ED 20.5 312

V

DOCURENT REM!

RC .012 925

AUTHOR. -Hertl, David, Ed.: And-Others -

-IIImLE .. ' Sma 11_,Schbols-Student 'learning Objectimes,__LK71.31_ .:

.Reading,' Language Arts, Mathematics,. Science, Social.Studies. .

TNSTITUTION Educational Service District 199,. Mt. Vernon, Wash:.:-Washington Office of the Skate Superintendent ofPublic Instruction,Olympia.

1)013:0ATE Sep 76 .......or.

- \ .-NOTE- :91p.:For.related documents, see RC 012 B26=951. lot

available it paper copy -due. to colored pages.

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS..DESCRIPTORS *Behaviemal Objectives: Educational, Objectives:

*Language Arts: *Mathematics: Primary Education:*Reading Skills: Sciences: Sequential Approach:*Small Schools: *Social Studies: State CurriculumGuides: Student Placement: Study Skills

. IDENTIFIERS Washington

ABSTRACT ,

., Developed by primary teachers and elementaryprincipals from small_districts in-Snohdmish and Itland counties inwashington,this handbook contains!sequenced student learningobiectives fOr-gradei K-3 in the curriculum areas of reading,.language arts,,mathetatics, science, and social 'studies. Each studentleatnIng.oblective is correlated to the Goals for Washington CommonSchools and to brOad program coals. Por-eack sequenced objective, a:grade placement indicating where each 'objective should betaught'and.mastered has been recommended...The7format provides spaCefor districtoersonnel.to arrange the Small Schools objectiveto best suit the/educational programs within their district.. The.saquencdd:primaryobjectives are also. a useful resource...In identifying district

Objectivas-Ia-w,(Author/CM)

/

.....

*************************:********************************************** Reproductions Supplied bvEDRS are the best that can be made----7* . '.fram the original document. ::_...-----. ,

.

*************************************************ic****************1

------

-PERMISSION TO REPRODUCE THIS

MATERIAL .HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)."

SMALL SCH

111 -. I A

:7;17 1, ligIbAJ

,.;.°S9.4-; et WORKING COP'

September 1971

rfcl,\' STUDENT LEARNINGU.S. DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATION,EDUCATIONAL RESOURCES IhTFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating It.Minor changes have been made to improve \reproduction Quality. .

Points of view or opinions stated in this docu-ment do not necessarily represent official NIEposition or policy. 1

.

.-,

` 1 . .

K=3

r

Readini. Language Arts .MathematiCs Science oaf tudiesraii

-t

-14111,11'

ti

Dr. Frank B. Brouillet, State-Buperintendent of Public Instruction, Olympia, Washington

2

r

a

SMALL SCHOOLS!

STUDENT LEARNING OBJECTIVES

.1(-3

Co-

ReadingtalAguage Arts

MathematicsScience

Social. Studies

4

I --

Working CopySeptember 1976

, .

This is a publication of the Curriculnia and Instruction Divisionof the Superintendent of Public Instruction, Olympia, Washington

Dr. FrAk*B. BrouilletState Superintendent of PUblic Instruction.

Dr. Jack FriskDeputy Superiniendent

11r..Donald Hair.Assistant Superintendent

Division.of Ourriculud and Instruction

1

a

William Radcliffe, Jr.Director

Program Development

V

A

:s.

.ACK$OWLEDGMENTS.

...

The Small Schools Studen drning Objectives:were written by a consortium °

of teaChers-Indadmini dis cts-EdUcational---ServiceDistrict;189 and the office of Superintendent .o ;Public; Instruction.-

Small Schools PlanningA.ask.Force:-Therese Destito, SUpervisor, Elepentary Educafion SPIDr, David Hartl,'Assistant Superintendent,.C&I,-ESD 109

I

JoAnne Nelson, Coordinator; Small Schools Project,$SD 109Robert Gilden, Administrative-Atsistant, Lake Stevens School-DistrictEugene EIledge, Assistant Superintendents Monroe School DistrictDon Van Liew, Elementry Principal,Gyanite Falls School District

Reading_Committee:Carol Cox, Teacher,' Lakewood Schoo istrict-Dorothy Cooper, Teacher, Granite F lls School DistAct;-,-..Elaine Campbell, Teacher, Lake'StevensLorraine Van Brocklin, Teacher,-Arlingeon, School DistrictDick Reim, Teacher, Stanwood School DistrictDan Estvold, Teacher, Stanwood School DistrictJoanne-Gotovac, Teacher, South,Whidbey School DistrictTom_Sofie, Principal, "Sultan School Diitrict,Hal Ring, Principal, Darrington School oistrict.Margaret Olson, Supervisor-of Reading; SPI.

