POWER STANDARDS for ELA: Reading – Grade 5
Power Standards
Complementary Standards
Reading Literature
(Essential for Student Success)
RL.5.1
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text (GLE 2.1.5)
RL.5.5
Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular
story, drama, or poem (GLE 2.3.1)
RL.5.2
Determine a theme of a story, drama, or poem
from details in the text, including how characters
in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic;
summarize the text (GLE 2.1.3, 2.1.7)
RL.5.6
Describe how a narrator’s or speaker’s point of view
influences how events are described (GLE 2.2.3)
RL.5.9
Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches to
similar themes and topics (GLE 3.4.2)
RL.5.3
Compare and contrast two or more characters,
settings, or events in a story or drama, drawing
on specific details in the text (e.g., how
characters interact) (GLE2.2.3)
RL.5.4
Determine the meaning of words and phrases as
they are used in a text, including figurative
language such as metaphors and similes (GLE
1.2.2, 2.3.3)
RL.5.7
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a
text (e.g., graphic novel, multimedia presentation
of fiction, folktale, myth, poem)
RL.5.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4–5 text complexity
band independently and proficiently.
WINTER, 2012
Power Standards
Complementary Standards
Reading Information
(Essential for Student Success)
RI.5.1
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text (GLE 2.1.7)
RI.5.2
Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text (GLE 2.1.3)
RI.5.3
Explain the relationships or interactions between
two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical
text based on specific information in the text
RI.5.4
Determine the meaning of general academic and
domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area
RI.5.7
Draw on information from multiple print or digital
sources, demonstrating the ability to locate an
answer to a question quickly or to solve a
problem efficiently
RI.5.9
Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably
RI.5.5
RI.5.6
RI.5.8
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution)
of events, ideas, concepts, or information in two or more
texts
Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of
view they represent
Explain how an author uses reasons and evidence to
support particular points in a text, identifying which
reasons and evidence support which point(s)
RI.5.10 By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently
Read with sufficient accuracy and fluency to
support comprehension
RF.5.3
Know and apply grade-level phonics and word analysis
skills in decoding words
Reading
Foundations
RF.5.4
POWER STANDARDS for ELA: Reading – Grade 5, Page 2, WINTER, 2012
POWER STANDARDS for ELA: Writing – Grade 5
Power Standards
Complementary Standards
Production and
Distribution
Text Types and
Purposes
(Essential for Student Success)
W.5.1
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information (GLE 2.1.1)
W.5.2
Write informative/explanatory texts to examine
a topic and convey ideas and information
clearly (GLE 3.1.1, 3.1.2)
W.5.4
Produce clear and coherent writing in which the
development and organization are appropriate
to task, purpose, and audience
W.5.3
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences
W.5.5
With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach
W.5.6
With some guidance and support from adults, use
technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to
type a minimum of two pages in a single sitting
Winter 2012
Power Standards
Complementary Standards
(Essential for Student Success)
Research to Build and
Present Knowledge
W.5.9
Range of Writing
W.5.10
Draw evidence from literary or informational
texts to support analysis, reflection, and
research
W.5.7
Conduct short research projects that use several sources
to build knowledge through investigation of different
aspects of a topic (GLE 3.1.1, 3.1.2)
W.5.8
Recall relevant information from experiences or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and finished
work, and provide a list of sources
Write routinely over extended time frames (time
for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences
POWER STANDARDS for ELA: Writing – Grade 5, Page 2, WINTER, 2012
POWER STANDARDS for ELA: Language - Grade 5
Power Standards
Complementary Standards
Vocabulary Acquisition and Use
Knowledge of
Language
Conventions of
Standard English (Essential for Student Success)
L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking
L.5.3
Use knowledge of language and its conventions
when writing, speaking, reading, or listening
L.5.4
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
5 reading and content, choosing flexibly from a range
of strategies
L.5.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing
L.5.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
L.5.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition)
WINTER, 2012
POWER STANDARDS for Mathematics – 5th Grade
Students learn efficient ways to divide whole numbers. They apply what they know about division to solve problems, using estimation and mental math skills to
decide whether their results are reasonable. They extend their work with common factors and multiples as they deal with prime numbers. Students extend their
knowledge about adding and subtracting whole numbers to learning procedures for adding and subtracting fractions and decimals. Students apply these
procedures to solve a wide range of problems that involve more of the types of numbers students see in other school subjects and in their lives.
