High School - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs High School EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications High School EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for High School pdf version]
READING In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of comprehension and vocabulary strategies being employed especially when encountering difficult text and/or reading for a specific purpose. They continue to increase their content and academic vocabulary. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content .Readers have greater ability to make connections and adjust understandings as they gain knowledge. They challenge texts, drawing on evidence from their own experience and wide reading. Students continue to read for pleasure. Reading EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade-levels. | Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. |
1.2.2 Apply strategies to comprehend words and ideas.
• Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use graphic features to clarify and extend meaning. | Component 1.3: Build vocabulary through wide reading. |
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication.
• Explain the meaning of content-specific vocabulary words (e.g., regeneration, isolationism, emancipation, polarized).
• Select, from multiple choices, the meaning of a word identified in the text.
• Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism).
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1: Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.
• Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy from one text to another). 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences.
• Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences.
• Make predictions and inferences about an author’s beliefs and cite text-based evidence to support prediction/inference (e.g., find text passages that support an inference that the author advocates economic change).
• Read several accounts of the same event and make inferences about the impact each would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier’s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle).
• Select, from multiple choices, a prediction, inference, or assumption that could be made from the text.
• Organize information to support a prediction or inference in a self-created graphic organizer. 2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning and use comprehension-repair strategies to regain meaning independently.
• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
• Use mental imagery while reading.
• Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text.
• Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoid interpretation or judgment; use an organizational pattern that supports the author’s intent.
• Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
• Select, from multiple choices, a sentence that best summarizes the text.
• Organize summary information for informational/expository text, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension. | Component 2.2: Understand and apply knowledge of text components to comprehend text. |
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources.
• Use text features to verify, support, or clarify meaning.
• Use the features of electronic information to communicate, gain information, or research a topic. 2.2.3 Analyze story elements.
• Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution (e.g., in a short story, novel, epic poem).
• Compare/contrast how recurring themes are treated by diverse authors or in different genres.
• Select, from multiple choices, a word or sentence that best describes a specific story element (e.g., character, conflict, resolution). 2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, problem/solution, episodic, and generalization/principle) to aid comprehension.
• Independently apply understanding of text structure to the acquisition, organization, and application of information. | Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
• Compare conclusions drawn from multiple sources to determine similarities and differences.
• Integrate information from multiple sources to draw conclusions that go beyond those found in individual sources.
• Select, from multiple choices, a sentence that describes how a character’s feelings compare to those of the author/poet about the same subject.
• Use literary themes within and across texts to interpret current issues, events, and/or how they relate to self.
• Examine how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery). 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
• Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (e.g., editorials), and support the decision. 2.3.3 Evaluate the use of literary devices to enhance comprehension.
• Judge the effectiveness of the author’s use of literary devices and explain how they are used to convey meaning.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. 2.3.4 Synthesize information from a variety of sources.
• Integrate information from different sources to research and complete a project.
• Integrate information from different sources to form conclusions about author’s assumptions, biases, credibility, cultural and social perspectives, or world views. | Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights.
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. 2.4.2 Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences.
• Compare and contrast selected author’s styles of writing to achieve a similar purpose.
• Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or drama based on the author’s word choice and use of figurative language.
• Explain why an author uses particular language to create an intended effect (e.g., foreign words, dialect, connotative words, irony, rhetorical devices, simile, and metaphor), citing text-based evidence.
• Select, from multiple choices, a sentence that explains why an author includes a specific technique.
• Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
• Judge the effectiveness of the author’s use of language to create an intended effect. 2.4.3 Analyze and evaluate text for validity and accuracy.
• Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue).
• Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation. 2.4.4 Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience.
• Identify the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence readers’ opinions or actions.
• Select, from multiple choices, a sentence that explains why an author uses a specific persuasive device.
• Identify the intended effects of persuasive strategies the author uses to influence readers’ perspectives (e.g., peer pressure, bandwagon, repetition, testimonial, transfer). 2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations.
• Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts.
• Select, from multiple choices, a sentence that represents a generalization that can be made from the story/poem/selection.
• Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues). 2.4.6 Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts.
• Differentiate how a concept is presented and/or developed in and beyond texts (e.g., the role fear plays in war, prejudice, relationships, personal safety).
• Compare the development of an idea or concept in multiple texts; decide which is best presented and developed and support the decision with text-based evidence.
• Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection. 2.4.7 Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts.
• Analyze literary/narrative text and informational/expository text to show how they reflect the heritage, traditions, and beliefs of the author.
• Compare and contrast readings on the same topics by explaining how the authors reach the same or different conclusions based on differences and similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases.
• Select, from multiple choices, a sentence that describes the reasoning of a character or an author, both faulty and logical.
• Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1: Read to learn new information. |
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
• Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals). | Component 3.2: Read to perform a task. |
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
• Read instructions, credit card or job applications, legal documents such as contracts, policies, and timetables, to perform everyday life functions (e.g., find employment, research colleges or trade schools, purchase goods and services, take vacations, locate people and places). | Component 3.3: Read for career applications. |
3.3.1 Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
• Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
• Read professional-level materials, including electronic information, that match career or academic interests and demonstrate understanding of the content.
• Select and use appropriate skills for reading a variety of documents (e.g., tables, blueprints, electronic technology manuals, bills of lading, medical charts, mechanical manuals). | Component 3.4: Read for literary experience in a variety of genres. |
3.4.2 Evaluate traditional and contemporary literature written in a variety of genres.
• Critique author’s choice of literary genres to convey a message.
• Explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), and graphic elements (line length, punctuation, word placement). 3.4.3 Analyze recurring themes in literature.
• Compare motivations and reactions of literary characters from different historical/cultural backgrounds when confronting similar conflicts.
• Characterize the presentation of a similar theme or topic across genres and explain how the selection of genre shapes the theme or topic. 3.4.4 Analyze and evaluate the great literary works from a variety of cultures to determine their contribution to the understanding of self, others, and the world.
• Examine the ways in which works of literature are related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe).
• Critique the contribution to society made by traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., individual needs vs. needs of society, community maintenance, civil disobedience, humanity’s relationship with nature).
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1: Assess reading strengths and need for improvement. |
4.1.2 Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.
• Set goals for reading and develop a reading improvement plan.
• Track reading progress through the use of such tools as portfolios, reflection journals, self-scoring rubrics. | Component 4.2: Develop interests and share reading experiences. |
4.2.1 Evaluate books and authors to share reading experiences with others.
• Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others. Return to top of page
MATHEMATICS
Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand and apply scientific notation.
• Read and use scientific and exponential notation.
• Identify a real-life situation to match a particular number written in scientific or exponential notation and justify the answer.
• Use scientific or exponential notation to simplify a problem.
• Illustrate the meaning of scientific notation using pictures, diagrams, or numbers.
• Read and translate numbers represented in scientific notation from calculators and other technology, tables, and charts. 1.1.4 Apply understanding of direct and inverse proportion to solve problems.
• Explain a method for determining whether a real-world problem involves direct proportion or inverse proportion.
• Explain a method for solving a real-world problem involving direct proportion.
• Explain a method for solving a real-world problem involving inverse proportion.
• Solve problems using direct or inverse models (e.g., similarity, age of car vs. worth).
• Explain, illustrate, or describe examples of direct proportion.
• Explain, illustrate, or describe examples of inverse proportion.
• Use direct or inverse proportion to determine a number of objects or a measurement in a given situation. Computation
1.1.6 Apply strategies to compute fluently with rational numbers in all forms including whole number exponents.
• Complete multi-step computations using order of operations in situations involving combinations of rational numbers including whole number exponents and square roots of square numbers.
• Calculate using order of operations on all forms of rational numbers (e.g., (3•2+5)2-8, 22+ 32).
• Use properties to reorder and rearrange expressions to compute more efficiently. Estimation
1.1.8 Apply estimation strategies to determine the reasonableness of results in situations involving multi-step computations with rational numbers including whole number powers and square and cube roots.
• Identify when an approximation is appropriate.
• Explain situations involving real numbers where estimates are sufficient and others for which exact value is required.
• Justify why an estimate would be used rather than an exact answer in a given situation.
• Describe various strategies used during estimation involving integers, rational numbers.
• Use estimation to predict or to verify the reasonableness of calculated results. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Analyze how changes in one or two dimensions of an object affect perimeter, area, surface area, and volume.
• Describe and compare the impact that a change in one or more dimensions has on objects (e.g., how doubling one dimension of a cube affects the surface area and volume).
• Describe how changes in the dimensions of objects affect perimeter, area, and volume in real world situations (e.g., how does the change in the diameter of an oil drum affect the area and volume).
• Solve problems by deriving the changes in two dimensions necessary to obtain a desired surface area and/or volume (e.g., given a box with certain dimensions, make the volume of the box y cubic units by changing two dimensions of the box).
• Compare a given change in one or two dimensions on the perimeter, area, surface areas, or volumes of two objects.
• Determine the change in one dimension given a change in perimeter, area, volume, or surface area. 1.2.3 Understand how to convert units of measure within systems (U.S. or metric).
• Understand how to convert units of measure within U.S. or within metric systems to achieve an appropriate level of precision.
• Convert within a system to a unit size appropriate to a given situation.
• Convert to a larger unit within a system while maintaining the same level of precision (e.g., represent 532 centimeters to 5.32 meters).
• Convert to a smaller unit within a system to increase the precision of a derived unit of measurement. Procedures, precision, and estimation
1.2.5 Apply formulas to calculate measurements of right prisms or right circular cylinders.
• Explain how to use a formula for finding the volume of a prism or cylinder.
• Use a formula to find the volume of a prism or cylinder.
• Use a formula to derive a dimension of a right prism or right cylinder given other measures.
• Use formulas to describe and compare the surface areas and volumes of two or more right prisms and/or right cylinders.
• Use formulas to obtain measurements needed to describe a right cylinder or right prism. 1.2.6 Understand and apply strategies to obtain reasonable measurements at an appropriate level of precision.
• Identify situations in which approximate measurements are sufficient.
• Estimate a reasonable measurement at an appropriate level of precision.
• Estimate quantities using derived units of measure (e.g., distance or time using miles per hour, cost using unit cost).
• Estimate derived units of measure (e.g., miles per hour, people/year, grams/cubic centimeters).
• Apply a process that can be used to find a reasonable estimate for the volume of prisms, pyramids, cylinders, and cones.
• Estimate volume and surface area for right cylinders and right prisms. | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.1 Understand the relationship among characteristics of one-dimensional, two-dimensional, and three-dimensional figures.
• Identify and label one- and two-dimensional characteristics (rays, lines, end points, line segments, vertices, and angles) in three-dimensional figures.
• Match or draw three-dimensional objects from different perspectives using the same properties and relationships (e.g., match to the correct net, draw the top view).
• Draw and label with names and symbols nets of right prisms and right cylinders.
• Describe everyday objects in terms of their geometric characteristics.
• Describe or classify various shapes based on their characteristics.
• Make and test conjectures about two-dimensional and three-dimensional shapes and their individual attributes and relationships using physical, symbolic, and technological models (e.g., diagonal of a rectangle or prism is the longest interior segment; what figures make up cross-sections of a given three-dimensional shape). 1.3.2 Apply understanding of geometric properties and relationships.
• Use geometric properties and relationships to describe, compare, and draw two-dimensional and three-dimensional shapes and figures.
• Construct geometric figures using a variety of tools and technologies (e.g., angle bisectors, perpendicular bisectors, triangles given specific characteristics).
• Draw a plane shape and justify the answer given a set of characteristics.
• Use the properties of two-dimensional and three-dimensional shapes to solve mathematical problems (e.g., find the width of a river based on similar triangles; given a set of parallel lines, a transversal, and an angle, find the other angles).
• Compare two-dimensional and three-dimensional shapes according to characteristics including faces, edges, and vertices, using actual and virtual modeling.
• Use technology to generate two and three dimensional models of geometric figures with given geometric characteristics (e.g., generate a two-dimensional animation using pentagons with fixed coordinates for one edge).
• Create a three-dimensional scale drawing with particular geometric characteristics. Locations and transformations
1.3.3 Apply understanding of geometric properties and location of points to figures.
• Use coordinates to describe or identify the location of objects on coordinate grids.
