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Indiana Middle School Family and Consumer Sciences
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Indiana Standards
for Grades 6 – 8 Integrated into the Middle School Family and Consumer Sciences Curriculum |
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English/Language Arts - Grade 6 Standards Integrated into Middle School FACS Curriculum Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Decoding and Word Recognition 6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression. Vocabulary and Concept Development 6.1.4 Understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning. 6.1.5 Understand and explain slight differences in meaning in related words. Standard 2 READING: Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials 6.2.1 Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information. Comprehension and Analysis of Grade-Level-Appropriate Text 6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics. 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.2.5 Follow multiple-step instructions for preparing applications. Expository (Informational) Critique 6.2.6 Determine the adequacy and appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences. 6.2.8 Note instances of persuasion, propaganda, and faulty reasoning in text. Standard 4 WRITING: Process Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 6.4.3 Write informational pieces of several paragraphs that: · engage the interest of the reader. · state a clear purpose. · develop the topic with supporting details and precise language. · conclude with a detailed summary linked to the purpose of the composition. 6.4.4 Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order. Research and Technology 6.4.5 Use note-taking skills. 6.4.6 Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information. 6.4.7 Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation. Evaluation and Revision 6.4.8 Review, evaluate, and revise writing for meaning and clarity. 6.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 6.4.10 Revise writing to improve the organization and consistency of ideas within and between paragraphs. Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 6, students write narrative (story), expository (informational), persuasive, and descriptive texts (of at least 500 to 700 words). Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 6 students use the writing strategies outlined in Standard 4 — Writing Process to: 6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: · state the thesis (position on the topic) or purpose. · explain the situation. · organize the composition clearly. · offer evidence to support arguments and conclusions. 6.5.3 Write research reports that: · pose relevant questions that can be answered in the report. · support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. · include a bibliography. 6.5.5 Write persuasive compositions that: · state a clear position on a proposition or proposal. · support the position with organized and relevant evidence and effective emotional appeals. · anticipate and address reader concerns and counterarguments. · Use varied word choices to make writing interesting. · Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Standard 6 WRITING: English Language Conventions Students write using Standard English conventions appropriate to this grade level. Sentence Structure 6.6.1 Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. Grammar 6.6.2 Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects. Punctuation 6.6.3 Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.). Capitalization 6.6.4 Use correct capitalization. Spelling 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw). Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. Comprehension 6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture). 6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication. 6.7.3 Restate and carry out multiple-step oral instructions and directions. Organization and Delivery of Oral Communication 6.7.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience. 6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts. 6.7.6 Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology. 6.7.7 Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention. Analysis and Evaluation of Oral and Media Communications 6.7.9 Identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information. Speaking Applications 6.7.11 Deliver informative presentations that: · pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. · develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information. 6.7.13 Deliver persuasive presentations that: · provide a clear statement of the position. · include relevant evidence. · offer a logical sequence of information. · engage the listener and try to gain acceptance of the proposition or proposal. 6.7.14 Deliver presentations on problems and solutions that: · theorize on the causes and effects of each problem. · establish connections between the defined problem and at least one solution. · offer persuasive evidence to support the definition of the problem and the proposed solutions. Back to Menu English/Language Arts - Grade 7 Standards
Integrated into Middle School FACS Curriculum Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text. Standard 2 READING: Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 7, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials 7.2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (such as textbooks, newspapers, and instructional or technical manuals). 7.2.2 Locate information by using a variety of consumer and public documents. 7.2.3 Analyze text that uses the cause-and-effect organizational pattern. Comprehension and Analysis of Grade-Level-Appropriate Text 7.2.5 Understand and explain the use of a simple mechanical device by following directions in a technical manual. Expository (Informational) Critique 7.2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. Standard 3 READING: Literary Response and Analysis Students read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 7.3.4 Identify and analyze themes — such as bravery, loyalty, friendship, and loneliness — which appear in many different works. Standard 4 WRITING: Process Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 7.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 7.4.2 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 7.4.3 Support all statements and claims with anecdotes (first-person accounts), descriptions, facts and statistics, and specific examples. 7.4.4 Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts. Research and Technology 7.4.5 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 7.4.6 Give credit for both quoted and paraphrased information in a bibliography by using a consistent format for citations. 7.4.7 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. Evaluation and Revision 7.4.8 Review, evaluate, and revise writing for meaning and clarity. 7.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 7.4.10 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 7, students continue to write narrative (story), expository (informational), persuasive, and descriptive texts (of at least 500 to 700 words). Students are introduced to biographical and autobiographical narratives and to writing summaries of grade-level-appropriate reading materials. The writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 7 students use the writing strategies outlined in Standard 4 — Writing Process to: 7.5.1 Write biographical or autobiographical narratives (stories) that: · develop a standard plot line — including a beginning, conflict, rising action, climax, and denouement (resolution) — and point of view. · develop complex major and minor characters and a definite setting. · use a range of appropriate strategies, such as dialogue; suspense; and the naming of specific narrative action, including movement, gestures, and expressions. 7.5.3 Write research reports that: · pose relevant and focused questions about the topic. · communicate clear and accurate perspectives on the subject. · include evidence and supporting details compiled through the formal research process, including use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries, and other reference books. · document sources with reference notes and a bibliography. 