Constitution including:
ƒ Limited government
ƒ Rule of law
ƒ Majority rule
ƒ Minority rights
ƒ Separations of powers
ƒ Checks and balances
Identify important principles in the
Bill of Rights such as basic rights
and freedoms (for rights listed, see
Amendments 1-8; for rights not
listed, see Amendment 9).
Knowledge Standard 2:
American History
a.
Distinguish between powers and
functions of local, state and national
government.
Knowledge Standard 3:
Principles
and
processes
governance systems
e.
of
f.
a.
b.
c.
d.
e.
f.
g.
Summarize the viability and
diversity of Native American
cultures before Europeans came.
Outline the discovery, exploration
and early settlement of America.
Explain the American Revolution,
including the perspectives of
patriots and loyalists and factors that
explain why the American colonists
were successful.
Relate the drafting of the
Constitution and the formation of a
new nation.
Investigate
the
causes
and
consequences
of
Westward
Expansion, including:
ƒ Texas and the Mexican War
ƒ Oregon Territory
ƒ California Gold Rush
Examine cultural interactions among
these groups:
ƒ Native Americans
ƒ Immigrants from Europe
ƒ Africans brought to America
Identify political, economic and
social causes and consequences of
the Civil War and Reconstruction.
g.
h.
i.
j.
Knowledge Standard 6:
Relationships of individual and groups
to institutions and traditions
a.
b.
Knowledge Standard 4:
Economic concepts and principles
a.
b.
c.
Apply the following economic
concepts:
ƒ Scarcity
ƒ Supply and demand
ƒ Trade-offs (opportunity cost)
Identify the role of technology in
our economy and how our economy
has changed from an agricultural
economy to an industrial economy.
Interpret the past, explain the
present
and
predict
future
consequences
of
economic
decisions.
Knowledge Standard 5:
Elements of geographical study &
analysis
b.
c.
d.
Use geographic research sources to
acquire information and answer
questions.
Construct maps.
Locate cities of Missouri and the
United States.
Locate states and major topographic
features of the United States.
Identify how a person becomes a
member of a group or institution and
what factors influence inclusion or
exclusion from a group.
Identify how ideas, concepts and
traditions have changed over time in
the U.S.
HEALTH
Functions and Interrelationships of
Systems
Knowledge Standard 1:
Structure and Functions of the Body
1.
2.
3.
4.
5.
6.
7.
8.
9.
Knowledge Standard 7:
Tools of social science inquiry
10.
a.
11.
b.
c.
d.
e.
a.
Locate and describe real places,
using absolute and relative
location.
Identify physical characteristics,
such as climate, topography,
relationship
to
water
and
ecosystems.
Identify human characteristics,
such
as
people’s
education,
language, diversity, economies,
religions, settlement patterns, ethnic
background and political system.
Identify
major
patterns
of
population distribution, demographics and migrations in the United
States.
Identify different kinds of regions in
the U.S.
Use geography to interpret the past,
explain the present and plan for the
future. (e.g., physical processes that
continues to reshape the earth).
f.
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.
12.
13.
Knowledge Standard 2:
Social, Emotional and Mental Health
1.
2.
3.
6
Explain ways in which the muscular
and other body systems work
together.
Formulate ways to protect skin from
environmental damage.
Explain ways in wich the
integumentary system works with
the sensory organs.
Recognize the importance of self
and regular check-ups for skin
abnormalities.
Identify the types of blood vessels
(i.e., arteries, veins, capillaries).
Identify the chambers of the heart
(i.e., atrium, ventricle).
Identify types of blood cells (i.e.,
red, white, platelets).
Explain ways in which the cardiorespiratory system interacts with
other systems.
Summarize the functions of the
nervous system (e.g., sending and
receiving messages, regulating body
functions), serving as the body’s
control center for five senses
(emotions, speech, coordination,
balance, and learning).
Explain ways in which the digestive
and other body systems work
together.
Explain ways in which the
urinary/excretory works with other
body systems.
Explain ways in which the
endocrine and nervous systems
work together.
Research and analyze the physical,
emotional, social, and intellectual
changes occurring during puberty.