• Describe geometric characteristics of two-dimensional objects using coordinates on a grid.
• Describe the location of points that satisfy given conditions (e.g., the set of points equidistant from a given point; a point equidistant from a given set of points).
• Represent situations on a coordinate grid or describe the location of points that satisfy given conditions (e.g., locate a gas station to be equidistant from given cities; locate a staking point to maximize the grazing area of a tethered goat).
• Use tools and technology to draw objects on a coordinate grid based on given conditions.
• Identify, interpret, and use the meaning of slope of a line as a rate of change using physical, symbolic, and technological models. 1.3.4 Apply understanding of multiple transformations.
• Apply multiple transformations to create congruent and similar figures in any or all of the four quadrants.
• Use multiple transformations (combinations of translations, reflections, or rotations) to draw an image.
• Use dilation (expansion or contraction) of a given shape to form a similar shape.
• Determine the final coordinates of a point after a series of transformations.
• Examine figures to determine rotational symmetry about the center of the shape.
• Define a set of transformations that would map one onto the other given two similar shapes.
• Create a design with or without technology using a combination of two or more transformations with one or two two-dimensional figures.
• Use technology to create two- and three-dimensional animations using combinations of transformations. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Probability
1.4.1 Understand the concept of conditional probability.
• Compare the probabilities of dependent and independent events.
• Determine and justify whether the outcome of a first event affects the probability of a later event (e.g., drawing cards from a deck with or without replacement).
• Explain the difference between dependent and independent events.
• Explain and give examples of compound events. 1.4.2 Apply understanding of dependent and independent events to calculate probabilities.
• Determine probabilities of dependent and independent events.
• Generate the outcomes and probability of multiple independent and dependent events using a model or procedure (e.g., tree diagram, area model, counting procedures).
• Generate the outcomes and probability of events using a counting procedure (e.g., the number of license plates that can be made with three letters and three numbers; winning the lottery).
• Explain the relationship between theoretical probability and empirical frequency of dependent events using simulations with and without technology.
• Create a simple game based on independent probabilities wherein all players have an equal probability of winning.
• Create a simple game based on compound probabilities.
• Determine the sample space for independent or dependent events. Statistics
1.4.3 Apply appropriate methods and technology to collect data or evaluate methods used by others for a given research questions.
• Identify sources of bias in data collection questions, samples, and/or methods and describe how such bias can be controlled.
• Evaluate methods and technology used to investigate a research question.
• Collect data using appropriate methods.
• Use technology appropriately to collect data.
• Identify appropriate data collection methods that might impact the accuracy of the results of a given situation. Determine whether the sample for a given study was from a representative sample.
• Determine whether the methods of data collection used were appropriate for a given question or population. 1.4.4 Understand and apply techniques to find the equation for a reasonable linear model.
• Determine the equation for a reasonable line to describe a set of bivariate data.
• Determine the equation of a line that fits the data displayed on a scatter plot.
• Use technology to determine the line of best fit for a set of data.
• Match an equation with a set of data.
• Match an equation with a graphic display.
• Create a graph based on the equation for the line. 1.4.5 Analyze a linear model to judge its appropriateness for a data set.
• Determine whether a straight line is an appropriate way to describe a trend in a set of bivariate data.
• Determine whether the underlying model for a set of data is linear.
• Decide and explain whether it is appropriate to extend a given data set following a line of best fit. [
• Determine whether a linear prediction from a given set of data is appropriate for the data and support the decision with data.
• Determine whether an equation for a line is appropriate for a given set of data and support the judgment with data.
• Use technology to generate data to fit a linear model. 1.4.6 Apply understanding of statistics to make, analyze, or evaluate a statistical argument.
• Identify trends in a set of data in order to make a prediction based on the information. • Justify a prediction or an inference based on a set of data.
• State possible factors that may influence a trend but not be reflected in the data (e.g., population growth of deer vs. availability of natural resources or hunting permits).
• Use statistics to support different points of view.
• Analyze a set of statistics to develop a logical point of view.
• Justify or refute claims and supporting arguments based on data.
• Determine whether statistics have been used or misused to support a point of view or argument and support the evaluation with data. | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Apply processes that use repeated addition (linear) or repeated multiplication (exponential).
• Recognize, extend, or create a pattern or sequence between sets of numbers and/or linear patterns.
• Identify, extend, or create a geometric or arithmetic sequence or pattern.
• Translate among equivalent numerical, graphical, and algebraic forms of a linear function.
• Make predictions based on a pattern or sequence. 1.5.2 Analyze a pattern, table, graph, or model involving repeated addition (linear) or repeated multiplication (exponential) model to write an equation or rule.
• Find the equation of a line in a variety of ways (e.g., from a table, graph, slope-intercept, point-slope, two points).
• Generate and use rules for a pattern to make predictions about future events (e.g., population growth, future sales, growth of corn stalks, future value of savings account).
• Identify or write an equation or rule to describe a pattern, sequence, and/or a linear function.
• Write an equation for a line given a set of information (e.g., two points, point-slope, etc.).
• Write a recursive definition of a geometric pattern (e.g., Start and New = Old * Number).
• Represent systems of equations and inequalities graphically.
• Write a story that represents a given linear equation or expression.
• Write an expression, equation, or inequality with two variables representing a linear model of a real-world problem. Symbols and representations
1.5.4 Apply understanding of equations, tables, or graphs to represent situations involving relationships that can be written as repeated addition (linear) or repeated multiplication (exponential).
• Represent variable quantities through expressions, equations, inequalities, graphs, and tables to represent linear situations involving whole number powers and square and cube roots.
• Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated addition (e.g., models that are linear in nature).
• Identify and use variable quantities to read and write expressions and equations to represent situations that can be described using repeated multiplication (e.g., models that are exponential such as savings accounts and early stages of population growth).
• Recognize and write equations in recursive form for additive models (e.g., starting value, New=Old + some number).
• Select an expression or equation to represent a given real world situation. Evaluating and solving
1.5.5 Apply procedures to simplify expressions.
• Simplify expressions and evaluate formulas involving exponents.
• Justify a simplification of an expression involving exponents.
• Use multiple mathematical strategies and properties to simplify expressions. 1.5.6 Apply procedures to solve equations and systems of equations.
• Rearrange formulas to solve for a particular variable (e.g., given , solve for h).
• Solve real-world situations involving linear relationships and verify that the solution makes sense in relation to the problem.
• Find the solution to a system of linear equations using tables, graphs, and symbols.
• Interpret solutions of systems of equations.
• Solve multi-step equations.
• Use systems of equations to analyze and solve real-life problems.
• Determine when two linear options yield the same outcome (e.g., given two different investment or profit options, determine when both options will yield the same result).
• Use systems of equations to determine the most advantageous outcome given a situation (e.g., given two investment options, determine under what conditions each will yield the best result.).
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Investigate situations.
Example: The following are the times (in seconds) of the Olympics in the given years. Using this information, is it reasonable to believe that the women will run as fast as the men in this event? Justify your answer using this data:
Year Men’s Women’s Year Men’s Women’s
1948 10.3 11.9 1976 10.06 11.08
1952 10.4 11.5 1980 10.25 11.06
1956 10.5 11.5 1984 9.99 10.97
1960 10.2 11.0 1988 9.92 10.54
1964 10 11.4 1992 9.96 10.82
1968 9.95 11.0 1996 9.84 10.94
1972 10.14 11.07 2000 9.87 10.75 |
2.1.1 Analyze a situation to define a problem.
• Use strategies to become informed about the situation (e.g., listing information; examine the table for patterns; create a scatter plot to look for patterns; asking questions).
• Summarize the problem (e.g., there are Olympic winning times over the past 50 years; both men’s and women’s times are decreasing; will there come a time when women run faster than men).
• Determine whether enough information is given to find a solution (e.g., list what is needed to be found; extend the pattern to see if women’s times will be less).
• Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed).
• Define the problem (e.g., if the pattern continues in the same fashion, will women run faster than men and, if so, when will that occur). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Apply strategies, concepts, and procedures to devise a plan to solve the problem.
• Organize relevant information from multiple sources (e.g., create a list of known and unknown information; create a scatter plot of men’s and women’s times vs. time on the same coordinate axis to analyze the patterns).
• Select and apply appropriate mathematical tools to devise a strategy in a situation (e.g., if the data, in either tabular or graphical form, suggest a linear relationship, plan to find a linear equation for each set of data; solve those equations simultaneously [or use technology to find the intersection of the two lines] to answer the question). If the data pattern suggests a non-linear model, plan to project what the pattern is and extend that pattern. 2.2.2 Apply mathematical tools to solve the problem.
• Implement the plan devised to solve the problem (e.g., solve the set of simultaneous equations to arrive at a time where the two times are the same).
• Use mathematics to solve the problem (e.g., use algebra to write equations for the two linear models, solve the system of equations using either symbols or technology).
• Identify when an approach is unproductive and modify or try a new approach (e.g., if the result does not make sense in the context, return to the plan to see if something has gone wrong and adjust accordingly).
• Check the solution to see if it works (e.g., the solution may be a partial year [i.e., 2003.6]; decide how to deal with this and also if the year is reasonable [i.e., 1925 does not make sense given the context]).
Math EALR 3: The student uses mathematical reasoning.
| Component 3.1: Analyze information. |
3.1.1. Synthesize information from multiple sources in order to answer questions.
• Use the properties of two-dimensional and three-dimensional figures to solve mathematical problems (e.g., find the width of a river based on similar triangles; given a set of parallel lines, a transversal, and an angle, find the other angles). | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Apply skill of conjecturing and analyze conjectures by formulating a proof or constructing a counter example.
• Make and test conjectures about two-dimensional and three-dimensional figures and their individual attributes and relationships using physical, symbolic, and technological models (e.g., diagonal of a rectangle or prism is the longest interior segment; what figures make up cross-sections of a given three-dimensional shape). 3.2.2 Analyze information to draw conclusions and support them using inductive and deductive reasoning.
• Compare and describe the volume of cylinders, cones, and prisms when an attribute is changed (e.g., the area of the base, the height of solid).
• Draw a plane shape of a given set of characteristics and justify the answer.
• Identify trends in a set of data in order to make a prediction based on the information.
• Use statistics to support different points of view. 3.2.3 Analyze procedures to determine appropriateness of claims and arguments.
• Examine claims and supporting arguments based on data and make needed revisions. | Component 3.3: Verify results. |
3.3.1 Analyze results using inductive and deductive reasoning.
• Compare and contrast similar two-dimensional figures and shapes using properties of two-dimensional figures and shapes.
• Find a reasonable estimate for the volume of prisms, pyramids, cylinders, and cones. 3.3.2 Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, counter examples, or proportional reasoning.
• Examine a set of data, research other sources to see if the data is consistent, find articles written to see if the data makes sense, to develop a logical point of view and to support that view.
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Understand how to develop or apply an efficient system for collecting mathematical information for a given purpose.
• Collect data efficiently on the outcomes of first events and later events to determine and justify how the first event affects the probability of later events (e.g., drawing cards from a deck with or without replacement). 4.1.2 Synthesize mathematical information for a given purpose from multiple, self-selected sources.
• State possible factors that may influence a trend but not be reflected in the data (e.g., population growth of deer vs. availability of natural resources or hunting permits). | Component 4.2: Organize, represent, and share information. |
4.2.1 Analyze mathematical information to organize, clarify, and refine an argument.
• Develop an argument to support a given point of view and set of statistics. 4.2.2 Understand how to express ideas and situations using mathematical language and notation.
• Explain how division of measurements produces a derived unit of measurement (e.g., miles traveled divided by hours traveled yields the derived unit [miles per hour]).
• Describe the location of points that satisfy given conditions (e.g., the set of points equidistant from a given point; a point equidistant from a given set of points).
• Describe and compare the impact that a change in one or more dimensions has on objects (e.g., doubling the edge of a cube affects the surface area).
• Explain the relationship between theoretical probability and empirical frequency of dependent events using simulations with and without technology.
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations. | Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Apply multiple mathematical concepts and procedures in a given problem or situation.