Power Standards
Complementary Standards
(Essential for Student Success)
Multi-Digit Division
Core Content 5.1
5.1.D Estimate quotients to approximate solutions and
determine reasonableness of answers in problems
involving up to two-digit divisors
5.1.A Represent multi-digit division using place value models
and connect the representation to the related equation
5.1.B Determine quotients for multiples of 10 and 100 by
applying knowledge of place value and properties of
operations
Addition and Subtraction of Fractions
and Decimals
5.1.F Solve single and multi-step word problems involving
multi-digit division and verify the solutions
Core Content 5.2
Washington State Performance Expectations (PEs)
5.1.C Fluently and accurately divide up to a four-digit number
by one or two-digit divisors using the standard long
division algorithm
5.2.C Given two fractions with unlike denominators, rewrite the
fractions with a common denominator
5.2.E Fluently and accurately add and subtract fractions,
including mixed numbers
5.2.F Fluently and accurately add and subtract decimals
5.2.H Solve single and multi-step word problems involving
addition and subtraction of whole numbers, fractions
(including mixed numbers) and decimals, and verify the
solutions
5.2.D Determine the greatest common factor and the least common
multiple of two or more whole numbers
5.2.A Represent addition and subtraction of fractions and mixed
numbers using visual and numerical models, and connect the
representation to the related equation
5.2.B Represent addition and subtraction of decimals using place value
models and connect the representation to the related equation
5.2.G Estimate sums & differences of fractions, mixed numbers, and
decimals to approximate solutions to problems and determine
reasonableness of answers
SPRING 2011
Power Standards
Complementary Standards
Triangles and Quadrilaterals
Representations of Algebraic
Relationships
Additional Key Content
Core Content 5.3
Core Content 5.4
Core Content 5.5
Washington State Performance Expectations (PEs)
(Essential for Student Success)
5.3.A Classify quadrilaterals
5.3.C Identify, describe, and classify triangles by angle measure
and number of congruent sides
5.3.G Draw quadrilaterals and triangles from given information
about sides and angles
5.3.B Identify, sketch, and measure acute, right, and obtuse angles
5.3.H Determine the number and location of lines of symmetry in
triangles and quadrilaterals
5.3.F Determine the perimeters and areas of triangles and
parallelograms
5.3.I Solve single and multi-step word problems about the
perimeters and areas of quadrilaterals and triangles and
verify the solutions
5.4.B Write a rule to describe the relationship between two sets
of data that are linearly related
5.4.C Write algebraic expressions that represent simple
situations and evaluate the expressions using substitution
when variables are involved
5.4.A Describe and create a rule for numerical and geometric
patterns and extend the patterns
5.4.D Graph ordered pairs in the coordinate plane for two sets of
data related by a linear rule and draw the line they
determine
5.5.B Determine and interpret the mean of a small data set of
whole numbers.
5.5.A Classify numbers as prime or composite
5.5.C Construct and interpret line graphs
POWER STANDARDS for Mathematics – 5th Grade, Page 2, SPRING 2011
POWER STANDARDS for Science– 4th/5th Grades
In grades 4-5 students expand their understanding of systems by learning about smaller (sub-) systems and the effect of changing inputs and outputs
in a system. They learn to plan different types of investigations like controlled experiments, systematic observations, field studies, models and
simulations. Students will apply their content knowledge about science to solving problems of moderate complexity using a design process that
involves research, testing, and communicating solutions. They will build on their intuitive understanding of energy and learn how heat, light, sound
and electrical energy are generated and can be transferred from place to place. Students will learn about the formation of landforms/soils and the
processes of weathering and erosion. The interrelationships among various forms of life and the environment will also be explored through the study
of ecosystems. The notion of solids, liquids and gases will be examined in relation to weather and finally they will explore forces that effect floating
and sinking.
Power Standards
Complementary Standards
(Essential for Student Success)
Systems
PE-Identify at least one of the subsystems of an object, plant, or
animal (e.g., an airplane contains subsystems for propulsion,
landing, and control)
EALR 1
Essential Academic Learning Requirements
SYSA (4-5) Systems contain subsystems.
SYSA (4-5) One defective part can cause a subsystem to
malfunction, which in turn will affect the system as a whole.
SYSB (4-5) A system can do things that none of its subsystems
can do by themselves.
PE-Specify how a system can do things that none of its
subsystems can do by themselves (e.g., a forest ecosystem can
sustain itself, while the trees, soil, plant, and animal populations
cannot)
SYSC (4-5) Systems have inputs and outputs. Changes in inputs
may change the outputs of a system.