7.5.4 Write persuasive compositions that: · state a clear position or perspective in support of a proposition or proposal. · describe the points in support of the proposition, employing well-articulated evidence and effective emotional appeals. · anticipate and address reader concerns and counterarguments. 7.5.5 Write summaries of reading materials that: · include the main ideas and most significant details. · use the student’s own words, except for quotations. · reflect underlying meaning, not just the superficial details. Use varied word choices to make writing interesting and more precise. Standard 6 WRITING: English Language Conventions Students write using Standard English conventions appropriate to the grade level. Sentence Structure 7.6.1 Properly place modifiers (words or phrases that describe, limit, or qualify another word) and use the active voice (sentences in which the subject is doing the action) when wishing to convey a livelier effect. Grammar 7.6.2 Identify and use infinitives (the word to followed by the base form of a verb, such as to understand or to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such as dreaming, chosen, built, and grown). 7.6.3 Make clear references between pronouns and antecedents by placing the pronoun where it shows to what word it refers. 7.6.4 Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and types and structure of sentences. 7.6.5 Demonstrate appropriate English usage (such as pronoun reference). Punctuation 7.6.6 Identify and correctly use hyphens (-), dashes (—), brackets ( [ ] ), and semicolons ( ; ). 7.6.7 Demonstrate the correct use of quotation marks and the use of commas with subordinate clauses. Capitalization 7.6.8 Use correct capitalization. Spelling 7.6.9 Spell correctly derivatives (words that come from a common base or root word) by applying the spellings of bases and affixes (prefixes and suffixes). Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. Comprehension 7.7.1 Ask questions to elicit information, including evidence to support the speaker’s claims and conclusions. 7.7.2 Determine the speaker’s attitude toward the subject. Organization and Delivery of Oral Communication 7.7.3 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 7.7.4 Arrange supporting details, reasons, descriptions, and examples effectively. 7.7.5 Use speaking techniques — including adjustments of tone, volume, and timing of speech; enunciation (clear speech); and eye contact — for effective presentations. Analysis and Evaluation of Oral and Media Communications 7.7.6 Provide helpful feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener. 7.7.7 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects. Speaking Applications 7.7.9 Deliver oral summaries of articles and books that: · include the main ideas and the most significant details. · state ideas in own words, except for when quoted directly from sources. · demonstrate a complete understanding of sources, not just superficial details. 7.7.10 Deliver research presentations that: · pose relevant and concise questions about the topic. · provide accurate information on the topic. · include evidence generated through the formal research process, including the use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, newspapers, and dictionaries. · cite reference sources appropriately. 7.7.11 Deliver persuasive presentations that: · state a clear position in support of an argument or proposal. · describe the points in support of the proposal and include supporting evidence. English/Language Arts - Grade 8 Standards
Standard 1Integrated into Middle School FACS Curriculum READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 8.1.3 Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast. Standard 2 READING: Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 8, in addition to regular classroom reading, students read a variety of narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials 8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents. Comprehension and Analysis of Grade-Level-Appropriate Text 8.2.5 Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem. Standard 4 WRITING: Process Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion. 8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices. Research and Technology 8.4.4 Plan and conduct multiple-step information searches using computer networks. 8.4.5 Achieve an effective balance between researched information and original ideas. 8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. Evaluation and Revision 8.4.7 Review, evaluate, and revise writing for meaning and clarity. 8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas. Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 8, students continue to write narrative (story), expository (informational), persuasive, and descriptive essays (of at least 750 to 1,000 words). Students are introduced to writing technical documents. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing strategies outlined in Standard 4 — Writing Process to: 8.5.1 Write biographies, autobiographies, and short stories that: · tell about an incident, event, or situation, using well-chosen details. · reveal the significance of, or the writer’s attitude about, the subject. · use narrative and descriptive strategies, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. 8.5.3 Write research reports that: · define a thesis (a statement of position on the topic). · include important ideas, concepts, and direct quotations from significant information sources, including print reference materials and the Internet, and paraphrase and summarize all perspectives on the topic, as appropriate. · use a variety of primary and secondary sources and distinguish the nature and value of each. · organize and display information on charts, tables, maps, and graphs. · document sources with reference notes and a bibliography. 8.5.4 Write persuasive compositions that: · include a well-defined thesis that makes a clear and knowledgeable appeal. · present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals. · provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. 8.5.5 Write technical documents that: · identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization’s constitution or guidelines. · include all the factors and variables that need to be considered. · use formatting techniques, including headings and changing the fonts (typeface) to aid comprehension. 8.5.6 Write using precise word choices to make writing interesting and exact. 8.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Standard 6 WRITING: English Language Conventions Students write using Standard English conventions appropriate to this grade level. Sentence Structure 8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style. 8.6.3 Use subordination, coordination, noun phrases that function as adjectives (These gestures — acts of friendship — were noticed but not appreciated.), and other devices to indicate clearly the relationship between ideas. Grammar 8.6.4 Edit written manuscripts to ensure that correct grammar is used. Punctuation 8.6.5 Use correct punctuation. Capitalization 8.6.6 Use correct capitalization. Spelling 8.6.7 Use correct spelling conventions. Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. Comprehension 8.7.1 Paraphrase (restate) a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject. Organization and Delivery of Oral Communication 8.7.2 Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose. 8.7.3 Outline the organization of a speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 8.7.4 Use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words, such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive voice (The writing of drafts is recommended.) in ways that enliven oral presentations. 8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations. 8.7.6 Use audience feedback, including both verbal and nonverbal cues, to reconsider and modify the organizational structure and/or to rearrange words and sentences for clarification of meaning. Analysis and Evaluation of Oral and Media Communications 8.7.8 Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material. 8.7.9 Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions. Speaking Applications 8.7.12 Deliver research presentations that: · define a thesis (a position on the topic). · research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic. · use a variety of research sources and distinguish the nature and value of each. · present information on charts, maps, and graphs. 8.7.13 Deliver persuasive presentations that: · include a well-defined thesis (position on the topic). · differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language. · anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements. · maintain a reasonable tone. Back to Menu Mathematics – Grade 6 Standards