Identify how family, friends, and
culture can influence personal health
practices and decisions.
Recognize situations where the
perspective of others may differ
from your own.
Define
defense
mechanisms
(constructive or destructive) as a
means for handling emotions (e.g.,
talking it out vs. shutting down).
***************
Health
Maintenance
Enhancement
Knowledge Standard 1:
Personal and Family Health
Knowledge Standard 4:
Life Management Skills
Knowledge Standard 4:
Environmental Health
1.
1. Develop ways to promote recycling,
reducing waste, and reusing items to
prevent pollution that damages the
environment, disrupts ecosystems, and
affects one’s personal health.
and
2.
1.
2.
3.
Create a personal health plan that
includes balanced nutrition, physical
activity, hygiene, adequate sleep, no
alcohol, healthy snacking.
Recognize the rapid changes in
adolescent development (e.g., social,
emotional, physical, intellectual
growth).
Distinguish individual strengths and
weaknesses in health-related fitness.
3.
4.
Apply strategies to solve or prevent
problems (e.g., listen attentively,
calm down, find a compromise).
Establish short and long term goals
for a specific health issue.
Describe the short and long term
effects of stress on the body.
Devise a plan to reduce the risk of
becoming a victim of violence,
include
violence
prevention
strategies (e.g., yourself, avoid
violent situations, choose friends
wisely, don’t talk to strangers).
***************
Knowledge Standard 2:
Nutrition
1.
2.
3.
4.
5.
6.
Identify sources and functions of
specific vitamins and minerals that
are critical for youth (e.g., calcium,
folate, vitamins A, C and D).
Recognize the MyPyramid.gov food
slogans (e.g., go lean with meat,
vary your vegetables, focus on
fruits, get your calcium rich foods,
make the most of your whole
grains).
Use the MyPyramid.gov website to
construct a balanced menu.
Describe and assess the relationship
of family preferences and culture to
food choices.
Examine food labels to determine
calories and nutrients in a product
(e.g., compare nutritional value and
ingredients of two product labels).
Summarize the relationship between
food intake and physical activity.
Risk Assessment and Reduction
Knowledge Standard 1:
Disease Prevention and Control
1.
2.
Knowledge Standard 2:
Injury Prevention and Safety
1.
2.
Knowledge Standard 3:
Consumer Health and Safety
1.
2.
List five rights that consumers have
to protect themselves from false
health claims: (1) right to safety (2)
right to be informed (3) right to be
heard (4) right to have problems
corrected (5) right to consumer
education.
Identify consumer health problems
in your community.
Determine
cause
and
effect
relationships
between
noncommunicable diseases (e.g., Type I
diabetes vs. Type II diabetes) and
lifestyle behaviors.
List behaviors that could enhance
HIV transmission (e.g., tattoo,
piercing,
sex,
syringe
use,
pregnancy) and strategies to prevent
infection.
Discuss problems in daily living that
may contribute to self-destructive
behaviors and strategies to cope
with these behaviors.
Explain how basic aid techniques
can help save lives (e.g., abdominal
thrusts and rescue breathing).
ART
Product/Performance
Knowledge Standard 1:
Select and apply two-dimensional
media, techniques, and processes to
communicate
ideas
and
solve
challenging visual art problems
1. Create texture or surface
quality using any drawing
media.
2. Mix a variety of hues to create
new colors.
3. Apply layers of watercolor
paint from lightest to darkest
colors.
4. Using tempera paints, produce
a sharp, clear edge between
areas of colors.
5. Demonstrate a subtractive
printmaking process (e.g.,
Styrofoam, linoleum, wood,
eraser) to produce multiple
images.
Knowledge Standard 2:
Select and apply three-dimensional
media, techniques, and processes to
communicate
ideas
and
solve
challenging visual art problems
Knowledge Standard 3:
Substance Education
1.
1.
2.
2.
Explain
the
guidelines
and
precautions needed when using
OTC and prescription drugs (e.g.,
take with trusted adult, follow the
label directions, only take your own,
check safety seal).
Discuss the issues relative to a
smoke-free
environment
(e.g.,
financial, health risks, emotional)
and demonstrate strategies for
refusing TAOD.