PE—Describe what goes into a system (input) and what comes
out of a system (output) (e.g., when making cookies inputs include
sugar, flour, and chocolate chips; outputs are finished cookies)
Describe the effect on a system if its input is changed (e.g., if
sugar is left out, the cookies will not taste very good)
th
POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
INQA (4-5) Scientific investigations involve asking and answering
questions and comparing the answers with evidence from the real
world.
INQC (4-5) An experiment involves a comparison for an
experiment to be valid and fair. All the things that can possibly
change the outcome of the experiment should be kept the same, if
possible.
INQD (4-5) Investigations involve systematic collection and
recording of relevant observations and data.
Inquiry
INQE (4-5) Repeated trials are necessary for reliability.
EALR 2
Essential Academic Learning Requirements
INQB (4-5) Scientists plan and conduct different kinds of
investigations, depending on the questions they are trying to
answer. Types of investigations include systematic observations
and descriptions, field studies, models and open-ended
explorations as well as controlled experiments.
PE—Given a research question, plan an appropriate investigation,
which may include systematic observations, field studies, models,
open-ended explorations, or controlled experiments
INQF (4-5) A scientific model is a simplified representation of an
object, event, system, or process created to understand some
aspect of the natural world. When learning from a model, it is
important to realize that the model is not exactly the same as the
thing being modeled.
PE—Create a simple model to represent an event, system, or
process
PE—Use the model to learn something about the event, system,
or process
PE—Explain how the model is similar to and different from the
thing being modeled
INQG (4-5) Scientific explanations emphasize evidence, have
logically consistent arguments, and use known scientific
principles, models, and theories.
PE—Generate a conclusion from a scientific investigation and show
how the conclusion is supported by evidence and other scientific
principles
INQH (4-5) Scientists communicate the results of their
investigations verbally and in writing. They review and ask
questions about the results of other scientists' work.
INQI (4-5) Scientists report the results of their investigations
honestly, even when those results show their predictions were
wrong or when they cannot explain the results.
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POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
Application
EALR 3
Physical Science
APPA (4-5) Technology involves changing the natural world to
meet human needs or wants.
APPB (4-5) People in different cultures all around the world use
different materials or technologies to solve the same problems.
APPD (4-5) Scientists and engineers often work in teams with
other individuals to generate different ideas for solving a problem.
APPH (4-5) People of all ages, interests, and abilities engage in a
variety of scientific and technological work.
APPE (4-5) Possible solutions should be tested to see if they
solve the problem. Building a model or prototype is one way to
test a possible solution.
PE—Use suitable tools, techniques, and materials to make a
drawing or build a model or prototype of the proposed design
PE-Test the solution to see how well that solution solves the
problem. Modify the design, if necessary.
EALR 4
Essential Academic Learning Requirements
APPC (4-5) Problems of moderate complexity can be solved using
the technological design process. This process begins by
defining and researching the problem to be solved.
PE—Define a problem and list several criteria for a successful
solution
PE—Research the problem to better understand the need and to
see how others have solved similar problems
APPF (4-5) Solutions to problems must be communicated, if the
problem is to be solved.
APPG (4-5) Science and technology have greatly improved food
quality and quantity, transportation, health, sanitation, and
communication.
PS1A (4-5) The weight of an object is a measure of how strongly it
is pulled down toward the ground by gravity. A spring scale can
measure the pulling force.
PE- Use a spring scale to measure the weights of several objects
accurately. Explain that the weight of an object is a measure of the
force of gravity on the object. Record the measurements in a
table.
PS1C (6-8) Unbalanced forces will cause changes in the speed or
direction of an object's motion. The motion of an object will stay
the same when forces are balanced.
PE-Unbalanced forces will cause changes in the speed or
direction of an object's motion. The motion of an object will stay
the same when forces are balanced.
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POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
PS2B (4-5) Air is gas. Air fills a closed container completely.
Wind is moving air.
Physical Science
PS2C (4-5) The total amount of matter is conserved (stays the
same) when it undergoes a physical change such as when an
object is broken into tiny pieces, when a solid is dissolved in a
liquid, or when matter changes state (solid, liquid, gas).
PE-If an object is weighed, then broken into small pieces, predict
that the small pieces will weigh the same as the large piece.
PE-Explain why the weight will be the same.
EALR 4
Essential Academic Learning Requirements
PS2A (4-5) Substances can exist in different physical states -solid, liquid, and gas. Many substances can be changed from
one state to another by heating or cooling.