ConnectionsIntegrated into Middle School FACS Curriculum Connecting mathematical concepts includes linking new ideas to related ideas learned previously, helping students to see mathematics as a unified body of knowledge whose concepts build upon each other. Major emphasis should be given to ideas and concepts across mathematical content areas that help students see that mathematics is a web of closely connected ideas (algebra, geometry, the entire number system). Mathematics is also the common language of many other disciplines (science, technology, finance, social science, geography) and students should learn mathematical concepts used in those disciplines. Finally, students should connect their mathematical learning to appropriate real-world contexts. Standard 1 Number Sense Students compare and order positive and negative integers*, decimals, fractions, and mixed numbers. They find multiples* and factors*. 6.1.3 Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers. 6.1.4 Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. 6.1.5 Recognize decimal equivalents for commonly used fractions without the use of a calculator. Standard 2 Computation Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages. 6.2.5 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. 6.2.7 Understand proportions and use them to solve problems. 6.2.8 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. 6.2.9 Use estimation to decide whether answers are reasonable in decimal problems. 6.2.10 Use mental arithmetic to add or subtract simple fractions and decimals. Standard 3 Algebra and Functions Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically. 6.3.1 Write and solve one-step linear equations and inequalities in one variable and check the answers. 6.3.9 Investigate how a change in one variable relates to a change in a second variable. Standard 5 Measurement Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas. 6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. 6.5.4 Understand the concept of the constant π as the ratio of the circumference to the diameter of a circle. Develop and use the formulas for the circumference and area of a circle. 6.5.7 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area of these objects. 6.5.8 Use a formula to convert temperatures between Celsius and Fahrenheit. 6.5.9 Add, subtract, multiply, and divide with money in decimal notation. Standard 6 Data Analysis and Probability Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events. 6.6.2 Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data. 6.6.3 Compare the mean*, median*, and mode* for a set of data and explain which measure is most appropriate in a given context. 6.6.5 Use data to estimate the probability of future events. Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas. 6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Students use strategies, skills, and concepts in finding and communicating solutions to problems. 6.7.4 Apply strategies and results from simpler problems to solve more complex problems. 6.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 6.7.8 Use graphing to estimate solutions and check the estimates with analytic approaches. 6.7.9 Make precise calculations and check the validity of the results in the context of the problem. Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. Decide whether a solution is reasonable in the context of the original situation. Back to Menu Mathematics - Grade 7 Standards
Integrated into Middle School FACS Curriculum Standard 1 Number Sense Students understand and use scientific notation* and square roots. They convert between fractions and decimals. 7.1.1 Read, write, compare, and solve problems using whole numbers in scientific notation. 7.1.4 Understand and compute whole number powers of whole numbers. Standard 2 Computation Students solve problems involving integers*, fractions, decimals, ratios, and percentages. 7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations. 7.2.2 Calculate the percentage increase and decrease of a quantity. 7.2.3 Solve problems that involve discounts, markups, and commissions. 7.2.4 Use estimation to decide whether answers are reasonable in problems involving fractions and decimals. 7.2.5 Use mental arithmetic to compute with simple fractions, decimals, and powers. Standard 3 Algebra and Functions Students express quantitative relationships using algebraic terminology, expressions, equations, inequalities, and graphs. 7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description Standard 5 Measurement Students compare units of measure and use similarity* to solve problems. They compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less regular objects. 7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems. 7.5.3 Read and create drawings made to scale, construct scale models, and solve problems related to scale. 7.5.4 Use formulas for finding the perimeter and area of basic two-dimensional shapes and the surface area and volume of basic three-dimensional shapes, including rectangles, parallelograms*, trapezoids*, triangles, circles, right prisms*, and cylinders. 7.5.5 Estimate and compute the area of more complex or irregular two-dimensional shapes by dividing them into more basic shapes. 7.5.6 Use objects and geometry modeling tools to compute the surface area of the faces and the volume of a three-dimensional object built from rectangular solids. Standard 6 Data Analysis and Probability Students collect, organize, and represent data sets and identify relationships among variables within a data set. They determine probabilities and use them to make predictions about events. 7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots* and justify the choice of display. 7.6.2 Make predictions from statistical data. 7.6.4 Analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results. Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas. 7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Students use strategies, skills, and concepts in finding and communicating solutions to problems. 7.7.4 Apply strategies and results from simpler problems to solve more complex problems. 7.7.5 Make and test conjectures by using inductive reasoning. 7.7.7 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 7.7.9 Use graphing to estimate solutions and check the estimates with analytic approaches. 7.7.10 Make precise calculations and check the validity of the results in the context of the problem. Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. 7.7.11 Decide whether a solution is reasonable in the context of the original situation. Back to Menu Mathematics - Grade 8 Standards