9

Language Arts Committee::'Willis Runquist, Principal, Lakewood ,School DistrictMarvin Hendrickson, Principal, Arlington School DistrictDeanna Jacobsen, Teacher, Monroe School DistrictBetty Moore, Teacher, South Whidbey School District

, Bernice Henderson, leacher, Granite Falls School. District -,

Teresa Trivett; Teacher, Arlington School District I

. Patrick CUrran, Teacher, Monroe School DistrictMartha Priest, Teacher, Lake-Stevens SchOol Distriat_Elsa Elliott, Teacher,. Lakewood School DistridtNorma Wieman, Teacher; barrington SchOol District

'')Ann York, Teacher, Sultan School DistriCt -

,

Special Consultants:1\1Charles Blondino, Supery of Language Arts, SPI

Louise Markert, English.pecialist, Seattle School District ;

Nancy McMann, Consultant,-Language Arts, Shoreline School DistrictRita Clark, Coordinator, Language-Arts, Auburn School District

\

.

-.a

U

-

Mathematics Committee:Hilde Ward, Teacher, Lake Stevens School District -.

Carolyn Holdorf, Teacher, ,Monroe School District . .

_ Esther Klethpel, Teacher, Granite Falls School DistrictSusan Mullen, Teacher, Lakewood School District:Jean-floy-C--Teacher, Monroe SchoolDistrict'

' ary Kamps, Administrator; Monroe Christian SchoolKathy Ahrens, Teecher;-Sultan School DistrictRuth Kromann, Teacher, Standwood School DistrictDon Nelson,' Teacher, Principal, South- Whidbey Schoql DistrictLinda Vandenberg, Teacher; Darrington School District -

Gary Pederson: Teacher tore Intern, Arlington_ School District-Bob Lepse, Mathematics Consuikant, Northshore School District

Special-Consultants:Elden Egbers, Supervisor.of Mahematics, SP;Carol Werner, Elementary Mathematics SpecialistJohn Kenny, Elementary Mathematics Specialist

Social Studies.Commietee: - 4

Marian-Nelson, Teacher, Sultan Sc ool DistrictJanice Ertkson, Teacher, South Whidbey School DistrictKathy Brevin, Teacher, Darrington, School DistrictBetty Snyder, Teacher; Lakewood School District

st46414, Shanna Galli, Teacher, Arlington School DistrictCheryl Johnson, Teacher. snohomish School DistrictKathy Tuck, Teacher, Snohomish School District

\ Ann Farrell, Teacher, Snohoish School DistrictLorraine Jones, Teacher, Snohomish School DistrictMarlene Tuchey, Teacher, Snohomish School DistrictDon Van Liew, Principal, Granite Falls School DistrictDr. Theodore Kaltsounis; Social Studies Consultant, University

Special Consultants:-,,

Q .' teOrge Whitney, Supervisor of Social Studies, SPIDale Brown, Map and Globe Specialist

...,..,..

Science Co_

dmittee:-..

Jan. Kelly,,Teacher,,Darrington School District.

Joan Schroeder, Teacher, Sultag School DistrictMary Ann Jakobsgn, Teacher,'South Whidbey School District

I t''Marilyn Barnhill, Teacher, Stanwood School District -it

Jeanne Fankhauser, Teacher, Lake Stevens School DistrictLeslie Garrison, Teacher, Arlington School DistrictHprold Bakken, Principal, Monroe School District'Jan. Weali, Teacher, Granite Falls School DistrictMelody Buck, Teacher, Stanwood School DistrictI.Dr. John Smith, Science. Consultant, University of Washington

Special Consultant: . _ )

James-Garner, Supervisor of Science, SPI

--

of Washington.

J

6

,

Resource Personnel: .

David Kennedy, Superv.isor,Environmental Eduction, SPI.-Tony Angell; Director, Environmental Education4 ESD 110.Dr. Harry Johnson, Supervisor, Program Evaluation, SPIRichard Lutz, Supervisor,.. Career Education, SPIJades Crook, Co-Director, CareerEducation'PrOject,

CashmereT-Pashastim, Dryden School-DistriCts.Kathy Lautensleger,Careei Education Assistot, ESD 167 i d ESD 104Harry Silverthorn, Career Education. Assistor, ESD 109Chuck Blondino, Consultant, Goal Based Curriculum, SPI'Larry Hanson, Marketing D4rector, The Everett HeraldTeddi Baer, COnsultant, Newspaper in the dlassroomAlice Rathburn, Consultant,tNewspaper in the ClassroomRon Fernandes, Public Information Officer, ESD 109 -

Ron Dubuque, Coordinator, Instructional. Materials Center, ESD 109Al Huff, Mkriager, Data Processing Cooperative, ESD 1Q9

Off ice.Services:

Phyllis Wilson, Setretary, SPIEvelyn Sigler, Secretary, ESD 109RhOda Pigman, Secretary, SPIAgnes Englei. Secretarial Service CenterLaurel HojeM., Secr tarial Service Center

I

Dr. David Hartl, Editor, ESD lop' Jo Anne Nelson, Editor, ESD 109'Therese Destito, Editor, SPI

\-

TABLE OF CONTENTS

Page

IntroductionA-

Reading.Objectives4 -'

Language Arts Objectives . , ... . . . e 25

Mathematics Object\ives .. .... . . .