• Estimate derived units of measure (e.g., miles per hour, people/year, grams/cubic centimeters).
• Determine the final coordinates of a point after a series of transformations. 5.1.2 Understand how use different mathematical models and representations in the same situation.
• Identify, interpret, and use the meaning of slope of a line as a rate of change using concrete, symbolic, and technological models.
• Construct one-dimensional, two-dimensional, and three-dimensional geometric figures using a variety of tools and technologies (e.g., angle bisectors, perpendicular bisectors, triangles given specific characteristics).
• Find the equation of a line in a variety of ways (e.g., from a table, graph, slope-intercept, point-slope, two points).
• Find the solution to a system of linear equations using tables, graphs and symbols. | Component 5.2: Relate mathematical concepts procedures to other disciplines. |
5.2.1 Analyze mathematical patterns and ideas to extend mathematical thinking and modeling in other disciplines.
• Justify a prediction or an inference based on a set of data.
• Create a physical activity plan that results in a specified number of calories over a specified time. 5.2.2 Know contributions of individuals and cultures to the development of mathematics.
• Recognize the mathematical contribution of a person or culture (e.g., create a report or presentation that highlights a mathematical contribution related to current mathematical study). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand situations in which mathematics can be used to solve problems with local, national, or international implications.
• Explain a method for determining whether a real world problem involves direct proportion or inverse proportion.
• Describe how changes in the dimensions of objects affect perimeter, area, and volume in real-world situations (e.g., how does the change in the diameter of an oil drum affect the area and volume).
• Represent situations on a coordinate grid or describe the location of points that satisfy given conditions (e.g., locate a gas station to be equidistant from given cities; locate a staking point to maximize the grazing area of a tethered goat). 5.3.2 Understand the mathematical knowledge and training requirements for occupational/career areas of interest.
• Select a career and research the mathematics necessary to get the job and the mathematics used in the job. Return to top of page
WRITING
In ninth and tenth grades, students write independently with confidence and proficiency. They explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Students choose the most appropriate form of writing to achieve the desired result for the intended audience. As students persevere though complex writing projects, they write sophisticated, complex literary texts and/or organized, fluent, and well-supported nonfiction. Complex forms of punctuation are used accurately and grammar/language is manipulated to enhance writing. Vocabulary is carefully chosen to create vivid mental images or elaborate on ideas. Students maintain a portfolio or collection of their own writing and continue to regard writing to be an essential tool to further their own learning in and beyond high school. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing
• Gathers, analyzes, synthesizes, and organizes information from a variety of sources (e.g., interviews, websites, books, field notes)
• Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational, persuasive, or literary writing
• Uses prewriting stage to generate ideas, determine purpose, analyze audience, select form, research background information, formulate a thesis, and organize text | Component 1.2: Produces draft(s). |
1.2.1 Analyzes task and composes multiple drafts when appropriate
• Refers to prewriting plan
• Drafts according to audience, purpose, and time
• Drafts by hand and/or on the computer
• Assesses draft and/or feedback, decides if multiple drafts are necessary, and justifies decision | Component 1.3: Revises to improve text. |
1.3.1 Revises text, including changes in words, sentences, paragraphs, and ideas
• Selects and uses effective revision tools or strategies based on project (e.g., sentence analysis form, revision criteria checklist, “find-and-replace” or “track changes” functions of word processing program)
• Rereads work several times and has a different focus for each reading (e.g., first reading – looking for the strength or effectiveness of an argument and organizational structure, second reading – considering appropriateness for audience and purpose, third reading -- looking for clarity of persuasive language)
• Decides if revision is warranted
• Seeks and considers feedback from a variety of sources (e.g., teachers, peers, community members, editors)
• Records feedback using writing group procedure (e.g., partner revision)
• Explains the value of feedback for improving writing (e.g., requests feedback for help with specific trouble area, selects appropriately from suggestions)
• Evaluates and justifies the choice to use feedback in revisions or not (e.g., “I didn’t change my second example because...”)
• Revises typographical devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical and content-area writing forms (e.g., resumé, business letter)
• Uses multiple resources to improve text (e.g., writing guides, assignment criteria, internet grammar guide, peers, thesaurus, dictionary) | Component 1.4: Edits text. |
1.4.1 Edits for conventions (see 3.3)
• Identifies and corrects errors in conventions
• Uses appropriate references and resources (e.g., dictionary, writing/style guides, electronic spelling and grammar check, adults, peers)
• Edits with a critical eye, often using a self-initiated checklist or editing guide (e.g., editing symbols, paper submission guidelines)
• Proofreads final draft for errors | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., website, literary magazines, blogs, local newspaper)
• Publishes using a range of graphics and illustrative material (e.g., time lines, flow charts, political cartoons, diagrams)
• Publishes material in appropriate form (e.g., films, multi-media demonstrations, culminating project) and format (e.g., credits in film, font size, section breaks in longer document)
• Publishes using visual and dramatic presentations (e.g., debates, mock election, monologue)
• Uses a variety of available technological resources (e.g., charts, overheads, word processor, photo software, presentation software) to produce, design, and publish a professional-looking final product | Component 1.6: Adjusts writing process as necessary. |
1.6.1 Applies understanding of the recursive nature of writing process
• Revises at any stage of process
• Edits as needed at any stage 1.6.2 Uses collaborative skills to adapt writing process
• Delegates parts of process to team members (e.g., in prewriting, one team member interviews, one team member brainstorms possible sections)
• Collaborates on drafting, revising, and editing • Collaborates on final layout and publishing/presenting (e.g., yearbook, literary magazine) 1.6.3 Uses knowledge of time constraints to adjust writing process
• Adapts time allotted for data gathering and number of drafts for shorter projects
• Writes to meet a deadline
• Creates a management time line/flow chart for written projects (e.g., Thirteenth-Year Plan, exit project, oral histories)
• Decreases time for prewriting, drafting, revising, and editing when working on in-class, on-demand pieces (e.g., essay exams)
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects (e.g., literary analysis, research paper)
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes. | Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Applies understanding of multiple and varied audiences to write effectively
• Identifies an intended audience
• Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture, age, and gender of audience)
• Respects the cultural backgrounds of potential audiences
• Describes how a particular audience may interpret a text (e.g., eliminating biased language in exposition or choosing biased language carefully for persuasion)
• Anticipates and addresses readers’ questions or arguments | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information)
• Writes for self expression
• Writes to analyze informational and literary texts
• Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense)
• Writes to examine a variety of perspectives (e.g., argumentative paper on opposing viewpoints concerning medical research and animal testing)
• Writes for more than one purpose using a form (e.g., a memoir that persuades, entertains, and/or informs)
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote to support a position in an expository research paper) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Integrates more than one form/genre in a single piece (e.g., a persuasive essay written using a first-person anecdote, a poem, a journal entry, research notes, a classroom discussion, and a letter)
• Maintains a log or portfolio to track variety of forms/genres used
• Produces a variety of new forms/genres Examples:
o research papers
o memoirs
o mysteries
o parodies
o monologues
o documentaries
o cover letters
o satires
o essays (e.g., extended literary analyses)
o editorials
o proposals
o resumés
o blogs | Component 2.4: Writes for career applications. |
2.4.1 Produces documents used in a career setting
• Collaborates with peers on long-term team writing projects (e.g., research paper for an exit project)
• Produces technical and non-technical documents for career audiences (e.g., proposal, resumé, abstract) taking into consideration technical formats (e.g., bullets, numbering, subheadings, blank space)
• Selects and synthesizes information from technical and career documents for inclusion in writing (e.g., High School and Beyond Plan that includes information summarized from online vocational source or other informational text)
• Understands the importance of using a standard reference style consistently when writing reports or technical documents (e.g., MLA, APA, Turabian)
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples
• Presents a manageable thesis while maintaining a consistent focus in an individualized and purposeful manner (e.g., “Obtaining a driver’s license should not be tied to grades in school.”)
• Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build upon each other)
• Uses personal experiences, observations, and/or research from a variety of sources to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate researched information to explain or persuade; contrasting points of view to support a hypothesis or argument)
• Integrates the elements of character, setting, and plot to create a convincing fictional world | Component 3.2: Uses appropriate style. |
3.2.1 Analyzes audience and purposes and uses appropriate voice
• Writes with a clearly defined voice appropriate to audience
• Writes in an individual, knowledgeable, and consistent voice in expository, technical, and persuasive writing
• Selects appropriate point of view for technical writing and/or specific content areas (e.g., third person point of view for science lab write-ups, first person for field journals, second person for how-to technical manuals) 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes
• Uses precise language to persuade or inform
• Uses precise language in poetic and narrative writing
• Uses the vernacular appropriately
• Uses specialized vocabulary relevant to a specific content area (e.g., plate tectonics, mitosis, photosynthesis)
• Uses literary devices deliberately (e.g., extended metaphor, symbols, analogies)
• Uses sound devices deliberately in prose and poetry (e.g., assonance, consonance)
• Considers connotation and denotation, including cultural connotation, when selecting words (police officer vs. cop, bias vs. prejudice) 3.2.3 Uses a variety of sentences consistent with audience, purpose, and form
• Writes a variety of sentence structures and lengths to create a cadence appropriate for diverse audiences, purposes, and forms
• Writes a variety of sentence structures (e.g., absolutes to add detail and elaborate: “Fingers gripping the table, the student waited for the results.”)
• Writes short sentences and phrases in technical writing
• Uses a variety of sentence structures (e.g., line breaks, stanzas, pattern, repetition) to purposefully shape a poem | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, upper case and lower case) Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Spells accurately in final draft
• Uses spelling rules and patterns from previous grades
• Uses a multiple strategies to spell. Examples:
o homophones (e.g., council and counsel, stationary and stationery)
o affixes (e.g., -cian, -ness)
o roots (e.g., anthropology, philosophy)
o foreign spellings (e.g., alumna/alumnae/alumnus, medium/media, datum/data)
o words from other languages (e.g., bourgeois, kindergarten, espresso, boutique, coyote)
o frequently misspelled words (e.g., perceive, congratulations, success)
• Uses resources to correct own spelling 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Uses resources to check capitalization 3.3.4 Applies punctuation rules
• Uses punctuation rules from previous grades
• Uses commas to set off nonrestrictive clauses (e.g., The gym, which was built last year, is used every day.)
• Uses brackets around an editorial correction or to set off added words
• Uses the dash (--) to indicate emphasis or a sudden break; to set off an introductory series; to show interrupted speech •Use appropriate punctuation when writing in other languages (e.g., René)
• Uses resources to check punctuation 3.3.5 Applies usage rules
• Applies usage rules from previous grades
• Avoids dangling modifiers (e.g., “After I stood in line for hours I discovered the tickets were sold out.” rather than: “After standing in line for hours the tickets were sold out.” The second sentence makes it appear that the tickets were in line.)
• Uses who vs. whom correctly
• Uses that vs. which and that vs. who correctly
• Uses “either…or” and “neither…nor” correctly
• Uses many commonly confused words correctly (e.g., “accept” vs. “except” or “can” vs. “may”)
• Uses active voice except when passive voice is appropriate (e.g., active voice: “They saw it.” vs. passive voice: “It was seen by them.”)
• Uses parallel construction in clauses
o parallel: The coach told the players they should get plenty of sleep, they should eat well, and they should do some warm- up exercises.
o not parallel: The coach told the players they should get plenty of sleep, that they should eat well, and to do some warm up exercises.
• Uses resources to check usage 3.3.6 Uses complete sentences in writing
• Uses fragments intentionally for effect 3.3.7 Applies paragraph conventions
• Uses paragraph conventions from previous grades
• Uses textual markers (e.g., page numbers, footnotes, space for pictures) 3.3.8 Applies conventional forms for citations
• Cites sources according to prescribed format (e.g., MLA, APA, Turabian)
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Analyzes and evaluates writing using established criteria
• Critiques writing, independently and in groups, according to detailed scoring guide, sometimes developed collaboratively (e.g., checklist, rubric, continuum)
• Identifies persuasive elements in a peers’ writing and critiques the effectiveness (e.g., preponderance of evidence, citing experts, compromise solutions)
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., accurate scientific terms regarding the effectiveness of the solution to the problem) 4.1.2 Analyzes and evaluates own writing using established criteria
• Explains strengths and weaknesses of own writing using criteria (e.g., content or performance standards, WASL or 6-trait rubrics)
• Rereads own work for the craft of writing (e.g., character development, irony, tone) as well as the content (e.g., quotations to support contentions)
• Uses criteria to choose and defend choices for a writing portfolio
• Provides evidence that goals have been met (e.g., selects pieces for culminating exhibition) | Component 4.2: Sets goals for improvement. |
4.2.1 Evaluates and adjusts writing goals using criteria
• Monitors progress towards goals over time (e.g., "I need to try free verse next quarter.")