Integrated into Middle School FACS Curriculum Standard 1 Number Sense Students know the properties of rational* and irrational* numbers expressed in a variety of forms. They understand and use exponents*, powers, and roots. 8.1.1 Read, write, compare, and solve problems using decimals in scientific notation*. Standard 2 Computation Students compute with rational numbers* expressed in a variety of forms. They solve problems involving ratios, proportions, and percentages. 8.2.1 Add, subtract, multiply, and divide rational numbers (integers*, fractions, and terminating decimals) in multi-step problems. 8.2.2 Solve problems by computing simple and compound interest. 8.2.3 Use estimation techniques to decide whether answers to computations on a calculator are reasonable. 8.2.4 Use mental arithmetic to compute with common fractions, decimals, powers, and percents. Standard 3 Algebra and Functions Students solve simple linear equations and inequalities. They interpret and evaluate expressions involving integer* powers. They graph and interpret functions. They understand the concepts of slope* and rate. 8.3.1 Write and solve linear equations and inequalities in one variable, interpret the solution or solutions in their context, and verify the reasonableness of the results. 8.3.5 Identify and graph linear functions and identify lines with positive and negative slope. 8.3.8 Demonstrate an understanding of the relationships among tables, equations, verbal expressions, and graphs of linear functions. Standard 5 Measurement Students convert between units of measure and use rates and scale factors to solve problems. They compute the perimeter, area, and volume of geometric objects. They investigate how perimeter, area, and volume are affected by changes of scale. 8.5.1 Convert common measurements for length, area, volume, weight, capacity, and time to equivalent measurements within the same system. 8.5.3 Solve problems involving scale factors, area, and volume using ratio and proportion. 8.5.4 Use formulas for finding the perimeter and area of basic two-dimensional shapes and the surface area and volume of basic three-dimensional shapes, including rectangles, parallelograms*, trapezoids*, triangles, circles, prisms*, cylinders, spheres, cones, and pyramids. 8.5.5 Estimate and compute the area of irregular two-dimensional shapes and the volume of irregular three-dimensional objects by breaking them down into more basic geometric objects. Standard 6 Data Analysis and Probability Students collect, organize, represent, and interpret relationships in data sets that have one or more variables. They determine probabilities and use them to make predictions about events. 8.6.1 Identify claims based on statistical data and, in simple cases, evaluate the reasonableness of the claims. Design a study to investigate the claim. 8.6.2 Identify different methods of selecting samples, analyzing the strengths and weaknesses of each method, and the possible bias in a sample or display. 8.6.3 Understand the meaning of, and be able to identify or compute the minimum value, the lower quartile*, the median*, the upper quartile*, the interquartile range, and the maximum value of a data set. 8.6.4 Analyze, interpret, and display single- and two-variable data in appropriate bar, line, and circle graphs; stem-and-leaf plots*; and box-and-whisker plots* and explain which types of display are appropriate for various data sets. 8.6.6 Understand and recognize equally likely events. Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas. 8.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 8.7.2 Make and justify mathematical conjectures based on a general description of a mathematical question or problem. 8.7.3 Decide when and how to divide a problem into simpler parts. Students use strategies, skills, and concepts in finding and communicating solutions to problems. 8.7.4 Apply strategies and results from simpler problems to solve more complex problems. 8.7.5 Make and test conjectures using inductive reasoning. 8.7.7 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 8.7.8 Select and apply appropriate methods for estimating results of rational-number computations. 8.7.9 Use graphing to estimate solutions and check the estimates with analytic approaches. 8.7.10 Make precise calculations and check the validity of the results in the context of the problem. Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. 8.7.11 Decide whether a solution is reasonable in the context of the original situation. 8.7.12 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. Back to Menu Science – Grade 6 Standards
Integrated into Middle School FACS Curriculum Standard 1 The Nature of Science and Technology Students design investigations. They use computers and other technology to collect and analyze data; they explain findings and can relate how they conduct investigations to how the scientific enterprise functions as a whole. Students understand that technology has allowed humans to do many things, yet it cannot always provide solutions to our needs. Scientific Inquiry 6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. The Scientific Enterprise 6.1.4 Give examples of employers who hire scientists, such as colleges and universities, businesses and industries, hospitals, and many government agencies. Technology and Science 6.1.8 Describe instances showing that technology cannot always provide successful solutions for problems or fulfill every human need. Standard 2 Scientific Thinking Students use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships. Computation and Estimation 6.2.1 Find the mean* and median* of a set of data. 6.2.2 Use technology, such as calculators or computer spreadsheets, in analysis of data. Manipulation and Observation 6.2.3 Select tools, such as cameras and tape recorders, for capturing information. 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are for. Estimate what the effect of making a change in one part of a system is likely to have on the system as a whole. Communication Skills 6.2.5 Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc. 6.2.6 Read simple tables and graphs produced by others and describe in words what they show. 6.2.7 Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. 6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so. Critical Response Skills 6.2.9 Compare consumer products, such as generic and brand-name products, and consider reasonable personal trade-offs among them on the basis of features, performance, durability, and costs. Standard 3 The Physical Setting Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world. Matter* and Energy* 6.3.18 Investigate and describe that when a new material, such as concrete, is made by combining two or more materials, it has properties that are different from the original materials. 6.3.19 Investigate that materials may be composed of parts that are too small to be seen without magnification. Standard 4 The Living Environment Students recognize that plants and animals obtain energy in different ways, and they can describe some of the internal structures of organisms related to this function. They examine the similarities and differences between humans and other species*. They use microscopes to observe cells and recognize cells as the building blocks of all life. Diversity of Life 6.4.5 Investigate and explain that all living things are composed of cells whose details are usually visible only through a microscope. 6.4.7 Explain that about two-thirds of the mass of a cell is accounted for by water. Understand that water gives cells many of their properties. Human Identity 6.4.11 Describe that human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. 6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species. Standard 5 The Mathematical World Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, shapes in three dimensions, statistical relationships, and the use of logical reasoning in the representation and synthesis of data. Numbers 6.5.2 Evaluate the precision and usefulness of data based on measurements taken. Shapes and Symbolic Relationships 6.5.4 Demonstrate how graphs may help to show patterns — such as trends, varying rates of change, gaps, or clusters — which can be used to make predictions. Reasoning and Uncertainty 6.5.5 Explain the strengths and weaknesses of using an analogy to help describe an event, object, etc. 6.5.6 Predict the frequency of the occurrence of future events based on data. 6.5.7 Demonstrate how probabilities and ratios can be expressed as fractions, percentages, or odds. Standard 7 Common Themes Students use mental and physical models to conceptualize processes. They recognize that many systems have feedback mechanisms that limit changes. Systems 6.7.1 Describe that a system, such as the human body, is composed of subsystems. Models and Scale 6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous. Back to Menu Science – Grade 7 Standards
