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

1.  write to explain what is known about selected topics in various content areas.

1. write in response to information from various sources to develop personal understanding.
2. use various references to support personal ideas or viewpoints, e.g., speakers, newspapers, Internet.
3. organize and write about information according to category, source, or topic.
4. write to explain ideas presented or discussed in various content areas.

1. write to synthesize information from a variety of sources related to specific issues.
2. write in response to information from various sources to confirm or reject prior understanding.
3. support key ideas and view-points using various references from print or electronic sources.
4. write to organize information according to category, situation, issue, or topic.
5. write in response to ideas, thoughts, and information presented in various content areas.

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

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

1. describe how component parts make up the human body system. (example: digestive, skeletal, muscular systems)

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

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

1. investigate how people invent new ways of doing things, new ways of solving problems, and new ways of getting work done.
2. explore how new ideas and inventions affect people.
3. explore how science has improved transportation, health, sanitation, and communication.
4. investigate how designing a solution may have constraints. (example: cost, materials, time, space, safety)

1. describe how people continue to invent new ways of doing things, solving problems and getting work done.
2. investigate how new ideas and inventions often affect people.
4. explain how inventions have changed people’s lives. (example: television, electric lights)

1. explain how people continue inventing new ways of doing things, solving problems and getting work done.
2. describe the effect new ideas and inventions have on people.
3. investigate the improvements science has made in transportation, health, sanitation, and communication.
4. investigate why the benefits of science and technology are not available to all people.

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Students will write effectively for different audiences and specific purposes.

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

1. use words that are expressive, appropriate, and precise to provide clarity and focus for the reader.

1. choose vocabulary that is expressive, content appropriate, and precise to clarify, exemplify, and define ideas.

1. choose appropriate vocabulary to clarify and enhance ideas.

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

1. use the appropriate form for writing purpose, e.g., letters, editorials, poems, reports.

1. choose the appropriate language and style for writing purpose, e.g., letters, editorials, reviews, poems, reports, narratives

1. select appropriate language and content for intended purpose and audience, e.g., formal, informal.

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

1. use writing as a means to paraphrase/summarize what is read/heard

1. write to synthesize information from multiple sources.

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

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

1. relate types of cells to their specialized structure and function. (example: nerve cells, muscle cells)

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

Indicator 2: Analyze relationships/interactions among science, technology, environment, and society.

1. identify ways that medical technologies have affected life. (example: X-rays, vaccines, stethoscopes)

3. discuss a solution for a problem or a need.

1. analyze health recommendations concerning nutrition and drugs.
4. design a solution or product for a problem or a need considering constraints. (example: cost, time, materials, environmental/societal trade-off)

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Students will write effectively for different audiences and specific purposes.

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

1. make appropriate choices regarding voice, vocabulary, organization, and level of detail based upon audience, purpose, and context.

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

12. use personal experience, opinions, and reactions to enhance writing.
13. use topics, concepts, and knowledge from other content areas as an arena and focus for writing.
14. develop a personal routine to improve writing, e.g., formal/informal, impromptu/prepared, private/public.

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

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

1. analyze the impact of scientific investigations and findings on human society. (example: issues surrounding genetic engineering)
2. explain how progress in science and technology can be affected by social issues and by challenges.
3. explain the relationships between the maintenance and progress of society and of scientific advancement.

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Standard One: Students will use the performance of music as a means for creative expression and communication.

1. perform on pitch, in rhythm, and with appropriate dynamics and technique, while maintaining a steady tempo.
2. perform simple rhythmic, melodic, and chordal patterns accurately and independently on instruments.
3. perform expressively a varied repertoire of music representing diverse genres and styles.
4. echo short rhythmic and melodic patterns.
5. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.
6. perform independent instrumental parts while other students sing or play contrasting parts.

1. perform on at least one instrument accurately and independently with proper instrumental technique.
2. perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a developmentally appropriate repertoire of instrumental literature.
3. perform music representing diverse genres and cultures, with expression appropriate for the work being performed.
4. play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.
5. Students who participate in an instrumental ensemble or class will perform with expression and technical accuracy a varied repertoire of instrumental literature, which includes moderate technical demands, ranges, and varied interpretive requirements.

Standard One: Students will understand and use visual arts as a means for creative self- expression and interpersonal communication.

1. Describe how visual arts tell stories or express moods or ideas*.
2. Use selected media* and processes* to express ideas or personal topics of interest.
3. Describe how visual arts media and processes can be used in other disciplines.

1. Interpret the concepts, stories, moods, or ideas in various works of art.
2. Express personal ideas, experiences, or emotions through various media, processes, and techniques.
3. Use visual arts to communicate themes and concepts from other disciplines.

1. Analyze how visual arts may express concepts, tell stories, evoke moods or emotions, and symbolize ideas.
2. Communicate personal ideas, experiences, or emotions through a variety of visual art media, processes and techniques.
3. Use artwork which communicates an understanding of themes or concepts from other disciplines.

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