PE-Explain that water is still the same substance when it is frozen
as ice or evaporated and becomes a gas
PS3A (4-5) Energy has many forms, such as heat, light, sound,
motion, and electricity.
PE-Identify different forms of energy (e.g., heat, light, sound,
motion, electricity) in a system
PS3C (4-5) Heat energy can be generated a number of ways and
can move (transfer) from one place to another. Heat energy is
transferred from warmer things to colder things.
PS3D (4-5) Sound energy can be generated by making things
vibrate.
PS3B (4-5) Energy can be transferred from one place to another.
PS3E (4-5) Electrical energy in circuits can be changed to other
forms of energy, including light, heat, sound, and motion. Electric
circuits require a complete loop through conducting materials in
which an electric current can pass.
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POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
ES2A (2-3) Water plays an essential role in Earth systems,
including shaping landforms.
Earth & Space Science
ES2A (4-5) Earth materials include solid rocks and soil, water, and
gases of the atmosphere. Materials have different physical and
chemical properties which make them useful in different ways.
Earth materials provide many of the resources that humans use.
EALR 4
Essential Academic Learning Requirements
PE-Identify where natural water bodies occur in the students’ local
environment
PE-Show how water has shaped a local landform (e.g., river
valley, canyon, Puget Sound)
PE-Describe Earth materials and list their physical and chemical
properties
PE-Explain how the properties of an Earth material make it useful
for certain purposes, but not useful for other purposes (e.g., rocks
are heavy and strong so they are good for building walls, but they
are not as useful as lighter materials for roofs)
PE-Give examples of human-made materials, including those that
are changed only a little (e.g., wood and stones used for building)
and those that look very different from the raw materials (e.g.,
metal, ceramics, and plastics)
ES2D (4-5) Soils are formed by weathering and erosion, decay of
plant matter, transport by rain through streams and rivers, and
deposition of sediments in valleys, riverbeds, and lakes.
Explain how the formation of soils is related to the following
processes: weathering of rock; decay of plant matter; transport by
rain, streams, and rivers; deposition of sediments in rivers and
lakes
ES2B (4-5) Weathering is the breaking down of rock into pebbles
and sand caused by physical processes such as heating, cooling,
pressure, and chemical processes such as acid rain.
ES2C (4-5) Erosion is the movement of Earth materials by forces
such as wind, moving water, ice forming, and gravity.
ES2F (4-5) Erosion plays an important role in the formation of soil,
but too much erosion can wash away fertile soil from ecosystems
and farms.
ES2E (4-5) Soils are often found in layers, with each layer having
a different chemical composition and different physical properties.
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POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
LS1B (4-5) Plants and animals have different structures and
behaviors that serve different functions.
LS1D (4-5) Plants and animals have structures and behaviors that
respond to internal needs.
LS2A (4-5) An ecosystem includes all of the populations of living
organisms and nonliving physical factors in a given area. Living
organisms depend on one another and the nonliving physical
factors in their ecosystem to help them survive.
LS2B (4-5) Plants make their own food using energy from the sun.
Animals get food energy by eating plants and/of other animals that
eat plants. Plants make it possible for animals to use the energy
of sunlight.
Life Science
PE-Identify the living and nonliving parts of an ecosystem
PE-Give examples to show how the plants and animals depend on
one another for survival (e.g., worms decompose waste and return
nutrients to the soil, which helps plants grow)
PE-Describe how the plants and animals in an ecosystem depend
on nonliving resources
EALR 4
Essential Academic Learning Requirements
PE-List parts of an animal’s body and describe how it helps the
animal meet its basic needs (e.g., the bones support the body so it
can move; the blood carries food and oxygen throughout the
body)
PE-Describe the function of a given animal behavior (e.g., salmon
swim upstream to spawn)
LS2C (4-5) Plants and animals are related in food webs with
producers (plants that make their own food), consumers (animals
that eat producers and/or other animals), decomposer (primarily
bacteria and fungi) that break down wastes and dead organisms,
and return nutrients to the soil.
PE-Draw a simple food web given a list of three common
organisms
PE-Draw arrows properly and identify the producers and
consumers
PE-Compare the roles of producers, consumers, and
decomposers in an ecosystem
LS3B (4-5) Plants and animals inherit many characteristics from
their parents. Some inherited characteristics allow organisms to
better survive and reproduce in a given ecosystem.