Integrated into Middle School FACS Curriculum Standard 1 The Nature of Science and Technology Students further their scientific understanding of the natural world through investigations, experiences, and readings. They design solutions to practical problems by using a variety of scientific methodologies. The Scientific View of the World 7.1.1 Recognize and explain that when similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often takes further studies to decide. Scientific Inquiry 7.1.2 Explain that what people expect to observe often affects what they actually do observe and provide an example of a solution to this problem. 7.1.3 Explain why it is important in science to keep honest, clear, and accurate records. 7.1.4 Describe that different explanations can be given for the same evidence, and it is not always possible to tell which one is correct without further inquiry. Technology and Science 7.1.8 Explain that technologies often have drawbacks as well as benefits. Consider a technology, such as the use of pesticides, which helps some organisms but may hurt others, either deliberately or inadvertently. 7.1.10 Identify ways that technology has strongly influenced the course of history and continues to do so. Standard 2 Scientific Thinking Students use instruments and tools to measure, calculate, and organize data. They frame arguments in quantitative terms when possible. They question claims and understand that findings may be interpreted in more than one acceptable way. Computation and Estimation 7.2.2 Use formulas to calculate the circumferences and areas* of rectangles, triangles, and circles, and the volumes* of rectangular solids. 7.2.3 Decide what degree of precision is adequate, based on the degree of precision of the original data, and round off the result of calculator operations to significant figures* that reasonably reflect those of the inputs. 7.2.5 Estimate probabilities of outcomes in familiar situations, on the basis of history or the number of possible outcomes. Manipulation and Observation 7.2.6 Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. Communication Skills 7.2.7 Incorporate circle charts, bar and line graphs, diagrams, scatterplots*, and symbols into writing, such as lab or research reports, to serve as evidence for claims and/or conclusions. Critical Response Skills 7.2.8 Question claims based on vague attributes, such as “Leading doctors say ...,” or on statements made by celebrities or others outside the area of their particular expertise. Standard 3 The Physical Setting Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world. Matter* and Energy* 7.3.12 Investigate how the temperature* and acidity* of a solution influences reaction rates, such as those resulting in food spoilage. 7.3.13 Explain that many substances dissolve in water. Understand that the presence of these substances often affects the rates of reactions that are occurring in the water as compared to the same reactions occurring in the water in the absence of the substances. 7.3.14 Explain that energy in the form of heat is almost always one of the products of an energy trans-formation, such as in the examples of exploding stars, biological growth, the operation of machines, and the motion of people. Standard 4 The Living Environment Students begin to trace the flow of matter and energy through ecosystems. They recognize the funda-mental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms. Diversity of Life 7.4.2 Describe that all organisms, including the human species*, are part of and depend on two main interconnected global food webs*, the ocean food web and the land food web. 7.4.4 Explain that cells continually divide to make more cells for growth and repair and that various organs and tissues function to serve the needs of cells for food, air, and waste removal. 7.4.5 Explain that the basic functions of organisms, such as extracting energy from food and getting rid of wastes, are carried out within the cell and understand that the way in which cells function is similar in all organisms. Interdependence of Life and Evolution 7.4.6 Explain how food provides the fuel and the building material for all organisms. 7.4.8 Describe how organisms that eat plants break down the plant structures to produce the materials and energy that they need to survive, and in turn, how they are consumed by other organisms. Human Identity 7.4.10 Describe how technologies having to do with food production, sanitation, and disease prevention have dramatically changed how people live and work and have resulted in changes in factors that affect the growth of human population. 7.4.11 Explain that the amount of food energy (calories) a person requires varies with body weight, age, sex, activity level, and natural body efficiency. Understand that regular exercise is important to maintain a healthy heart/lung system, good muscle tone, and strong bone structure. 7.4.14 Explain that the environment may contain dangerous levels of substances that are harmful to human beings. Understand, therefore, that the good health of individuals requires monitoring the soil, air, and water as well as taking steps to keep them safe. Standard 5 The Mathematical World Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, statistical relationships, and the use of logical reasoning, in the representation and synthesis of data. Reasoning and Uncertainty 7.5.4 Describe that the larger the sample, the more accurately it represents the whole. Understand, however, that any sample can be poorly chosen and this will make it unrepresentative of the whole. Standard 6 Historical Perspectives Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and grow or transform slowly through the contributions of many different investigators. 7.6.2 Understand and explain that Louis Pasteur wanted to find out what caused milk and wine to spoil. Note that he demonstrated that spoilage and fermentation* occur when microorganisms enter from the air, multiply rapidly, and produce waste products, with some desirable results, such as carbon dioxide in bread dough, and some undesirable, such as acetic acid in wine. Understand that after showing that spoilage could be avoided by keeping germs out or by destroying them with heat, Pasteur investigated animal diseases and showed that microorganisms were involved in many of them. Also note that other investigators later showed that specific kinds of germs caused specific diseases. 7.6.3 Understand and describe that changes in health practices have resulted from the acceptance of the germ theory of disease. Realize that before germ theory, illness was treated by appeals to supernatural powers or by attempts to adjust body fluids through induced vomiting or bleeding. Note that the modern approach emphasizes sanitation, the safe handling of food and water, the pasteurization of milk, quarantine, and aseptic surgical techniques to keep germs out of the body; vaccinations to strengthen the body’s immune system against subsequent infection by the same kind of microorganisms; and antibiotics and other chemicals and processes to destroy microorganisms. Standard 7 Common Themes Students analyze the relationships within systems. They investigate how different models can represent the same data, rates of change, cyclic changes, and changes that counterbalance one another. Systems 7.7.1 Explain that the output from one part of a system, which can include material, energy, or information, can become the input to other parts and this feedback can serve to control what goes on in the system as a whole. Models and Scale 7.7.2 Use different models to represent the same thing, noting that the kind of model and its complexity should depend on its purpose. Constancy and Change 7.7.3 Describe how physical and biological systems tend to change until they reach equilibrium and remain that way unless their surroundings change. 7.7.4 Use symbolic equations to show how the quantity of something changes over time or in response to changes in other quantities. Back to Menu Science – Grade 8 Standards