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3.
Combine simple forms to create a
complex object/form (in-the-round).
Use paper joining techniques such
as tabs and slits.
Modeling with clay or a similar
material: Build a form using a coil
techniques.
Knowledge Standard 3:
Communicate ideas about subject
matter and themes in artworks
created for various purposes
1.
Portrait: Create a portrait from
observation.
2.
3.
4.
5.
Still Life: Create a still life from
observation that shows the illusion
of form.
Landscape: Create an original
outdoor scene to show the illusion
of space.
Create an original building based
upon elements of architectural styles
(e.g., type of roof, dome, column,
arch, windows, porches, tower,
stairs, ramp).
Create an original artwork that
communicates ideas about the
following themes:
ƒ Unites States
ƒ Patriotism
ƒ World
ƒ Time (e.g., past, present, future)
1.
Discuss and develop answers to
questions about art, such as: Who
decides what makes an artwork
special, valuable or good?
PHYSICAL EDUCATION
Knowledge Standard 2:
Analyze and evaluate art using art
vocabulary
Physical Activity and Lifetime
Wellness
Knowledge Standard 1:
Personal Fitness and Healthy Active
Living
1.
1.
Describe the use of the following in
artworks: Contour lines, Symbolic
shapes, Illusion of form, Implied/
simulated textures, Intermediate and
Neutral
colors,
Asymmetrical
Balance,
Contrast/variety
of
textures, Perspective: change in size,
Point of view.
2.
3.
***************
***************
Elements and Principles (EP)
Knowledge Standard 1:
Select and use elements of art for their
effect in communicating ideas through
artwork
1.
2.
3.
4.
5.
6.
7.
8.
Identify and use contour lines.
Identify and use symbolic shapes.
Identify and use the illusion of form:
cube, sphere, cylinder, and cone.
Identify and use implied or
simulated textures.
Identify and use intermediate and
neutral colors.
Identify the arrangement of colors
on a color wheel.
Identify and use converging lines to
create the illusion of space.
Identify and use a single horizon
line.
Knowledge Standard 2:
Select and use principles of art for
their effect in communicating ideas
through artwork
1.
2.
3.
Identify and use asymmetrical
(informal) balance.
Identify and use texture contrast.
Identify and use relative size
(realistic scale).
***************
Artistic Perceptions (AP)
Knowledge Standard 1:
Investigate the nature of art and
discuss responses to artworks
Interdisciplinary Connections (IC)
Knowledge Standard 1:
Explain connections between visual
art and performing arts
4.
5.
1.
Compare a work of art to a work of
music.
Knowledge Standard 2:
Explain the connections between
Visual Art and Communication Arts,
Math, Science or Social Studies
6.
1.
7.
Explain how American artists
expressed the idea of patriotism.
Recognize the components of skill
related fitness (agility, balance,
coordination, reaction time, speed,
power).
Participate in health-related fitness
assessments and interpret the results
(e.g., Fitness gram, President’s
Challenge).
Analyze food choices and the
relationship
between
physical
activity and food intake.
Explain the relationship between
stress and physical activity (e.g.,
deep breathing calms nervous
feelings).
Explain the effects of aerobic and
anaerobic activity (e.g., aerobic –
heavy breathing, anaerobic – muscle
fatigue).
Identify the major function of these
four body systems (circulatory –
blood flow; respiratory – strength
and motor performance; skeletal –
body support).
Label
major
muscles
(e.g.,
abdominals, quadriceps, biceps) and
bones (e.g., tibia, fibula, radius).
***************
Historical and Cultural Contexts (HC)
Knowledge Standard 1:
Compare and contrast artworks from
different historical time periods
and/or cultures
1.
2.
Identify works of art from:
ƒ United
States
(Painting,
Architecture)
ƒ Europe (Painting, Architecture)
Compare and contrast two artworks
on:
ƒ Time
ƒ Place
ƒ Subject matter
ƒ Media
ƒ Use of elements
ƒ Theme
ƒ Purpose of art in culture
ƒ Use of materials and technology
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Knowledge Standard 2:
Responsible Personal and Social
Behavior in the Physical Activity
Setting
1.