LS2E (4-5) All plants and animals change the ecosystem where
they live. If this change reduces another organism's access to
resources, that organism may move to another location or die.
LS2F (4-5) People affect ecosystems both positively and
negatively.
LS3C (4-5) Some characteristics and behaviors result from an
individual plant's or animal's interactions with the environment and
are not passed from one generation to the next by heredity.
PE-List parts of an animal’s body and describe how it helps the
animal meet its basic needs (e.g., the bones support the body so it
can move; the blood carries food and oxygen throughout the
body)
PE-Describe the function of a given animal behavior (e.g., salmon
swim upstream to spawn, owls hunt at night when prey are
vulnerable)
th
POWER STANDARDS for Science– 4 /5th Grades, SPRING 2011
POW
WER STAND
DARDS for Social Stud
dies – 5th Grrade
In fifth
h grade, students use
u their understand
ding of social studiies concepts and ca
ause and effect rela
lationships to studyy the development o
of the United States
s up
to 179
91. By applying wh
hat they know from
m civics, economics and geography, students learn thee ideals, principles, and systems thatt shaped this country’s
found
ding. They conclude
e the fifth grade by
y applying their un
nderstanding of the
e country’s foundingg and the ideals in
n the nation’s fund
damental documentts to
issues
s of importance to them today. This le
earning forms the foundation
f
and und
derstanding of sociaal studies conceptss that will provide sstudents with the ab
bility
to exa
amine their role in the
t community, statte, nation, and worlld.
Pow
wer Standards
Com
mplementary
y Standards
s
(Essentia
al for Student Success)
Civics
Economics
Geography
1.1.2 Evaluates how a public issue is related
r
to constitu
utional
rights and the common
c
good (CB
BA: You Decide)
2.1.1 Analyzes the co
ost and benefits off decisions coloniists made
to meet their ne
eeds and wants
3.2.3 Understands an
nd analyzes the im
mpact of the Europ
pean
colonists' move
ement to the Amerricas on the land and
a the
indigenous peo
oples
5.4.1 Researches mul tiple perspectives tto take a position o
on a public or historical
issue in a paper or presentation
5.2.1 Understands how
w essential questio
ons define the signifficance of research
hing
an issue or evennt
1.2.2 Understands thee function of the Un
nited States governm
ment
2.2.2 Understands how
w trade affected the
e economy of the th
hirteen colonies
2.3.1 Understands thee impact of the Britissh government on the economy of the
e
thirteen coloniess
3.1.2 Understands thee physical and cultu
ural characteristics of the thirteen
colonies
n
3.1.1 Uses maps and globes to show and
d analyze informatiion about European
settlement in thee Americas
4.2.2 Analyzes how people
p
from variou
us cultural groups
s have
shaped the history of the United States
History
EALR 2
EALR 3
EALR 4
Understands the key ideals of lib
berty and patriotism as
outlined in the Declaration
D
of Independence, Unite
ed States
Constitution, an
nd other fundamental documents
4.3.1 Analyzes the multiple perspective
es and interpretattions of
historical events in United States
s history
ved
4.2.3 Understands how
w technology and ideas have affected
d the way people liv
and changed theeir values, beliefs a
and attitudes
4.4.1 Understands sig nificant historical e
events in the United
d States have
implications for ccurrent decisions and influences the fu
uture
Social Studies
Skills
4.3.2 Analyzes the multiple causes of change
c
and confliict in
United States history
EALR 5
Essential Academic Learning Requirements
EALR 1
1.1.1
5.3.1 Engages others
s in discussions th
hat attempt to clarrify and
address multiple viewpoints on public
p
issues base
ed on key
ideals
SPRING 2011
POWER STANDARDS for Fitness & Health – Fifth Grade
In fifth grade, students apply motor skills and movement concepts to enhance performance, personal fitness, and game strategy and tactics. Students can
demonstrate skills alone, with partners, and in small-group and large-group situations. Students are taught to maintain healthy body systems and prevent
disease. Emphasis at this grade level is placed on demonstrating interpersonal skills, assuming responsibility for personal health habits, and practicing
behaviors that promote active and healthy lifestyles.