Integrated into Middle School FACS Curriculum Standard 1 The Nature of Science and Technology Students design and carry out increasingly sophisticated investigations. They understand the reason for isolating and controlling variables in an investigation. They realize that scientific knowledge is subject to change as new evidence arises. They examine issues in the design and use of technology, including constraints, safeguards, and trade-offs. The Scientific View of the World 8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory* leads to looking at old observations in a new way. 8.1.2 Recognize and explain that some matters cannot be examined usefully in a scientific way. Scientific Inquiry 8.1.3 Recognize and describe that if more than one variable changes at the same time in an experiment, the outcome of the experiment may not be attributable to any one of the variables. The Scientific Enterprise 8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society. 8.1.5 Explain why research involving human subjects requires that potential subjects be fully informed about the risks and benefits associated with the research and that they have the right to refuse to participate. Technology and Science 8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities. 8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others. Standard 2 Scientific Thinking Students use computers to organize and compare information. They perform calculations and determine the appropriate units for the answers. They weigh the evidence for or against an argument, as well as the logic of the conclusions. Computation and Estimation 8.2.1 Estimate distances and travel times from maps and the actual size of objects from scale drawings. 8.2.2 Determine in what units, such as seconds, meters, grams, etc., an answer should be expressed based on the units of the inputs to the calculation. Manipulation and Observation 8.2.4 Use technological devices, such as calculators and computers, to perform calculations. 8.2.5 Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising. Communication 8.2.6 Write clear, step-by-step instructions (procedural summaries) for conducting investigations, operating something, or following a procedure. 8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. 8.2.8 Use tables, charts, and graphs in making arguments and claims in, for example, oral and written presentations about lab or fieldwork. Critical Response Skills 8.2.9 Explain why arguments are invalid if based on very small samples of data, biased samples, or samples for which there was no control sample. 8.2.10 Identify and criticize the reasoning in arguments in which fact and opinion are intermingled or the conclusions do not follow logically from the evidence given, an analogy is not apt, no mention is made of whether the control group is very much like the experimental group, or all members of a group are implied to have nearly identical characteristics that differ from those of other groups. Standard 3 The Physical Setting Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world. Matter and Energy* 8.3.8 Explain that all matter is made up of atoms* which are far too small to see directly through an optical microscope. Understand that the atoms of any element* are similar but are different from atoms of other elements. Further understand that atoms may stick together in well-defined molecules or may be packed together in large arrays. Also understand that different arrangements of atoms into groups comprise all substances. 8.3.9 Demonstrate, using drawings and models, the movement of atoms in a solid*, liquid*, and gaseous* state. Explain that atoms and molecules are perpetually in motion. 8.3.10 Explain that increased temperature means that atoms have a greater average energy of motion and that most gases expand when heated. 8.3.11 Describe how groups of elements can be classified based on similar properties, including highly reactive metals*, less reactive metals, highly reactive nonmetals*, less reactive nonmetals, and some almost completely nonreactive gases. 8.3.13 Explain that energy cannot be created or destroyed but only changed from one form into another. Standard 4 The Living Environment Students trace the flow of matter and energy through ecosystems*. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight. Diversity of Life 8.4.1 Differentiate between inherited traits, such as hair color or flower color, and acquired skills, such as manners. 8.4.3 Recognize and describe that new varieties of cultivated plants, such as corn and apples, and domestic animals, such as dogs and horses, have resulted from selective breeding for particular traits. Interdependence of Life and Evolution 8.4.6 Describe how animals get their energy from oxidizing their food and releasing some of this energy as heat. 8.4.7 Recognize and explain that small genetic differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. 8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. Standard 5 The Mathematical World Students apply mathematics in scientific contexts. Students use mathematical ideas, such as symbols, geometrical relationships, statistical relationships, and the use of key words and rules in logical reasoning, in the representation and synthesis of data. Shapes and Symbolic Relationships 8.5.2 Show that an equation containing a variable may be true for just one value of the variable. 8.5.4 Illustrate how graphs can show a variety of possible relationships between two variables. Reasoning and Uncertainty 8.5.6 Explain that a single example can never prove that something is always true, but it could prove that something is not always true. 8.5.7 Recognize and describe the danger of making over-generalizations when inventing a general rule based on a few observations. 8.5.8 Explain how estimates can be based on data from similar conditions in the past or on the assumption that all the possibilities are known. 8.5.9 Compare the mean*, median*, and mode* of a data set. 8.5.10 Explain how the comparison of data from two groups involves comparing both their middles and the spreads. Standard 7 Common Themes Students analyze the parts and interactions of systems to understand internal and external relationships. They investigate rates of change, cyclic changes, and changes that counterbalance one another. They use mental and physical models to reflect upon and interpret the limitations of such models. Systems 8.7.1 Explain that a system usually has some properties that are different from those of its parts but appear because of the interaction of those parts. 8.7.2 Explain that even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection. Models and Scale 8.7.3 Use technology to assist in graphing and with simulations that compute and display results of changing factors in models. 8.7.4 Explain that as the complexity of any system increases, gaining an understanding of it depends on summaries, such as averages and ranges*, and on descriptions of typical examples of that system. Constancy and Change 8.7.5 Observe and describe that a system may stay the same because nothing is happening or because things are happening that counteract one another. 8.7.6 Recognize that and describe how symmetry may determine properties of many objects, such as molecules, crystals, organisms, and designed structures. 8.7.7 Illustrate how things, such as seasons or body temperature, occur in cycles. Back to Menu Social Studies – Grade 6 Standards
Standard 1Integrated into Middle School FACS Curriculum History Students will examine the key historic movements, events, and figures that contributed to the development of the modern European and American nations from early civilizations to early modern times. Chronological Thinking, Comprehension, Analysis, and Interpretation 6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Research Capabilities 6.1.21 Form research questions and use a variety of information resources* to obtain, evaluate, and present historical data on the people, places, events, and developments in the history of Europe and the Americas. Standard 2 Civics and Government Students will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilities of individuals in different political systems. Roles of Citizens 6.2.6 Define citizenship and roles of citizens in selected nation-states of Europe and the Americas, and make comparisons to the United States. Standard 3 Geography Students will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere. Human Systems 6.3.10 Compare and contrast cultural patterns — such as language, religion, and ethnicity — in various parts of Europe; the Caribbean; and North, South, and Central America. Environment and Society 6.3.13 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. . Standard 4 Economics Students will examine the influence of physical and cultural factors upon the economic systems of countries in Europe and the Americas. 