,..Social'Studies.ObjeCtives

Science Objectives.

. 53

O

79

INTRODUCTION

The SmAIL:4chdOISmateriels:fgere developed through the cooperative effortsof threel.leVeli:Ot,eduCitionel organizationsr regionaland state. .

Forty primary "teachers and ten elementary.principalS frowsmall districtsin Snohomishand Island counties (Arlington; Derrington,'Granite Falls,Lake Stevens, Lakewood,14onroe, SnohOmieh; Stanwood; Sultan, South. Whidbeyand Monroe, Christian School) developed and sequenced student learningobjectivei for grades kindergarten through thArd.in five' curriculum areas:reading, language arts,,mathematics,.science'end social-StudidS. -SuggeStedactivities, monitoring- procedures resources used in teaChing theobjeCtives were identified and each student. learning objective was cor-related to the'State Goals for Washington .Common Schools and.,tobroad pro-gram goals. Educational Service District 189 and the Offceof the Super-intendent-of Public Instruction.provided.teclvical assistance; organizatiOrielleadership, and editorial and publication services to the districts.

On the following pages you will find the Small Schools sequenced objectivesfor reading: language arts, mathematicSscience and social studies. Foreach objective a grade placement has been-recommended'indicating. where eachobjective should be taught and mastered. :.Thegrade tecommendation1s.madewith the understanding that it applies to most students and that there willalways be some students who. require either a longer or shorter timethanrecommended to master the,knowledges skills and values indicated by theobjectives.

-The format'provides space for district persotnel to arrange the Small..Schools objectivesto best suit the educational programs within their district.School. personnel shotld mark in the columns at the.right the grade(s) orlevels) at which,each objective is taught in their Schbol district: In=samelncidents.dittrictpersonnel may choose eite.rto delete an obiediiveby,striking it from the list or to add anotherobjective by writing itdirectlyon the.sequenced objective .page.

,

4'; , ;.During the 1976 -77 school year; the scope of. the Small-Schools prOject'w1I1:be extended to include the development of student learning objectiv4,0:erid.activities in the areas of reading,A.anguage arts and mathematics forgrades 4-8. Also, during_thattime the.R-3 materiels', objectives as wel/as activities, will be field tested. in small cistricts througho-tit,the state:Distribution of all Small Schools materiels is scheduled for the fall of-1,77.until the completed package.ofSmall Schodls.is.available,- it is hoped :thatthe sequenced primary objectives a useful resource-inpentifyIng--district.,prOgrams for compliance'with"the Student'Leerning.Oblectives Law..

.2

'SMALL SCHOOLS PROJECT - Working Copy

SUBJECT: Reading

SPECIFIC. AREA: Word Recognition .Skills:' Visual Discrimination 4.

.

.. .

.

K. 2 '3 II

_.

The student knows: - _ .

.-17---,

.-the.positions: left, ,right,' top, bottom, front;.

back, over, under, on, up, down,, between.: ; K-1that pictureclues are important to understanding

..- the written.text. K-2.

. .

.

.

.,

.

.

. .

.

..

.

.

_.

.

..

.

.

,_------,

The studentjs able to: ..,

-.. .

.

. .

distinguish objects according to their size..

K. identify Colors:,,red;.yellow, blue,- green, orange,

.

, .purple,hrown,blabkr K-1. .

.

11 -. match color words with appropriate colors. , K-.-1.

. use:visual memorYto retain and predict a visual -. .

pattern of letters,. shapes, numbers. K-4. distinguish likenesses and differences in.pictures,

'.

....

letters and words K-1. recogniZe and 'name the capital and lowercase letters -- .

of the alphabet.. . K-1,.. .

..use piCture clues to understand a story. K-2.

.

..- .

.

.. ,

..-..

. *: .. .

.

. .. .

. .

.. ..

_

. .=.

. .

... .

..

, . . . ..

.

The -student values,:.

. . .

..

..

. . .

. .

...

.

. ..

....

.. ,

..

. ...

. .

. ,.

. ,

., .. .

..

..

.

.

4 .

. .'. ..

.

' .:

: The previous numbered page In ._ .

.

the original' docurnentyas blank. 3 : L. . .

. -

4

'STALL SCHOOLS PROJECT - Working Copy

Reading

SPECIFIC AREA: Word Recognition: AUditoryDiscrimination

K 3i 4

The student knows:

The-student is able to:.