• Analyzes progress (e.g., "My free verse needs better imagery.")
• Evaluates goals (e.g., “I need to allow time for substantive revisions.”)
• Adjusts goals (e.g., "I will write a ballad next quarter.")
• Maintains a written log of long-range goals (e.g., "I will try other genres, vary points of view, elaborate on evidence, and seek publication.") and a portfolio of work Return to top of page
SCIENCE In ninth and tenth grades, students examine scientific theories and master both their field and controlled investigative skills. They develop physical, conceptual, and mathematical models to represent and investigate objects, events, systems, and processes. Students infer and make predictions based on scientific evidence and then apply their skills and knowledge to new situations. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.1 Understand the atomic nature of matter, how it relates to physical and chemical properties and serves as the basis for the structure and use of the periodic table.
• (10) Identify an unknown substance using the substance’s physical and chemical properties.
• (10) Explain and predict the behavior of a substance based upon the substance’s atomic structure, physical properties, and chemical properties.
• (10) Describe the properties of electrons, protons, and neutrons (i.e., electrons have negative charge and very little mass, protons have positive charge and much mass, neutrons have neutral charge and the same mass as protons).
• (10) Explain how changing the number of electrons, neutrons, and protons of an atom affects that atom, including atomic name, number, and placement on the periodic table.
• (10) Explain the similar properties of elements in a vertical column (groups or families) of the periodic table.
• (10) Predict the properties of an element based on the element’s location (groups or families) on the periodic table. 1.1.2 Apply an understanding of direction, speed, and acceleration when describing the linear motion of objects.
• (9) Describe the linear motion (speed, direction, and acceleration) of an object over a given time interval relative to Earth or some other object (e.g., as a car accelerates onto a freeway the car speeds up from 30 km/hr to 90 km/hr in 10 sec.).
• (9) Determine and explain the average speed of an object over a given time interval when the object is moving in a straight line. 1.1.3 Analyze sound waves, water waves, and light waves using wave properties, including frequency and energy. Understand wave interference.
• (10) Describe the relationship between the wave properties of amplitude and frequency and the energy of a wave (e.g., loud vs. soft sound, high vs. low pitch sound, bright vs. dim light, blue light vs. red light).
• (10) Explain the relationship between a wave’s speed and the properties of the substance through which the waves travels (e.g., all sound regardless of loudness and pitch travels at the same speed in the same air; a wave changes speed only when traveling from one substance to another).
• (10) Predict and explain what happens to the pitch of sound and color of light as the wave frequency increases or decreases.
• (10) Compare the properties of light waves, sound waves, and water waves.
• (10) Describe the effects of wave interference (constructive and destructive). 1.1.4 Analyze the forms of energy in a system, subsystems, or parts of a system.
• (10) Explain the forms of energy present in a system (i.e., thermal energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, chemical energy, and nuclear energy).
• (10) Compare the potential and/or kinetic energy of parts of systems at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).
• (10) Measure and describe the thermal energy of a system, subsystem, and/or parts of a system in terms of molecular motion (temperature) and energy from a phase change (e.g., observe, measure, and record temperature changes over time while heating ice to boiling water). 1.1.5 Understand and analyze how the chemical composition of Earth materials (rocks, soils, water, and air) is related to their physical properties.
• (9) Correlate the chemical composition of Earth materials (i.e., rocks, soils, water, and gases of the atmosphere) with their physical properties (e.g., limestone reaction to acid, the conductivity of copper, ice floats on water). 1.1.6 Analyze structural, cellular, biochemical, and genetic characteristics in order to determine the relationships among organisms.
• (10) Analyze the relationship among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedback of a system and its subsystems.
• (9) Describe the function of a system’s parts or subsystems.
• (9) Explain inputs, outputs, transfers, transformations, and feedback of matter, energy, and information in a system.
• (10) Explain the interconnections between a system’s parts or subsystems. 1.2.2 Analyze energy transfers and transformations within a system, including energy conservation.
• (9) Describe and determine the energy inputted to an object as work (i.e., work on an object is the product of the force acting on the object and the distance the object moves as the force acts).
• (9) Describe how a machine transfers work and transforms force and distance through a force-distance trade-off (e.g., a small force acting over a long distance can be transformed to a large force acting over a short
• distance).
• (9) Examine and explain how energy is transferred within and among systems.
• (10) Distinguish conditions likely to result in transfers or transformations of energy from one part of a system to another (e.g., a temperature difference may result in the flow of thermal energy from a hot area to a cold area).
• (10) Describe what happens in terms of energy conservation to a system’s total energy as energy is transferred or transformed (e.g., energy is never “lost,” the sum of kinetic and potential energy remains somewhat constant).
• (10) Explain the relationship between the motion of particles in a substance and the transfer or transformation of thermal and electrical energy (e.g., conduction of thermal and electrical energy as particles collide or interact, convection of thermal energy as groups of particles move from one place to another, and light waves transforming into thermal energy).
• (10) Explain how or whether a phase change, a chemical reaction, or a nuclear reaction absorbs or releases energy in a system (e.g., water vapor forming rain or snow releases energy; water molecules speed up as they absorb energy until the molecules gain enough energy to become water vapor) 1.2.3 Understand the structure of atoms, how atoms bond to form molecules, and that molecules form solutions.
• (10) Describe molecules forming a solution (e.g., salt added to water dissolves, forming a salt water solution, until saturation when no more salt will dissolve).
• (10) Describe how to separate mixtures and or solutions of several different kinds of substances (e.g., sand, sugar, iron filings).
• (10) Describe the structure of atoms in terms of protons and neutrons forming the nucleus, which is surrounded by electrons (e.g., a helium atom usually has a nucleus formed by 2 protons and 2 neutrons, which is surrounded by 2 electrons).
• (10) Describe how atoms bond to form molecules in terms of transferring and/or sharing electrons (e.g., sodium atoms transfer an electron to chlorine atoms to form salt). 1.2.4 Analyze the patterns and arrangements of Earth systems and subsystems including the core, the mantle, tectonic plates, the hydrosphere, and layers of the atmosphere.
• (9) Identify and describe sources of Earth’s internal and external thermal energy.
• (9) Explain how plate tectonics is caused by Earth’s internal energy (e.g., nuclear energy from radioactivity in the core transforms to thermal energy in the mantle that, through convection, causes the motion of tectonic plates).
• (9) Correlate Earth’s surface features to observable weather patterns (e.g., rain shadow, deserts, rain forest). 1.2.5 Understand that the Solar System is in a galaxy in a universe composed of an immense number of stars and other celestial bodies.
• (10) Describe how the Solar System is part of the Milky Way Galaxy.
• (10) Compare how stars and other celestial bodies (at least 100 billion) are similar and different from each other (i.e., size, composition, distance from the Earth, temperature, age, source of light, and movement in space).
• (10) Describe how other galaxies and other celestial bodies appear from Earth. 1.2.6 Understand cellular structures, their functions, and how specific genes regulate these functions.
• (10) Describe cellular structures that allow cells to extract and use energy from food, eliminate wastes, and respond to the environment (e.g., every cell is covered by a membrane that controls what goes into and out of the cell).
• (10) Describe how DNA molecules are long chains linking four kinds of smaller molecules, whose sequence encodes genetic information.
• (10) Describe how genes (DNA segments) provide instructions for assembling protein molecules in cells.
• (10) Describe how proteins control life functions (e.g., the proteins myosin and actin interact to cause muscular contraction; the protein hemoglobin carries oxygen in some organisms) 1.2.7 Understand how genetic information (DNA) in the cell is encoded at the molecular level and provides genetic continuity between generations.
• (10) Describe the role of chromosomes in reproduction (i.e., parents pass on chromosomes, which contain genes, to their offspring).
• (10) Describe the possible results from mutation in DNA (e.g., only mutations in sex cells can be passed to offspring; mutations in other cells can only be passed to descendant cells).
• (10) Describe how organisms pass on genetic information via asexual life cycles (i.e., the replication of genes in asexual reproduction results in the same gene combinations in the offspring as those of the parent).
• (10) Describe how organisms pass on genetic information via sexual life cycles (i.e., the sorting and the recombination of genes in sexual reproduction results in a great variety of gene combinations and resultant variations in the offspring of any two parents) 1.2.8 Analyze how human organ systems regulate growth, development, and life functions.
• (10) Name the structural and functional characteristics of human organ systems, including the endocrine, immune, nervous, reproductive, and skin systems.
• (10) Describe how the human body maintains relatively constant internal conditions (e.g., temperature, acidity, and blood sugar).
• (10) Explain how human organ systems help maintain human health.
• (10) Describe the role of human organ systems during human growth and development.
• (10) Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzyme and substrate to interlocking puzzle pieces). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.1 Analyze the forces acting on objects.
• (9) Describe how machines transform forces (e.g., a long lever allows a small downward input force to be transformed into a large upward output force).
• (9) Describe the strength (in newtons[N]) and direction of forces acting on an object.
• (9) Measure and describe the sum of all the forces acting on an object.
• (9) Describe how forces between objects occur, both when the objects are touching and when the objects are apart.
• (9) Explain that the strength of a gravitational force between two objects depends on the mass of the objects and the distance between the objects. 1.3.2 Analyze the effects of balanced and unbalanced forces on the motion of an object.
• (9) Describe the balanced forces acting on an object moving at a constant speed along a straight line, 1st Law of Motion (e.g., a car traveling at a constant speed of 60 mph on a straight freeway has a force pushing it forward balanced by frictional forces acting in the opposite direction).
• (9) Explain how unbalanced forces change the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a 2-kg object needs twice the unbalanced force to speed up the same amount as a 1-kg object).
• (9) Investigate and describe that forces always come in pairs, 3rd Law of Motion (e.g., pull a spring scale against another spring scale, as water blasts out of a bottle rocket two forces act — a force on the water and an equal force on the rocket). 1.3.3 Analyze the factors that affect physical, chemical, and nuclear changes and understand that matter and energy are conserved.
• (9) Investigate and analyze the effect of different factors on the rate of a physical and chemical change (e.g., temperature, surface area, pressure, catalysts).
• (9) Explain how chemical changes produce substances with different chemical properties and the same total mass.
• (9) Describe the products of radioactive decay in terms of the conservation of matter and energy (e.g., a radioactive nucleus decays into a new nucleus and emits particles and rays).
• (9) Recognize and explain that the rate of radioactive decay of a substance is constant, not affected by any factors (e.g., the half-life of a radioactive substance is constant over a long time and a wide range of conditions found on Earth). 1.3.4 Analyze processes that have caused changes to the features of Earth’s surface, including plate tectonics.
• (9) Describe the processes that cause the movement of material in Earth’s systems (e.g., pressure differences that cause convection resulting in winds, mantle movement, and ocean currents; erosion and deposition).
• (9) Describe the effects of glaciation and floods on the Pacific Northwest.
• (9) Describe the causes and effects of volcanoes, hot spots, and earthquakes in Washington State and elsewhere (e.g., subduction of the Juan de Fuca plate causes earthquakes that may cause seismic sea waves; earthquakes along the Seattle fault cause P, S, and surface seismic waves).
• (9) Explain how substances change as they move through Earth’s systems (e.g., carbon cycle, nitrogen cycle, burning of wood and fossil fuels) 1.3.5 Analyze a variety of evidence, including rock formations, fossils, and radioactive decay, to
construct a sequence of geologic events.
• (9) Explain how decay rates of radioactive materials in rock layers are used to establish the age of fossil remains or the time of geologic events.