Apply self-control in physical
activity settings and differentiate
between
appropriate
and
inappropriate
behaviors
(e.g.,
sportsmanship,
cooperation,
diversity).
Knowledge Standard 3:
Injury Prevention, Treatment and
Rehabilitation
1.
2.
Differentiate between the terms
warm-up, cool-down stretching and
conditioning
and
demonstrate
examples of each.
Recognize signals of sudden onset
emergencies (e.g., high/low blood
sugar, breathing, seizures) and seek
appropriate assistance.
***************
Efficiency of Human Movement and
Performance
Knowledge Standard 1:
Fundamental Movement Skills and
Games
1.
2.
3.
4.
5.
6.
Demonstrate
sport-specific
manipulative skills in games and
modified sports activities.
Demonstrate a tumbling routine.
Analyze and correct errors in
movement patterns and skills that
require balance, basic tumbling, and
range of motion.
Connect the importance of posture
and
body
positions
with
performance of various skills (e.g.,
swinging a bat, rope jumping,
walking on a beam, throwing a ball).
Demonstrate manipulative skills
with increased force, accuracy and
control at different speeds, levels
and directions (e.g., hit a target
using an overhand throw from a
variety of distances).
Apply fundamental and specialized
skills in game situations with
increased proficiency.
dances (e.g., Teton Mountain Stomp
– USA).
MUSIC
Product Performance
Knowledge Standard 1:
Develop and apply singing skills to
perform and communicate through
the arts
1.
2.
3.
4.
5.
Use breath control and accurate
*diction while singing.
Use dynamics and *phrasing to
communicate an interpretation of a
given *style.
Perform a varied repertoire of songs
including
ƒ Patriotic
ƒ Folk
ƒ Seasonal including some from
memory
Perform simple harmonic songs
ƒ Rounds
ƒ Canons
ƒ Partner songs
ƒ Two-part
Demonstrate characteristic timbre,
dynamics and rhythmic accuracy in
time while singing in an *ensemble.
Respond expressively to conductor’s
cues.
Knowledge Standard 2;
Sport Skills and Lifetime Activities
6.
1.
Knowledge Standard 2:
Develop and apply instrumental music
skills to perform and communicate
through the arts
2.
Critique techniques and provide
feedback (e.g., throwing – throwing
arm, side away from target, rotate
hips) to teacher or partner.
Demonstrate ability to follow rules,
cooperate with teammates and apply
a simple strategy in a variety of
sport specific lead-up games.
1.
2.
Knowledge Standard 3:
Rhythms and Dance
1.
2.
3.
4.
5.
Recognize and move to a tempo or
beat with various intensity, mood,
accent and rhythm patterns.
Communicate ideas and feelings
through dance movement (e.g.,
sports dance, joy, anger).
Create simple rhythmic routines
using fundamental movement skills
in partner and small group
situations.
Perform a traditional folk or square
dance (e.g., Cotton Eyed Joe and
Patty Cake Polka).
Identify the historical and cultural
origin of various international folk
3.
4.
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 using
effective
*expression
and
characteristic timbre.
Perform a varied repertoire of music
including
instrumental
accompaniments
representing
diverse cultures, genres, and styles.
5.
6.
Knowledge Standard 3:
Develop and apply improvisation skills
in music to communicate through the
arts
1.
2.
3.
4.
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.
Knowledge Standard 4:
Develop and apply skills to *compose,
*arrange, and create music to
communicate through the arts
1.
Create and notate a rhythmic and/or
melodic ostinati accompaniment
within
teacher’s
specified
guidelines.
***************
Elements of Music
Knowledge Standard 1:
Develop and apply the knowledge and
skills to read and notate music
1.
2.
3.
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Echo short rhythmic and melodic
patterns
on
*classroom
instruments.
Demonstrate characteristic timbre,
tempo, and dynamics independently
for group performance, responding
expressively to the cues of the
conductor.
Read standard rhythmic notation in
2/4, 3/4, 4/4 and 6/8 meter
signatures with 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 Eighth note/rest
ƒ Dotted quarter note/rest
ƒ 3 eighth notes beamed together
in 6/8
ƒ Syncopation
Identify standard pitch notation in
the treble clef, including one ledger
line above and below the staff.