6.4.5 Describe how different economic systems* (traditional*, command*, market*, mixed*) in Europe and the Americas answer the basic economic questions on what to produce, how to produce, and for whom to produce. 6.4.6 Explain how financial institutions (banks, credit unions, stocks-and-bonds markets) channel funds from savers to borrowers and investors. 6.4.7 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product* (GDP) per capita as an indicator. 6.4.9 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace. 6.4.10 Identify situations in which the actions of consumers and producers in Europe or the Americas help or harm other individuals who are not directly involved in the consumption or production of a product. 6.4.11 Give reasons why saving and investing are important to the economies of the United States and other countries and compare and contrast individual saving and investing options. Standard 5 Individuals, Society, and Culture Students will examine the role of individuals and groups in societies of Europe and the Americas, identify connections among cultures, and trace the influence of cultures of the past on present societies. They will also analyze patterns of change, including the impact of scientific and technological innovations, and examine the role of artistic expression in selected cultures of Europe and the Americas. 6.5.1 Explain the term socialization*, and compare the way people learn the rules and their roles in the groups to which they belong in different cultures and times. 6.5.5 Identify examples of inventions and technological innovations that have brought about cultural change in Europe and the Americas and examine their impact. 6.5.8 Use a variety of resources, including newspapers, magazines, Web sites, and databases, to collect and analyze data on cultural factors in countries of Europe and the Americas. Use charts, graphs, and other data to compare and hypothesize the relation of these factors to a nation’s development. Back to Menu Social Studies – Grade 7 Standards
Integrated into Middle School FACS Curriculum Standard 1 History Students will examine the major movements, events, and figures that contributed to the development of nations in modern Africa, Asia, and the Southwest Pacific from ancient civilizations to early modern times. Chronological Thinking, Comprehension, Analysis, and Interpretation 7.1.18 Analyze cause-and-effect relationships, bearing in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Standard 4 Economics Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia, and the Southwest Pacific. 7.4.3 Illustrate how international trade requires a system for exchanging currency between and among nations. 7.4.5 Explain how banks and other financial institutions channel funds from savers to borrowers and investors in Africa, Asia, and the Southwest Pacific. 7.4.6 Compare and contrast the standard of living of various countries in Africa, Asia, and the Southwest Pacific using Gross Domestic Product (GDP)* per capita as an indicator. 7.4.7 Describe ways that people can increase individual human capital. 7.4.9 Research how individuals save and invest in different countries of Asia, Africa, and the Southwest Pacific compared to the United States. Standard 5 Individuals, Society, and Culture Students will examine the role of individuals and groups in societies of Africa, Asia, and the Southwest Pacific, identify connections among cultures, and trace the influence of cultures of the past on present societies. They will also analyze patterns of change, including the impact of scientific and technological innovations and examine the role of artistic expression in selected cultures. 7.5.1 Compare and contrast how social institutions, including the family, religion, education, government, and the economic system, influence individual behavior in different societies in Africa, Asia, and the Southwest Pacific in the past and present. 7.5.4 Examine the impact of cultural change brought about by technological inventions and innovations in the past and present. 7.5.7 Define the term ethnocentrism* and give examples of how this attitude can lead to cultural misunderstandings. 7.5.8 Use a variety of information resources* to identify examples of present conflicts between cultural groups or nations and analyze the historical and geographical background of such conflicts. 7.5.9 Give examples of the benefits of connections among cultures, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning from technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts. Back to Menu Social Studies – Grade 8 Standards
Integrated into Middle School FACS Curriculum Standard 1 History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the discovery, exploration, and colonization of America, and the revolution and founding era. This will be followed by emphasis on social reform, national development and westward expansion, and the Civil War and Reconstruction period. Comprehension, Analysis, and Interpretation 8.1.28 Identify, evaluate, and distinguish fact from opinion in a variety of information resources*; differentiate between historical facts and interpretations, recognizing that the facts the historian reports reflects his or her judgment of what is most significant about the past. Issues-Analysis, Decision-Making, Planning, and Problem Solving 8.1.31 Examine the causes of problems in the past and evaluate solutions chosen as well as possible alternative courses of actions. Consider the information available at the time, the interests of those affected by the decision, and the consequences of each course of action. Standard 2 Civics and Government Students will explain the major principles, values, and institutions of constitutional government and citizenship, which are based on the founding documents of the United States. Foundations of Government 8.2.3 Identify and explain the relationship between rights and responsibilities of citizenship in the United States. 8.2.4 Define and explain the importance of individual and civic responsibilities. Functions of Government 8.2.9 Examine functions of the national government in the lives of people, including purchasing and distributing public goods and services, financing government through taxation, conducting foreign policy, and providing a common defense. Roles of Citizens 8.2.10 Explain the importance in a democratic republic of responsible participation by citizens in voluntary civil associations/nongovernmental organizations that comprise civil society. 8.2.12 Explain how citizens can monitor and influence the development and implementation of public policies. 8.2.13 Research and defend positions on issues in which fundamental values and principles related to the Constitution of the United States are in conflict, using a variety of information resources*. Standard 3 Geography Students will identify the major geographic characteristics of the United States and its regions. They will name and locate the major physical features of the United States, each of the states, and major cities, and use geographic skills and technology to examine the influence of geographic factors on national development. Environment and Society 8.3.9 Identify ways people modified the physical environment as the United States developed and the types of problems that resulted. Uses of Geography 8.3.11 Use information technology, such as Geographic Information Systems (GIS)* and remotely sensed images, to gather information on ways people changed the physical environment of the United States in the nineteenth century. Standard 4 Economics Students will identify, describe, and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.5 Analyze contributions of entrepreneurs, inventors, and other key individuals in the development of the United States economy. 8.4.6 Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries. 8.4.7 Trace the development of different kinds of money used in the United States and explain how money helps make saving easier. 8.4.10 Examine the importance of borrowing and lending (the use of credit) in the United States and list the advantages and disadvantages of using credit. 