• (9) Describe how rock formations can be used to determine the nature of past geologic events.
• (9) Correlate evidence of geologic events to the relative and absolute dates of rock layers to construct a sequence of the history of Earth. 1.3.6 Analyze the factors that influence weather and climate.
• (9) Explain how energy transfers and transformations among the atmosphere, hydrosphere, and landforms affect climate and weather patterns.
• (9) Explain how greenhouse gases in the atmosphere affect climate (e.g., global warming).
• (9) Describe how catastrophic events (e.g., volcanic eruptions, forest fires, asteroid impacts) can cause climate and weather changes. 1.3.7 Understand how stars, solar systems, galaxies, and the universe were formed and how these systems continue to evolve.
• (10) Explain phenomena caused by the regular and predictable motions of planets and moons in the Solar System.
• (10) Describe how the Solar System formed.
• (10) Describe that the Solar System is part of the Milky Way Galaxy and how the Milky Way and other galaxies appear from Earth.
• (10) Describe the formation and life cycle of stars.
• (10) Describe the properties of different stars (e.g., size, temperature, age, formation, energy production).
• (10) Describe how the Big Bang theory explains the observed properties of the universe (e.g., expansion, evolution, structures, element generation by fusion). 1.3.8 Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated.
• (9) Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
• (9) Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
• (9) Describe how individual cells break down energy-rich molecules to provide energy for cell functions. 1.3.9 Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity.
• (10) Describe the factors that drive natural selection (i.e., overproduction of offspring, genetic variability of offspring, finite supply of resources, competition for resources, and differential survival).
• (10) Explain how natural selection and adaptation lead to organisms well suited for survival in particular environments.
• (10) Examine or characterize the degree of evolutionary relationship between organisms based on biochemical, genetic, anatomical, or fossil record similarities and differences. 1.3.10 Analyze the living and nonliving factors that affect organisms in ecosystems.
• (9) Describe how matter and energy are transferred and cycled through ecosystems (i.e., matter and energy move from plants to herbivores/omnivores to carnivores and decomposers).
• (9) Compare different ecosystems in terms of the cycling of matter and flow of energy.
• (9) Describe how population changes cause changes in the cycle of matter and the flow of energy in ecosystems.
• (9) Describe the living and nonliving factors that limit the size and affect the health of a population in an ecosystem.
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations.
• (9, 10) Generate a new question that can be investigated with the same materials and/or data as a given investigation.
• (9, 10) Generate questions, and critique whether questions can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations.
• (9, 10) Make a hypothesis about the results of an investigation that includes a prediction with a cause-effect reason.
• (9, 10) Generate a logical plan for, and conduct, a systematic and complex scientific controlled investigation with the following attributes:
• hypothesis (prediction with cause-effect reason)
• appropriate materials, tools, and available computer technology
• controlled variables
• one manipulated variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• experimental control condition when appropriate
• additional validity measures
• (9, 10) Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• (9, 10) Identify and explain safety requirements that would be needed in an investigation. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
• (9, 10) Generate a scientific conclusion, including supporting data from an investigation, using inferential logic. (e.g., The fertilizer did help the plants grow faster, but had little effect on the number of seeds that germinated. With the fertilizer, the plants matured 35 days sooner than plants without the fertilizer. Almost all of the 30 seeds used germinated, 13 seeds in the fertilized soil and 14 seeds in the soil without fertilizer.)
• (9, 10) Describe a reason for a given conclusion using evidence from an investigation.
• (9, 10) Generate a scientific explanation of an observed phenomenon using given data.
• (9, 10) Predict and explain what logically might occur if an investigation lasted longer or changed.
• (9, 10) Explain the difference between evidence (data) and conclusions.
• (10) Revise a scientific explanation to better fit the evidence and defend the logic of the revised explanation.
• (9, 10) Explain how scientific evidence supports or refutes claims or explanations of phenomena. 2.1.4 Analyze how physical, conceptual, and mathematical models represent and are used to investigate objects, events, systems, and processes.
• (9, 10) Compare how a model or different models represent the actual behavior of an object, event, system, or process.
• (9, 10) Evaluate how well a model describes or predicts the behavior of an object, event, system, or process.
• (9, 10) Create a physical, conceptual, and/or mathematical (computer simulation) model to investigate, predict, and explain the behavior of objects, events, systems, or processes (e.g., DNA replication). 2.1.5 Apply understanding of how to report complex scientific investigations and explanations of objects, events, systems, and processes and how to evaluate scientific reports.
• (9, 10) Report observations of scientific investigations without making inferences.
• (9, 10) Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations to concepts, principles, and theories
• safety procedures used
• (9, 10) Describe the difference between an objective summary of data and an inference made from data.
• (9, 10) Compare the effectiveness of different graphics and tables to describe patterns, explanations, conclusions, and implications found in investigations.
• (9, 10) Critique a scientific report for completeness, accuracy, and objectivity. | Component 2.2 Nature of Science: Understand the nature of scientific inquiry |
2.2.1 Analyze why curiosity, honesty, cooperation, openness, and skepticism are important to scientific explanations and investigations.
• (9, 10) Explain why honesty ensures the integrity of scientific investigations (e.g., explanations in the absence of credible evidence, questionable results, conclusions or explanations inconsistent with established theories).
• (9, 10) Explain why a claim or a conclusion is flawed (e.g., limited data, lack of controls, weak logic).
• (9, 10) Explain why scientists are expected to accurately and honestly record, report, and share observations and measurements without bias.
• (9, 10) Explain why honest acknowledgement of the contributions of others and information sources are necessary (e.g., undocumented sources of information, plagiarism).
• (9, 10) Explain why peer review is necessary in the scientific reporting process. 2.2.2 Analyze scientific theories for logic, consistency, historical and current evidence, limitations, and capacity to be investigated and modified.
• (9, 10) Describe how a theory logically explains a set of facts, principles, concepts and/or knowledge.
• (9, 10) Describe a theory that best explains and predicts phenomena and investigative results.
• (9, 10) Explain how scientific theories are open to investigation and have the capacity to be modified. 2.2.3 Evaluate inconsistent or unexpected results from scientific investigations using scientific explanations.
• (9, 10) Evaluate similar investigations with inconsistent or unexpected results.
• (9, 10) Explain whether sufficient data has been obtained to make an explanation or conclusion (e.g., reference previous and current research; incorporate scientific concepts, principles, and theories).
• (9, 10) Explain why results from a single investigation or demonstration are not conclusive about a phenomenon. 2.2.4 Analyze scientific investigations for validity of method and reliability of results.
• (9, 10) Describe how the methods of an investigation ensured reliable results.
• (9, 10) Explain how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• (9, 10) Describe how the methods of an investigation ensured validity (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• (9, 10) Explain the purpose of the steps of an investigation in terms of the validity of the investigation.
• (9, 10) Explain how to improve the validity of an investigation (e.g., control more variables, better measuring techniques, increased sample size, control for sample bias, include experimental control condition when appropriate, include a placebo group when appropriate).
• (10) Explain an appropriate type of investigation to ensure reliability and validity for a given investigative question (e.g., descriptive, controlled, correlational, comparative, see Appendix D and Appendix E). 2.2.5 Understand how scientific knowledge evolves.
• (9) Explain how existing ideas were synthesized from a long, rich history of scientific explanations and how technological advancements changed scientific theories.
• (9, 10) Explain how scientific inquiry results in new facts, evidence, unexpected findings, ideas, explanations, and revisions to current theories.
• (9, 10) Explain how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• (9, 10) Explain how increased understanding of systems leads to new questions to be investigated.
• (9, 10) Explain how new ideas need repeated inquiries before acceptance.
• (9, 10) Use new tools to investigate a system to discover new facts about the system that lead to new ideas and questions.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Analyze local, regional, national, or global problems or challenges in which scientific design can be or has been used to design a solution.
• (9, 10) Explain how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding the composition of an Earth material can be useful to humans, such as copper ore being used to make copper wire).
• (9, 10) Explain the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding the effect of seismic waves on structures can be used to design buildings to withstand an earthquake).
• (9, 10) Explain how to scientifically gather information to develop a solution (e.g., perform a scientific investigation and collect data to establish the best materials to use in a solution to the problem).
• (9, 10) Describe an appropriate question that could lead to a possible solution to a problem.
• (9, 10) Describe a change that could improve a tool or a technology. 3.1.2 Evaluate the scientific design process used to develop and implement solutions to problems or challenges.
• (9, 10) Research, propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect empirical data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• (9, 10) Evaluate possible solutions to the problem (e.g., describe how to clean up a polluted stream).
• (9, 10) Evaluate the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Evaluate consequences, constraints, and applications of solutions to a problem or challenge.
• (9, 10) Explain the criteria to evaluate the solution(s) to a problem or challenge.
• (9, 10) Explain the effectiveness of the solution to the problem or challenge using scientific principles and concepts.
• (9, 10) Explain the consequences of the solution(s) to the problem or challenge (e.g., doubling the fertilizer will probably not double the plant growth and could cause harm to the ecosystem).
• (9, 10) Explain how to change a system to solve a problem or improve a solution to a problem.
• (9, 10) Compare and evaluate the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles. | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies.
• (9) Explain how life has changed throughout history because of scientific knowledge and technological advances from a variety of peoples.
• (10) Compare the impacts of diverse cultures and individuals on science and technology. 3.2.2 Analyze how the scientific enterprise and technological advances influence and are influenced by human activity.
• (9, 10) Describe how science and/or technology have led to a given social or economic development.
• (10) Explain risks associated with investigations involving living things (e.g., drug trials on animals, testing of genetically engineered plants, release of African snails into the environment after experimentation).
• (10) Identify the limits of scientific research in solving a given social, environmental, and/or economic problem.
• (10) Compare advantages and/or disadvantages of using new technology or science in terms of ethics, politics, and environmental considerations.
• (10) Explain the concept of proprietary discovery (e.g., patents on genes). 3.2.3 Analyze the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest.
• (9, 10) Research and report on educational requirements associated with an occupation(s)/career(s) of interest.
• (9, 10) Examine the scientific, mathematical, and technological knowledge, training, and experience needed for occupational/career areas of interest. 3.2.4 Analyze the effects human activities have on Earth’s capacity to sustain biological diversity. W
• Explain how the use of renewable and nonrenewable natural resources affects the sustainability of an ecosystem.
• Explain how human activities affect Earth’s capacity to sustain biological diversity (e.g., global warming, ozone depletion). Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Uses listening strategies for: enjoyment, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., mock job/academic interviews, career and technical education job training). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Synthesizes a response to and evaluates effectiveness of, visual and auditory information.
• Compares literal and implicit meaning to respond to a statement (e.g.,).
• Constructs personal meaning from visual and auditory information (e.g., Social Studies – the connection between the rhetoric of the leaders of independence movements in Africa with images of people living and working in these emerging nations).
• Critiques effectiveness of rhetorical information (e.g., peer presentations, political speeches and arguments). 1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.
• Critiques the effectiveness of persuasive techniques on target audiences (e.g., ethos, pathos, logos appeals, fallacies, language tools).
• Critiques differing points of view for persuasive effect (e.g., Social Studies CBA – Review and critique various visual depictions of globalization found in the mass media to evaluate whether it is portrayed negatively or positively).
• Compares how different perspectives interpret the same media text (e.g., different newspapers, radio/television stations, internet sites).
• Critiques the impact of media portrayal of cultures, gender, religion, sexuality, class and race on society and its subcultures.
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others.
| Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Uses language and other communication strategies that adapt to the needs of the situation and setting.
• Identifies and implements a common code for communication when a common code doesn’t exist, using role play (e.g., gestures, sign language, language different from one’s own, dialects, pictures). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Uses communication skills that demonstrate respect.
• Monitors and adjusts one’s own participation according to the situation and the needs of others (e.g., focuses on speaker, avoids inappropriate interruptions, does not dominate conversation, uses turn taking techniques, attends to cultural differences in communication styles such as variations in pause time, pace, volume/intensity, body language).
• Responds to the clarification needs of others as necessary (e.g., elaborates, illustrates or expands on a response).