Power Standards
Complementary Standards
(Essential for Student Success)
The student acquires the knowledge and skills necessary to maintain an active life:
movement, physical fitness, and nutrition
EALR 1
Essential Academic Learning Requirements
1.1.1
Applies loco motor, non-loco motor,
manipulative, balance, and rhythmic skills in
traditional and non-traditional activities that
contribute to movement proficiency
1.1.1.e Demonstrates manipulative skills using a variety of
objects in lead-up games and group activities
1.1.5 Evaluates movement concepts
1.1.5.a Demonstrates the following movement concepts:
Concepts of relationships, concepts of effort, concepts of
spatial awareness, and concepts of pathways (from 6th
grade)
1.2.1 Evaluates safety rules and procedures in a
variety of physical activities
1.2.1.b Applies safety principles when performing ageappropriate activities
1.2.1.c Applies knowledge of safety precautions to take before,
during, and after a workout
1.2.2 Analyzes social skills necessary for effective
participation in physical activities
1.2.2.a
Integrates cooperation during competitive and noncompetitive activities
1.2.2.b Points out rule violations and resolution strategies
1.2.3 Applies strategies necessary for effective
participation in physical activities
1.2.3.a Demonstrates basic strategies in games and activities
1.3.1 Analyzes components of health-related fitness
1.3.1.e Draws conclusions based on criteria from fitness
assessments for effective goal setting
1.4.1 Analyzes components of skill-related fitness
1.4.1.a Distinguishes among lifetime activities which improve
components of fitness
1.5.1 Understands how the body’s function and
composition are affected by food consumption
1.5.1.a Analyzes how nutrients support a healthy body
1.5.1.b Compares and contrasts food labels for nutrition
information
1.5.1.c Analyzes the impact of healthy eating on both physical
and academic performance
FALL 2011
Power Standards
Complementary Standards
(Essential for Student Success)
The student recognizes dimensions of health,
stages of growth and development, reduces
health risks, and lives safely
The student analyzes personal
information to develop individualized
health and fitness plans
EALR 2
EALR 4
Essential Academic Learning Requirements
2.1.1 Understands dimensions and indicators of health
2.1.1.a Discusses how healthy habits contribute to overall health
2.1.1.b Describes strategies for improving dimensions of health
2.2.1 Understands the structure and function of body
systems
2.3.2 Understands how to prevent or reduce the risks
of non-communicable disease
2.3.2.a Describes how family history can affect personal health
4.2.1 Creates goals for improving health and fitness
practices
4.2.1.a Develops a plan to improve previous health-related
fitness scores
4.2.1.c Generates resources to assist in achieving a personal
health goal
POWER STANDARDS for Fitness & Health – Fifth Grade, Page 2, FALL 2011
POWER STANDARDS for Developmental Music - 5th Grade
Students have the opportunity to perform and improvise in a variety of instrumental and/or vocal ensembles. Students understand and perform a variety of
types and styles of music, including diverse cultural genres and music from various historical periods. Students use musical skills and techniques to explore
and apply the elements of music. Technique is learned as a foundation for students to continue the study of music at the secondary level and beyond.
Power Standards
Complementary Standards
The student understands and applies arts knowledge and
skills in dance, music, theater, and visual arts.
EALR 1
Essential Academic Learning Requirements
(Essential for Student Success)
1.1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2.1
1.4.1
Identifies compositions with duple and triple meter
Demonstrates eighth, quarter, half and whole notes
and corresponding rests
Matches pitches within a music composition when
singing and playing
Discriminates aurally between unison and harmony in
examples of music
Examines and identifies the forms of music taught,
rehearsed, and/or performed
Performs using a variety of tempo and dynamic
markings when singing and playing instruments
Explores musical skills and techniques by learning to
play a band, orchestra, or classroom instrument
and/or singing in a choir
Demonstrates audience manners, active listening,
and viewing skills in a performance setting
1.1.1
Demonstrates sixteenth notes
2.1.1
Creates a rhythmic four measure piece of music to
demonstrate understanding of rhythm and dynamics
4.4.1
Examines and identifies specific attributes of music that
reflect culture
1.2.1
Demonstrates appropriate care of musical instruments
WINTER 2012
Power Standards
Complementary Standards
(Essential for Student Success)
The student uses the artistic processes of creating,
performing/presenting, and responding to demonstrate
thinking skills in dance, music, theatre, and visual arts
EALR 2
Essential Academic Learning Requirements
2.2.1
Understands and applies a performance process
when preparing and performing music
2.2.1
Rehearses and performs rhythmic, melodic, and harmonic
patterns
2.2.1
Rehearses, adjusts, and refines music through evaluation,
reflection, and problem solving
3.2.1
Interprets, compares, and contrasts how musical styles and
genres can communicate for a specific purpose
th
POWER STANDARDS for Developmental Music – 5 Grade, Page 2, WINTER 2012