8.4.11 Compare and contrast job skills needed in different time periods in United States history and use a variety of information resources* to research jobs and careers. Standard 5 Individuals, Society, and Culture Students will examine the influence of individuals, ideas, and cultural movements in the development of the United States; consider the impact of scientific and technological developments on cultural life, and analyze the importance of artistic expression in the development of the American nation. 8.5.3 Examine the concepts of a work ethic, philanthropy, volunteerism, and concern for the common good as important aspects of American society in the eighteenth and nineteenth centuries. 8.5.4 Trace the development of the American educational system, including the work of Horace Mann in the public schools movement (1830s to 1850s), and describe the differences in educational opportunities for girls and women, African Americans, and students in rural areas. 8.5.6 Give examples of the changing role of women in the northern, southern, and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes. 8.5.7 Give examples of scientific and technological developments that changed cultural life in the nineteenth-century United States, such as the use of photography, the invention of the telegraph (1844), and the invention of the telephone (1876). 8.5.9 Describe changes in entertainment and recreation, such as the growing interest in sports of various kinds, in the mid-nineteenth century and explain how these changes related to urbanization and technological developments. 8.5.10 Use a variety of information resources* to identify examples of traditional arts, fine arts, music, and literature that reflect the ideals of American democracy in different historical periods and plan presentations on or performances of selected works. 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| Specific
Indiana Standards
for Grades 6 – 8 Integrated into the Middle School Family and Consumer Sciences Curriculum |
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English/Language Arts - Grade 6 Standards Integrated into Middle School FACS Curriculum Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Decoding and Word Recognition 6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression. Vocabulary and Concept Development 6.1.4 Understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning. 6.1.5 Understand and explain slight differences in meaning in related words. Standard 2 READING: Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials 6.2.1 Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information. Comprehension and Analysis of Grade-Level-Appropriate Text 6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics. 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.2.5 Follow multiple-step instructions for preparing applications. Expository (Informational) Critique 6.2.6 Determine the adequacy and appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences. 6.2.8 Note instances of persuasion, propaganda, and faulty reasoning in text. Standard 4 WRITING: Process Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 6.4.3 Write informational pieces of several paragraphs that: · engage the interest of the reader. · state a clear purpose. · develop the topic with supporting details and precise language. · conclude with a detailed summary linked to the purpose of the composition. 6.4.4 Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order. Research and Technology 6.4.5 Use note-taking skills. 6.4.6 Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information. 6.4.7 Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation. Evaluation and Revision 6.4.8 Review, evaluate, and revise writing for meaning and clarity. 6.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 6.4.10 Revise writing to improve the organization and consistency of ideas within and between paragraphs. Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 6, students write narrative (story), expository (informational), persuasive, and descriptive texts (of at least 500 to 700 words). Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 6 students use the writing strategies outlined in Standard 4 — Writing Process to: 6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: · state the thesis (position on the topic) or purpose. · explain the situation. · organize the composition clearly. · offer evidence to support arguments and conclusions. 6.5.3 Write research reports that: · pose relevant questions that can be answered in the report. · support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. · include a bibliography. 6.5.5 Write persuasive compositions that: · state a clear position on a proposition or proposal. · support the position with organized and relevant evidence and effective emotional appeals. · anticipate and address reader concerns and counterarguments. · Use varied word choices to make writing interesting. · Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Standard 6 WRITING: English Language Conventions Students write using Standard English conventions appropriate to this grade level. Sentence Structure 6.6.1 Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. Grammar 6.6.2 Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects. Punctuation 6.6.3 Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.). Capitalization 6.6.4 Use correct capitalization. Spelling 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw). Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. Comprehension 6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture). 6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication. 6.7.3 Restate and carry out multiple-step oral instructions and directions. Organization and Delivery of Oral Communication 6.7.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience. 6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts. 6.7.6 Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology. 6.7.7 Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention. Analysis and Evaluation of Oral and Media Communications 6.7.9 Identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information. Speaking Applications 6.7.11 Deliver informative presentations that: · pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. · develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information. 6.7.13 Deliver persuasive presentations that: · provide a clear statement of the position. · include relevant evidence. · offer a logical sequence of information. · engage the listener and try to gain acceptance of the proposition or proposal. 6.7.14 Deliver presentations on problems and solutions that: · theorize on the causes and effects of each problem. · establish connections between the defined problem and at least one solution. · offer persuasive evidence to support the definition of the problem and the proposed solutions. Back to Menu English/Language Arts - Grade 7
Standards
Integrated into Middle School FACS Curriculum Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development 7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text. Standard 2 READING: Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 7, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials 7.2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (such as textbooks, newspapers, and instructional or technical manuals). 7.2.2 Locate information by using a variety of consumer and public documents. 7.2.3 Analyze text that uses the cause-and-effect organizational pattern. Comprehension and Analysis of Grade-Level-Appropriate Text 7.2.5 Understand and explain the use of a simple mechanical device by following directions in a technical manual. Expository (Informational) Critique 7.2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. Standard 3 READING: Literary Response and Analysis Students read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 7.3.4 Identify and analyze themes — such as bravery, loyalty, friendship, and loneliness — which appear in many different works. Standard 4 WRITING: Process Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus 7.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 7.4.2 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 7.4.3 Support all statements and claims with anecdotes (first-person accounts), descriptions, facts and statistics, and specific examples. 7.4.4 Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts. Research and Technology 7.4.5 Identi |