• Provides feedback to the speaker in role play scenarios or classroom activities based on appropriate form of listening (e.g., enjoyment, active, critical, and/or empathetic listening).
• Refutes others in non-hurtful ways by disagreeing with ideas and not people according to established classroom norms (e.g., “Maya, we agree on everything except your last two points. I think…”). 2.2.2 Applies skills to contribute responsibly in a group setting.
• Contributes relevant ideas with support/evidence by clarifying, illustrating or expanding as needed (e.g., contributes topics related to ideas with support and talks in turn with consideration for others in the conversation).
• Critiques group members’ and own interactions/work and adjusts to ensure group success. | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Analyzes the influence of cultural principles, beliefs, and world views on intercultural communication.
• Examines the influence of one’s own cultural principles, beliefs, and world views on intercultural communication (e.g., based on Muslim beliefs, a teenage girl may feel compromised by the flirtatious but innocent attention of a teenage boy).
• Discusses how power and dominance affect intercultural communication (e.g., workplace hierarchies such as boss/supervisor to employee; historical and present relations between cultures). 2.3.2 Synthesizes personal intercultural communication norms to guide one’s self in a diverse social system.
• Develops a construct for how physical and human settings can affect communication (e.g., timing, social climate, customs, religion, social practices, politics, values, education).
• Monitors and adjusts one’s own communication style in order to engage in the dynamics of diversity and connect with others (e.g., adjusting: proximity, volume, intensity, pause time, pace, conversation style, eye contact).
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
| Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Applies skills to plan for effective oral communication and presentation.
• Determines the occasion and the audience, selects a purpose (e.g., monologue, debate, historical reenactment, speech, mock job/academic interview).
• Matches verbal and nonverbal messages (e.g., voice modulation, expression, tone, body language, gestures, attire).
• Distinguishes among and uses various forms of classical and contemporary logical argument (deductive and inductive reasoning, syllogisms, analogies).
• Uses techniques to enhance the message (e.g., irony and dialogue to achieve clarity, force, and aesthetic effect; technical language).
• Uses logical, ethical, and emotional appeals to support the purpose. | Component 3.2: Uses media and other resources to support presentations. |
Completed by High School Grade Levels | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.
• Makes necessary adjustment in delivery and language during presentations based upon interpretation of verbal and nonverbal cues to reflect ongoing responsiveness to audience.
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication.
| Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Applies own or established criteria to analyze strengths and weaknesses of one’s own communication.
• Articulates the qualities that make communication effective (e.g., body language, pace, volume, tone, expression).
• Seeks, considers, and uses feedback from a variety of sources to improve communication (e.g., teachers, peers, community members).
• Critiques style and content of own communication in public, group work, personal settings and/or interviews.
• Describes and justifies language and techniques used when deviating from established criteria (e.g., deliberate use of non-standard English to create effect or appeal to audience).
• Determines impact of presentation on audience (e.g., use verbal and non-verbal audience response and feedback to determine impact). 4.1.2 Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.
• Examines accuracy of content and terminology for specific content areas in others’ communication (e.g., compares texts using correct literary terminology).
• Critiques others’ communication and/or delivery independently and in groups according to detailed scoring criteria.
• Offers feedback to peers in support of improving both formal and informal communication. | Component 4.2: Sets goals for improvement. |
4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
• Sets goals for all forms of oral communication using feedback and creates a plan to meet the goals (e.g., group work, formal presentation, conversation, interview, debate).
• Monitors progress through the use of a variety of tools (e.g., portfolios, logs, rubrics, reflection journals, or video portfolio) and makes adjustments as needed Return to top of page
SOCIAL STUDIES GRADES 9-12 SOCIAL STUDIES FRAMEWORKS OUTLINE GRADES 9-10
World History
A. Global expansion and encounter
B. Age of Revolution (1750-1914)
C. Causes and consequences of International Conflicts (1870-Present)
D. Challenges to democracy and human rights (1900-Present)
E. Emergence and Development of new nations (1945-Present) GRADE 11
United States History & Government
A. Industrialization and the emergence of the U.S. as a world power (1877-1919)
B. Reform, prosperity, and depression (1918-1938)
C. World War II, Cold War, International Relations, and the rise of Globalism (1939-Present)
D. Post-World War II Domestic, Political, Social and Economic Issues (1945-Present) GRADE 12
Contemporary World Problems
A. Participation and Citizenship
B. World and Regional Issues
C. The International & the Individual History Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• (9-11) Group events and individuals by broadly defined historical eras and use timelines to identify and explain patterns of historical continuity and change in a succession of related events; compare and contrast different cultural perceptions of time
• (9-11) Compare and evaluate competing historical narratives, analyze multiple perspectives, and challenge arguments of historical inevitability. | Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Benchmarks
UNITED STATES
• (11) Identify and analyze major concepts, people, and events in the 20th century U.S. History including:
o Industrialization and Emergence of America as a world power (1890-1918)
o Reform, prosperity, and depression
o WW II, the Cold War, and International Relations (1939-Present)
o Post-World War II domestic, political, social, and economic issues (1945-present)
WORLD
• (9-10) Identify and analyze major concepts, people, and events in world history from 1400 to the present including:
o Global expansion and encounter (1450-1770).
o Age of Revolutions (1750-1914).
o Causes and consequences of International Conflicts (1870-1989).
o Challenges to democracy and human rights (1900-present)
o Emergence and development of new nations (1945-present). | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Benchmarks
• (9-11) Examine and analyze how the contributions of various cultural groups influence society
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history.
| Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Benchmarks
• (9-11) Compare and analyze major ideas in different places, times, and cultures, and how those ideas have brought about continuity, change, or conflict. | Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Benchmarks
• (9-11) Analyze how technological developments have changed people’s ideas about the natural world and evaluate their short and long-term consequences
Geography
Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Benchmarks
• (9-10) Use maps, tables, and graphs to construct solutions to problems involving transportation networks within regions, literacy rates, voting patterns, or the variation of population density in relation to resources and land use (Five Themes)
• (11) Produce and interpret maps, tables, and graphs that help explain phenomenon such as transportation networks within regions, literacy rates, voting patterns, or the variation in population density in relation to resources and land use | Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Benchmarks
• (9-10) Explain why different places of the world have particular physical and human characteristics.
• (11) Evaluate how physical and human processes that change landscape can affect public policy debates
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Benchmarks
• (9-10) Describe and interpret the physical processes that shape places and regions (Location, Region, Place). | Component G2.2: Describe the patterns humans make on places and regions. |
Benchmarks
• (9-11) Analyze how social, cultural, and economic influences shape the physical features of places and regions (Five Themes) | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Benchmarks
• (9-10) Analyze how cultural and physical features define the Pacific Rim as a region (Five Themes)
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Benchmarks
• (9-10) Analyze how environmental knowledge and responsible action can encourage species’ survival in the midst of air, water, and land issues
• (9-11) Analyze and evaluate the positive benefits and negative consequences of people’s different uses of the environment | Component G3.2: Analyze how the environment and environmental changes affect people. |
Benchmarks
• (9-11) Detect and interpret how changes in the physical environment enhance or diminish its capacity to support human activity (Five Themes).
• (9-11) Analyze how technological innovation may both solve environmental problems and create new ones (Five Themes). | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Benchmarks
• (9-10) Evaluate how the numerous subcultures that comprise a national culture interact and examine the consequences of their interaction (Five Themes).
• (9-10) Analyze how peoples’ responses to policy debates are shaped by cultural influences (Five Themes)
• (9-11) Examine how communication technologies are bridging and impacting cultures (Five Themes).
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents. |
Benchmarks
• (11) Explain key concepts found within foundational documents and evaluate their impact on the contemporary U.S. political system
• (11) Analyze how specific rights guaranteed by the Constitution can be modified as the Constitution remains open to change and interpretation | Component C1.2: Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law. |
Benchmarks
• (9-10) Analyze why democratic ideals demand that people work together to reduce the disparity between those ideals and realities.
• (11) Examine the origins and continuing influence of key democratic ideals of the U.S. government
• (11) Analyze why democratic ideals demand that people work together to reduce the disparity between those ideals and realities | Component C1.3: Examine representative government and citizen participation. |
Benchmarks
• (9-11) Examine and evaluate how citizens use and influence governmental institutions and processes to solve problems.
Social Studies EALR C2: The student analyzes the purposes and organization of government and laws.
| Component C2.1: Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches. |
Benchmarks
• (9-10) Analyze problems and solutions related to the distribution of power
• (11) Examine and explain the constitutional principles that establish and limit government
• (11) Analyze problems and solutions related to the distribution of power between the legislative, judicial, and executive branches of government | Component C2.2: Understand the function and effect of law. |
Benchmarks
• (11) Explain how the Constitution is maintained as the supreme law of the land and how it is changed or amended. | Component C2.3: Compare and contrast democracies with other forms of government. |
Benchmarks
• (9-10) Compare and contrast U.S. democracy and other forms of government.
• (11) Analyze and explain how citizens can influence governments through voting, lobbying, protesting, revolution
• (11) Explain the purposes of government and analyze how its powers are acquired, used, justified, and balanced
• (11) Compare and contrast U.S. democracy and other forms of government
Social Studies EALR C3: The student understands the purposes and organization of international relationships and how United States foreign policy is made.
| Component C3.1: Understand how the world is organized politically and how nations interact. |
Benchmarks
• (9-10) Evaluate how national interests are maintained through international agreements, treaties, and alliances
• (11) Analyze the relationships and tensions between national interests and international issues | Component C3.2: Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations. |
Benchmarks
• (11) Explain how conditions and motivations affect the development of foreign policy
Social Studies EALR C4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
| Component C4.1: Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level. |
Benchmarks
• (11) Analyze how individual rights can be balanced with the common good
• (11) Analyze why democracy requires citizens to deliberate on public problems and participate in collective decision-making | Component C4.2: Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues. |
Benchmarks
• (11) Engage in oral and written civic discourse to analyze pressing controversial issues and evaluate competing solutions
• (11) Evaluate campaign and voting materials and activities and explain the importance of responsible voting | Component C4.3: Explain how various stakeholders influence public policy. |
Benchmarks
• (11) Evaluate how corporations, government agencies, organizations, and public influence the development of public policy
Economics Social Studies EALR E1: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. | Component E1.1: Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. |
Benchmarks
• (9-10) Using the concepts of scarcity, choice, and incentives explain the use of a contemporary resource.
• (9-11) Analyze how choices made by groups and individuals can impose costs on others | Component E1.2: Understand that the availability and use of resources influences the production of goods and services in the economy. |
Benchmarks
• (9-10) Identify how cost of resources impact production decisions.
• (9-11) Explain how the difficulty of assessing the real costs of resources has consequences on present and future production and quality of life
Social Studies EALR E2: Students understand the essential characteristics of past and present economic systems.
| Component E2.1: Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange. |
Benchmarks
• (9-10) Explain how comparative advantage within markets leads to production choices and specialization. | Component E2.2: Explain how different economic systems produce, distribute, and exchange goods and services. |
Benchmarks
• (9-11) Evaluate how the nature of distribution may advantage or disadvantage particular groups of people.
• (9-10) Evaluate how the characteristics of economic systems may advantage or disadvantage particular groups of people
• (9-10) Predict how a change in a law or custom could affect production, distribution, or consumption of a good or service
• (11) Examine and analyze the relationship between labor and management and its impact on individuals and the economy | Component E2.3: Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers. |
Benchmarks
• (9-10) Explain how prices provide information and serve as incentives that assist producers and consumers in making decisions.
• (9-10) Analyze how prices coordinate production and exchange in domestic and international markets. | Component E2.4: Understand that investment in people, tools, and technology affects employment levels and standards of living. |
Benchmarks
• (9-11) Explain how investments in human capital can increase productivity but such investments entail opportunity costs and risks
Social Studies EALR E3: Students understand the role of government and institutions in past and present economic systems.
| Component E3.1: Analyze the role of government as participant in an economy through taxation, spending, and policy setting. |
Benchmarks
• (9-11) Analyze costs and benefits of the roles of government in establishing and enforcing property rights or contractual agreements to protect the producer and consumer while attending to the public interest.