Identify
ƒ *accidentals
4.
5.
6.
ƒ Sharps
ƒ Flats
ƒ Natural signs
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
Notate rhythmic patterns and
dynamics presented by the teacher
in 2/4, 3/4 and 4/4 meter signature
using bar lines.
ƒ Whole note/rest
ƒ Quarter note/rest
ƒ Half note/rest
ƒ Eighth-note pairs
ƒ Dotted half note
ƒ Sixteenth notes
ƒ P for piano
ƒ F for forte
ƒ Mp for mezzo piano
ƒ Mf for mezzo forte
ƒ Cresc for crescendo
ƒ Decresc for decrescendo
ƒ Dim for diminuendo
ƒ Sol-mi-la
ƒ Eighth note/rest
Vocal and Instrumental Performance
Classes: Independently interpret
simple rhythmic and melodic
notation at sight.
***************
Artistic Perceptions
Knowledge Standard 1:
Develop and apply the knowledge and
skills to listen to, analyze, and describe
music and musical performance
1.
Identify and analyze forms and
composition techniques
2.
ƒ AB
ƒ ABA
ƒ Canon
ƒ Ostinati
ƒ verse/refrain
ƒ Repeat sign
ƒ Partner songs
ƒ Rondo
ƒ First and second endings
ƒ Blues
ƒ Coda
ƒ Theme and variation
ƒ *DC/*Fine
ƒ *DS al coda/*Fine
Identify
contrasting
musical
elements for vocal and instrumental
music including melody, harmony,
rhythm, expression, form, and
timbre (e.g., voice classificationSATB,
instrumental
ensemble
groupings-Jazz Band/Concert Band,
etc.).
Knowledge Standard 2:
Develop and apply the knowledge and
skills to evaluate music and musical
performance
1.
2.
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 Posture/stage presence
Use prerequisite music terms to
describe their personal response to a
musical example (offers suggestions
for improvement).
3.
4.
5.
***************
Historical and Cultural Contexts
Knowledge Standard 1:
Develop and apply the knowledge and
skills to understand works of art in
time and place
1.
2.
***************
3.
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
4.
1.
2.
Compare the meanings of terms
used in the various arts, such as
imagination, unity, repetition, or
contrast.
Compare in two or more arts how
the characteristic materials of each
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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.
Describe ways in which the
principles and subject matter of
other disciplines are interrelated
with those of music.
Compare and contrast common
terms used in music and other
subject areas (e.g., tell how sound is
created and relate this to string
instruments
and
percussion
instruments).
Compare and contrast patterns in
music (e.g., sequence, ABA form,
scale patterns) with patterns in
mathematics.
5.
Identify characteristics of teacherselected genres or styles
ƒ *Secular
ƒ *Sacred
ƒ Multicultural music
ƒ American/*patriotic songs
ƒ Opera
ƒ Ballet
ƒ Blues
ƒ *Ragtime
Describe how elements of music are
used in teacher-selected examples
ƒ Secular/sacred
ƒ Multicultural music
ƒ American/patriotic songs
ƒ Opera
ƒ Ballet
Describe the function of music in
various settings and cultural events
ƒ Secular/sacred
ƒ Multicultural music
ƒ American/patriotic songs
ƒ Opera
ƒ Ballet
Document understanding of musical
experiences through writing samples
or illustrations.
Identify available music-related
careers in a given setting.
LIBRARY SKILLS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Select a book from the media center
independently.
Follow circulation procedures.
Demonstrate proper care of books.
Demonstrate appropriate library
behavior.
Students will read, view, listen to,
recognize and evaluate a wide
variety of genres.
Demonstrate
that
non-fiction
materials are organized by the
Dewey Decimal System.
Use the online catalog to locate:
ƒ Author
ƒ Title
ƒ Subject
ƒ Call number
ƒ Copyright date
Demonstrate the use of call slips.
Organize library books by the
following:
ƒ Fiction books by the author’s
last name.
ƒ Non-fiction books by Dewey
classifications.
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