• (11) Assess government roles in context of past and present business cycles
• (11) Analyze costs and benefits of how governments redistribute income through taxation and government expenditures | Component E3.2: Understand the role of money, banking, and financial institutions and how individuals and businesses use them. |
Completed by high school level. Return to top of page
THE ARTS Arts EALR 1: The student understands and applies arts knowledge and skills. | Benchmark Component 1.1: Understand arts concepts and vocabulary. |
BENCHMARK LEVEL 3, Grade 10: Analyzes and interprets works of visual art, dance, theatre, and music using arts concepts and vocabulary Dance
1.1.1 Elements: space; time; energy/force
• Demonstrates movement in duple/triple meters (time)
• (12) Identifies and uses syncopation (time) 1.1.2 Principles of Organization: repetition; form/design; theme
• Abstracts movement through choreographic devises such as exaggeration, accumulation, retrograde, etc.
• (12) Choreographs and improvises within a given style of dance Music
1.1.1 Elements: Pitch; Rhythm; Expression (dynamics, style, tempo, phrasing); Timbre
• Demonstrates comprehension of rhythms in duple/triple meter (rhythm)
• (12) Demonstrates comprehension of simple/ compound meter (rhythm)
• (12) Identifies and performs syncopated rhythms (rhythm) 1.1.2 Principles of Organization: notation; form; melody; harmony
• Recognizes and interprets standard musical symbols and notation appropriate to music rehearsed and performed (notation)
• Visually and aurally recognizes and explains the form of music rehearsed and performed (form)
• Identifies textures in a musical composition (harmony)
• Maintains an independent musical line within an ensemble (harmony)
• (12) Recognizes and interprets key signatures (notation)
• (12) Explains the circle of fifths (notation)
• (12) Visually and aurally recognizes and explains advanced musical forms (i.e., sonata-allegro, fugue) (form)
• (12) Analyzes and describes textures within a musical composition (harmony)
• (12) Visually and aurally identifies intervals and chords (e.g., major, minor, perfect) (harmony) Theatre
1.1.1 Elements: character; setting; dialogue; conflict
• Analyzes and interprets character development in scripted works
• Analyzes and interprets setting(s) in scripted works
• Analyzes and interprets dialogue in scripted works
• Analyzes and interprets action in scripted works
• (12) Analyzes and interprets character development in a performance of a scripted work
• (12) Analyzes and interprets setting(s) in performance of a scripted work
• (12) Analyzes and interprets dialogue in performance of a scripted work
• (12) Analyzes and interprets action in performance of a scripted work
1.1.2 Principles of Organization: plot; design; theme
• Analyzes and interprets plot of scripted works
• Analyzes and interprets script to develop design concept
• Analyzes theme of a scripted work
• (12) Analyzes and interprets plot in performance of scripted works
• (12) Analyzes and interprets script to develop design for performance
• (12) Analyzes and interprets theme for performance of a scripted work Visual Arts
1.1.1 Elements: line; shape/form; texture; color; space; value
• Uses spatial devices to depict depth/distance (e.g., atmospheric perspective)
• Applies color attributes to define form and space
• Identifies and demonstrate a use of art elements for expressive purposes
• (12) Uses art elements realistically and expressively 1.1.2 Principles of Organization: balance; emphasis/dominance; proportion; movement/ rhythm; repetition/ pattern; variety; harmony; unity
• Identifies and applies the art principles of emphasis, movement, balance, proportion, repetition, harmony, and variety in creating unified compositions
• (12) Combines the art principles of emphasis, movement, balance, proportion, repetition, harmony, and variety to create a unified composition | Benchmark Component 1.2: Develop arts skills and techniques. |
BENCHMARK LEVEL 3, Grade 10: Refines and extends arts skills and techniques Dance
• Maintains correct alignment while moving
• Applies feedback in order to improve overall dance work
• (12) Demonstrates ability to self-correct in dance
• (12) Demonstrates balance, counter-balance, and weight-sharing with a partner Music
• Understands and applies expressive elements in music rehearsed and performed
• Performs music of varying styles, genres, and historical periods
• Analyzes and interprets stylistic differences in selected musical genres
• (12) Refines tonal production to create a mature, characteristic sound
• (12) Independently analyzes and interprets music rehearsed and performed (i.e., stylistically and expressively)
• (12) Exhibits achievement in area of choice (i.e., recital, composition, conducting, research, technology)
• (12) Demonstrates informed, independent musical decision-making Theatre
• Refines and extends vocal work for role in a scripted performance
• Refines and extends movement work for role in a scripted performance
• Refines and extends emotional and sensory recall to create character in a scripted work
• Refines and extends ensemble skills in a scripted work
• Refines and extends focus techniques in a scripted work
• (12) Refines and extends vocal work for roles in a variety of scripted performances
• (12) Refines and extends movement work for roles in a variety of scripted performances
• (12) Refines and extends emotional and sensory recall to create character in a variety of scripted performances
• (12) Refines and extends ensemble work in a variety of scripted performances
• (12) Refines and extends focus techniques in a variety of scripted performances Visual Arts
• Intentionally selects arts media for purposes of expression in two or three dimensions
• Uses perceptual skills to create imagery from observation (e.g., mixes colors from observation)
• Uses additive and subtractive techniques in a variety of media
• (12) Synthesizes form, knowledge, and technique to produce original work in two and three dimensions | Benchmark Component 1.3: Understand and apply arts styles from various artist, cultures, and times. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Transfers understandings from one artistic style to a larger group of artworks
• (12) Applies knowledge of artistic styles and cultural traditions to make informed choices for an arts presentation | Benchmark Component 1.4: Apply audience skills in a variety of arts settings and performances |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Articulates how audience conventions and responsibilities differ according to style and culture
• (12) Analyzes how style, culture, and history have influenced audience conventions
Arts EALR 2: The student demonstrates thinking skills using artistic processes.
Benchmark Component 2.1: Apply a creative process in the arts:
Conceptualize the context or purpose
Gather information from diverse sources
Develop ideas and techniques
Organize arts elements, forms, and/or principles into a creative work
Reflect for the purpose of elaboration and self-evaluation
Refine work based on feedback
Present work to others |
BENCHMARK LEVEL 3, Grade 10: Develops work using a creative process independently Dance, Music, Theatre, Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Benchmark Component 2.2: Apply a performance process in the arts:
Identify audience and purpose
Select artistic work (repertoire) to perform
Analyze structure and background of work
Interpret by developing a personal interpretation of the work
Rehearse, adjust, and refine through evaluation and problem-solving
Present work for others
Reflect and evaluate |
BENCHMARK LEVEL 3, Grade 10: Develops work using a performance process independently Dance, Music, Theatre, Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Benchmark Component 2.3: Apply a responding process to an arts presentation.
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria |
BENCHMARK LEVEL 3, Grade 10: Applies a responding process to an arts presentation independently Dance, Music, Theatre, Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process
Arts EALR 3: The student communicates through the arts.
| Benchmark Component 3.1: Use the arts to express and present ideas and feelings. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Expresses ideas and feelings through the arts in a variety of forms and styles
• Articulates and justifies the use of pre-existing artistic works to communicate
• (12) Expresses ideas and feelings through the arts, synthesizing forms and styles | Benchmark Component 3.2: Use the arts to communicate for a specific purpose. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Analyzes how the deliberate use of artistic elements communicates for a specific purpose
• (12) Supports and defends the artistic elements chosen to communicate for a specific purpose | Benchmark Component 3.3: Develop personal aesthetic criteria to communicate artistic choices. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Analyzes how cultural and historical perspectives influence personal aesthetic criteria
• (12) Analyzes personal aesthetic development
Arts EALR 4: The student makes connections within and across the arts to other disciplines, life, cultures, and work.
| Benchmark Component 4.1: Demonstrate and analyze the connections among the arts disciplines. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Analyzes an arts presentation that integrates two or more arts disciplines
• (12) Creates an arts presentation integrating two or more arts disciplines
| Benchmark Component 4.2: Demonstrate and analyze the connections among the arts and other content areas. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Integrates and adapts skills within the arts and other content areas
• (12) Creates an arts presentation, integrating the arts with another content area | Benchmark Component 4.3: Understand how the arts impact lifelong choices. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Analyzes how the arts impact economic choices
• (12) Projects and plans how the arts impact personal future choices | Benchmark Component 4.4: Understand that the arts shape and reflect culture and history. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Identifies specific attributes of artworks that shape culture and history
• (12) Applies knowledge of how the arts shape and reflect culture and history throughout time | Benchmark Component 4.5: Demonstrate the knowledge of arts careers and the knowledge of arts skills in the world of work. |
BENCHMARK LEVEL 3, Grade 10 Dance, Music, Theatre, Visual Arts
• Assumes roles of arts careers and practices appropriate work habits and skills
• Analyzes and interprets how arts skills and knowledge influence the world of work
• (12) Researches arts careers (e.g., job shadowing, apprenticeships, and mentorships)
• (12) Applies arts skills and knowledge used in the world of work Return to top of page
HEALTH & FITNESS
Note: EALR subcomponent benchmarks are listed; draft GLEs (11/2003) are shown following in italics. Health & Fitness EALR 1.0: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. | Component 1.1: Develop fundamental and complex movement skills, as developmentally appropriate. |
Benchmark Indicator 1.1.3 Apply movement principles and skills to complex activities that enhance a physically active life. Apply complex movement principles to activities.
• (9) Demonstrates competence (basic skills, strategies and rules) in an increasing number of more complex versions of at least two of the following different types of movement forms: aquatics, individual activities, team sports/activities, outdoor pursuits, self-defense, dance, and gymnastics
• (10) Performs activities at fluent, flexible and efficient levels of movement
• (10) Applies knowledge and skill and adjusts understandings well in new, diverse and difficult contexts
• (10) Identify the components of movement (variables of time, space, energy, and flow) Understand barriers to physical activity and healthy lifestyle.
• (9) Identify barriers and apply strategies to overcome them. (Time, space, environment, age, handicapping conditions)
• (10) Identify barriers and apply strategies to overcome them | Component 1.2: Safely participates in a variety of developmentally appropriate physical activities. |
Benchmark Indicator 1.2.3 Incorporates safety procedures into activities and individual fitness plans for leisure and employment. Understands how to perform activities and tasks safely and appropriately.
• (9-10) Examine the risk level of various activities
• (9-10) Analyze the training principles used for a specific task and take corrective action when necessary. (Overload, specificity, progression, reversibility, rest and recovery, diminishing returns.)
• (9-10) Describe safety issues related to health and fitness activities for a variety of endeavors (sport, leisure, dance, and fitness)
• (9-10) Use a personal risk assessment/survey before beginning physical activity. (Sport, fitness, leisure, dance.) Understand safety Issues in the work environment.
• (9-10) Compare and contrast danger of various occupations, safety requirements, skills and equipment needed for the task
• (9-10) Know what facilities and equipment are required for a safe work environment
• (9-10) Use teamwork, social skills, sportsmanship, and fair play during activities Apply appropriate mental skills and strategies necessary for effective participation.
• (9-10) Use coping skills to deal with challenges, differences, and setbacks in physical performance | Component 1.3: Understands the concepts of health-related physical fitness and develop and monitor progress on personal fitness goals. |
Benchmark Indicator 1.3.3 Develop and monitor progress on individualized fitness goals, based on fitness profiles and national guidelines, in relation to work, fitness activities, and leisure. Understand the concepts of Health-Related Fitness.
• (9) Understand and identify the concepts of health-related fitness (cardio-respiratory fitness, muscular strength and endurance, body composition, flexibility) in setting individual fitness goals
• (10) Apply the concepts of health-related fitness (cardio-respiratory fitness, muscular strength and endurance, body composition, flexibility) as students set individual fitness goals Analyze the progress of a personal fitness plan.
• (9) Compare and contrast student progress in relationship to National Standards (Presidential, Physical Best, Fitness Gram, etc.).
• (9) Develop/utilize various monitoring systems that assess the components of fitness which include training principles. (FITT…frequency, intensity, time, type) Phases of the workout (warm-up, workout, cool-down Understand and apply skill-related fitness components as related to careers/ occupations/ recreation.
• (9) Understand skill-related fitness as it relates to occupations, careers, and recreation (agility, balance, power, speed, reaction-time, coordination)
• (10) Analyze skill-related fitness components necessary for successful and safe performance in recreation and occupations | Component 1.4: Understand the relationship of nutrition and food nutrients to physical performance and body composition. |
Benchmark Indicator 1.4.3.a. – Develop and monitor progress on personal nutritional goals, based on national dietary guidelines and individual needs.
Benchmark Indicator 1.4.3.b. – Compare and contrast the application of movement, fitness, and nutrition concepts to safe work practices and leisure activities. Understand the relationship of nutrition to physical performance and body composition.
• (9-10) Recognize the functions of the macro-nutrients and evaluate individual needs based on national dietary guidelines Understand nutritional requirements change.
• (9) Monitor/track a diet and evaluate the relationship to physical performance. (Does it meet daily nutritional requirements/energy for various populations and energy requirements based on lifestyle, safe-work practices, and leisure activities?
• (10) Describe how nutritional needs change based on caloric needs, basal metabolic rate, and special conditions of various populations- couch potato, increased exercise, weight control, diabetes, pregnancy, age, etc. 1.4.3.a3 Judge the effectiveness of various nutritional products
• (9-10) Evaluate nutritional products and supplements for their value and effectiveness, purpose, and necessity in a healthy diet (diet plans, performance enhancing products, herbs, sports drinks, weight-gain and weight-loss products, etc.). Understand the purpose of food labels in relationship to food choices.
• (9-10) Interpret food labels for calories, nutrient density, types of fats, empty calories, make recommendations on healthy choices. Recognize problems associated with eating disorders.
• (9-10) List and describe warning signs and behaviors associated with eating disorders.
• (9-10) Research both short and long-term problems of eating disorders (effect on organs, body systems, psychological implications, etc.).
• (9-10) Identify helping resources and agencies, know how to advocate for the person, and identify organizations in the school and community
Health & Fitness EALR 2.0: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks and live safely.
| Component 2.1: Recognize patterns of growth and development. |
Benchmark Indicator 2.1.3.a. – Identify and plan for coping with situations related to the physical, social, and emotional transition from adolescence to adulthood, as related to reproductive health. Identify characteristics of healthy vs. unhealthy relationships.
• (9-10) Compare and contrast the impact of personality traits on healthy vs. unhealthy relationships Use strategies and skills to resolve problems in personal relationships. (Problem-solving skills, coping skills, decision-making skills, communication skills, and refusal skills.)
• (9-10) Propose a plan that resolves an issue, based on a scenario that deals with a problem situation Identify helping resources.
• (9-10) Develop a community resource guide within the school and community Benchmark Indicator 2.1.3.b. Develop strategies to manage hereditary factors that affect growth, development, and health. Know, understand and recognize hereditary factors that affect growth and development, and overall health.
• (9-10) Use a personal health-risk assessment tool to access hereditary factors that influence health. (Diseases, family health history, body type,)
• (9-10) Create a plan to deal with heredity health risks. Benchmark Indicator 2.1.3.c. Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span | Component 2.2: Understanding the concept of control and prevention of disease. |
Benchmark Indicator 2.2.3.a. – Evaluate the effect and validity of personal health practices, public policies, research and medical advances on the prevention and control of non-communicable diseases. Benchmark Indicator 2.2.3.b. – Evaluate the effect and validity of personal health practices, public policies, research and medical advances on the prevention and control of communicable diseases. Understand how personal health practices, environmental factors, policies, research and health care resources affect or have affected communicable diseases
• (9-10) Research and analyze three communicable diseases with different modes of transmission, compare similarities and differences in transmission, prevention, public health responses to assist in control, treatment options, and their impact on local and/or world populations.
• (9-10) Analyze the characteristics of communicable diseases. Describe prevention, causative factors, transmission, and treatment. (STDs, HIV, Hepatitis A, B, C,; SARS, and other emerging diseases).
• (9-10) Analyze the characteristics of non-communicable diseases. Describe prevention, causative factors, transmission, and treatment. | Component 2.3: Acquire skills to live safely and reduce health risks. |
Benchmark Indicator 2.3.3.a. – Describe the responsibilities associated with abstinence, sexual activity, and the avoidance of pregnancy and sexually transmitted diseases (STDs). Know reasons for abstinence. Know pregnancy prevention methods
• (9-10) List reasons for abstinence and describe other pregnancy prevention methods
• (9-10) Demonstrate use of refusal skills, conflict negotiation skills, decision making skills in lessons about sexual responsibility Understand and apply strategies to avoid negative health outcomes associated with sexual risk behaviors.
• (9-10) Create a summative product that displays evidence of STDs knowledge and information Benchmark Indicator 2.3.3.b. Develop strategies for self and others to promote non-abusive and safe environments and to demonstrate safe and respectful behaviors at home, school, and in the community. Develop strategies and apply techniques to avoid sexual harassment, intimidation, bullying, harassment in home school, and community.
• (9-10) Role-play refusal skills, coping skills, and advocacy skills.
• (9-10) Identify, demonstrate and apply appropriate responses when dealing with harassment, bullying, and intimidation (sexual, gender, religion, disability, ethnic, race, age)
• (9-10) Construct an instrument that demonstrates knowledge of laws, resources, and reporting procedures in school and community. Benchmark Indicator 2.3.3.c. Maintain emergency first-aid skills to assist self and others, when necessary. Maintain emergency and first aid skills and successfully complete a CPR/AED/First-Aid Course.
• (9-10) Demonstrates competency in CPR/AED/First-Aid Courses. Benchmark Indicator 2.3.3.d Develop strategies to manage stress and know how to modify these strategies throughout life. Understand personal stressors and distinguish between controllable and uncontrollable factors. Develop stress management strategies.
• (9-10) Describe the physiological signs and effects of stress.
• (9-10) Describe personal stressors and identify whether they are controllable or uncontrollable.
• (9-10) Create a plan for preventing with and coping with stress.
• (9-10) Develop time-management plans, protestation skills, and goal-setting plans to reduce stress. Benchmark Indicator 2.3.3.e. Analyze the implications of decisions regarding the use of nicotine, alcohol, and other drugs, based on laws and the steps leading to dependency or addiction. Know and understand the stages of addiction and dependency, and the impact on the individual, the family, and society.
• (9-10) Role-play family roles in addiction, co-dependency, and dependency cycle.
• (9-10) Distinguish how cultural and community norms influence use and abuse of drugs. Know legal implications of drug, alcohol, and tobacco use.
• (9-10) Debate school, community, state and federal laws concerning drug, tobacco, and alcohol use. Know various treatment options and recovery processes
• (9-10) List forms of treatment and support organizations to manage addiction/dependency.
• (9-10) Analyze the effectiveness of treatment programs.
Health & Fitness EALR 3.0: The student analyzes and evaluates the impact of real-life influences on health.
| Component 3.1: Understand how environmental factors affect one’s health. |
Benchmark Indicator 3.1.3 Assess how the environment impacts choosing healthy places to live, work and recreate. Understand how noise, air, chemical, and water pollution affect one’s health.
• (9-10) Research and draw conclusions on environmental factors that influence and impact health.
• (9-10) Evaluate 2-3 environmental policies and practices currently in use. Understand environmental risks associated with certain occupations.
• (9-10) Select three different types of occupations and analyze potential environmental hazards associated with the career. | Component 3.2: Gather and analyze health information. |
Benchmark Indicator 3.2.3.a. – Evaluate accuracy and usefulness of health information for selection of products and services. Benchmark Indicator 3.2.3.b. – Analyze the effect of media and technology on personal and community health policies and health promotions. Benchmark Indicator 3.2.3.c. – Solve a health and fitness problem or issue:
List alternative courses of action. Choose the course that most fully addresses the needs and requirements of the situation.
Back up the choice with evidence.
Evaluate the outcome. Analyze the validity of health information, products, and services.
• (9-10) Evaluate the accuracy of health information and products. (Quackery, reliable vs. unreliable, approved vs. non-approved.)
• (9-10) Critique reliable sources of information (EPA, city, county and state agencies, www, technological devices, advertising methods).
• (9-10) Evaluate advertising methods and techniques.
• (9-10) Critique the agencies, businesses, and organizations provide reliable and credible services. (Fitness centers, diet centers, fitness products and equipment.) Analyze a health and fitness problem or issue.
• (9-10) Identify a health and fitness problem and use a problem solving model to resolve or develop a plan to address it. Include the following strategies in the process as appropriate:
o Identify/describe problem
o Task analyze
o Compare and contrast
o List alternative courses of action.
o Backs up choices with accurate evidence (cite sources).
o Evaluate outcomes of actions.
o Act and re-evaluate decision. | Component 3.3: Use social skills to promote health and safety in a variety of situations. |
Benchmark Indicator 3.3.3.a. – Negotiate conflict situations constructively while maintaining safe and respectful relationships. Benchmark Indicator 3.3.3.b. – Demonstrate social skills to encourage self and others to choose healthy behaviors. Negotiate conflict situations constructively.
• (9-10) Apply effective communication skills (verbal, written, body posture)
• (9-10) Recognize a conflict arising.
• (9-10) Demonstrate effective communication skills. (See and feel what others see and feel.)
• (9-10) Perform (role-play, journal write) effective conflict-resolution skills. (Willing to seek out the different or odd/ open to unfamiliar or different.)
• (9-10) Demonstrate effective listening skills.
• (9-10) Use negotiating/peer mediation skills.
• (9-10) Critique role-play and journal writing activities to resolve real life conflicts.
• (9-10) Identify appropriate school and community resources to assist. Use social skills to choose healthy behaviors.
• (9-10) Identify the effects of positive and negative peer pressure.
• (9-10) Identify social skills that maintain healthy behaviors but do not offend others (use “I” statements, refusal skills, negotiation skills, avoidance tactics). | Component 3.4: Understand how emotions influence decision making. |
Benchmark Indicator 3.4.3 – Anticipate emotional situations and develop strategies to act in ways that are safe to self and others. Understand how emotions impact decision-making and behavior.
• (9-10) Identify personal stresses associated with growth and development (break-ups, loss of friends, moving, failures, etc.)
• (9-10) Identify eustress and distress
• (9-10) Understand the warning signs of depression and suicide
• (9-10) Use resources to problem solve
• (9-10) Describe cycle of dealing with death, dying, and loss
• (9-10) Know when to report problems to authorities
• (9-10) Demonstrate how to access helping agencies and resources
• (9-10) Coping strategies and techniques to relieve stress
• (9-10) Use safe health behaviors to resolve emotional conflict
• (9-10) Construct an anger management plan
• (9-10) Develop a stress management plan
Health & Fitness EALR 4.0: The student effectively analyzes health and safety information to develop health and fitness plans based on life goals.
| Component 4.1: Analyze health and safety information. |
Benchmark Indicator 4.1.3 Investigate the health and fitness requirements for occupational/career areas of interest. Investigate the health and fitness requirements for occupational/career areas of interest.
• (9-10) Identify various careers and jobs and the fitness and health requirements of the job
• (9-10) Examine the importance/significance of health and fitness on job performance
• (9-10) Integrates learning from different areas to investigate the occupational career choices and their relationship to health and fitness | Component 4.2: Develop a health and fitness plan and a monitoring system. |
Benchmark Indicator 4.2.3 – Develop, implement, and monitor a personal health and fitness plan, based on life goals for leisure and employment. Understand and evaluate the concepts of a health, fitness, and nutrition plan and monitoring system based on life and employment goals.
• (9-10) Applies health, fitness and nutrition concepts in developing a personal fitness plan based on personal interests and life goals. (Fitness, nutrition, stress management, personal safety)
• (9-10) Design a daily/weekly monitoring system for the plan
• (9-10) Critique and self-assess progress on plan
• (9-10) Evaluates and adjusts goals to make a new plan as health/fitness/life changes occur.
• (9-10) Research the barriers/boundaries that may exist in regard to one’s health and fitness in life after high school
• (9-10) Describe how your goals and fitness plan will change in 5-10 years and in 20-30 years
• (9-10) Application of decision-making skills is evident throughout the plan. Return to top of page
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