. listen for likenesses and differences in common..eource, tate; pitch, volume.

. auditorily.discriminatethyming words.

. auditorily discriminate consonant sounds.

sounds,

The studen't values,:

K-1K71.

K7.1

0

A.

'

SMALL SCHOOLS PRO CT W°Yking Copy

UBJECT:' 'Readi

'Itt44 teV

ei Q. A.

12.

ei 40 4.400 pcm4. 0, (II

C

SPECIFIC-AREA: Word Recognition: Phonetic Anelysis - Vow

1 2 4

The student .knows:

. -the short vowel. sounds (zr e ikhe long vowel sounds (a e i o u)

that two successive vowels 'frequently, represent one-sound.

relationghips of the following -vowel combinations'oa, oe,*: ea% ee,. ai, ue, ie, ow, ey,

the ound-symbol(vowel digraphs):

aw, ci. .

a single sound is(dip thongs) : oi,

made,::b- each of ,the ',following vowel combinationsoy; ou, ow, ir, ar.

The student

. readfun:

. .is able to:' :a

words with short vowel sounds, .hat, red, not,

read one syllable. words. with the' long.vOwel pattern "ve finale,".i.e.,.make, Pete,- pine note, 'June.

, . .

read long vowel words macle by. vowel combinations,- i.e., road,hoe ,, meat, feed,' rain, say-, -true, pie, grow, key, bread,'.August, paw, vein.

.

read words with cipthongs, (Al.,- boy, out, how,. her, fir.,pure, for, car:

. .

The student- values:

1-2

i" -3

1-3

1-2

1-2

1-3

SMALL SCHOOLS PROJECT.- Working.Copy.

SUBJECT: Reading

0) S.2.

00

:4:). "57

SPECIFIC AREA: Word RecognitiOn: Phonetid Analysis - Consonants

- -

The student:knows:

. the consonant letter 'sounds. _.--

. the digraphs: c -h, sh, th, wh, hg. ----

the soutds..made-ty the letter "s"_:--s-g in sun,z as in. his, sh,.:.

as-in sure, zh.as in occaSion ,

the.conSonant blends,------ . .

that the letter-"C" has two sounds: "s"-.(soft) sound when,follow0-bY the letter i, e Or. y as in city, cent, circus, cycle

d-ile "k" (hard). sound when followed by any letter other thani, e or y. ,

.

. that the letter "g" has two sounds: generally the "j" (soft)sound when'followed by the letter i, e or y as in giant, .gemigym and the "g" (hard) sound as in. get, 224, give .

. that-some words contain silent consonants, i.e.,"knows,'half,lamb, write, high. . . - :.

. that the same sound may be made by different combinations: pf,f, cks, X, ck, k..

The student is able to:associate a consonant sound with the letter name. .

. distinguish single consonant sounds in the initial and finalposition.associate the consonant blend with the letters that form theblend.

'

. distinguish consonatt blends in the initial and final positidn.distinguish the digraphs in the initial anU final 'positions.

The student values:.

-6 -

-

K-1.K-2

K -3

1-2-

1-3

1-3

2

2-3

K-1

K-1

1-2

1-2K-2

SMALL SCHOOLS PROJECT - Working Copy

Reading

PECIFIC AREA: Word'Recognition: Structural Analysis - Rhyming

Endings or Phonpgrams

The.student knows:

I

'The student is able to:

. identify common word patterns (rhyming endings or.-phonograms)as an aid in reading unfamiliar vocabulary, i.e.,.first grade:

(an, ate, ail, able, ake, am; all; second /third grades: ain't,ange, ark, ought, eeze, ough.use the knowledge of word patterns as an,aid'to reading-unfamiliar vocabulary.

The student values:

0

SMALL SCHOOLS_PROJECT - Working Copy4,

Acz

.

^,

40 ao

ft.

SUBJECT: Reading41,

SPECIFIC AREA: Word Recognition: Structural Analysis - Syllables

K- The student knows:

each syllable has .a vowel sound.when thereayp twin or double consonants, in a word the word isdivided into syllables betWeen the-corisonaats (lit/tle,-num/ber). and'the vowel sound is short.when a word has only one consonant coming betweentwo vowels,either the word is divided before the consonant and the vowelsound is long, i.e., pu/pil, ti/ger, fi/nal; or the word isdivided after the consonant and the vowel. sound is short, i.e.,fin/ish, lem/on,'mod/ern.

The student is able to:

..auditorily identify the number of syllables in words'.

. apply syllable generalizations in decoding new words,

-The student values:

1 (..0

1-3

2-3

2-3

1-32-3

3!

SMALLHSCHOOLS PROJECT ::"-"lorki-lig CUPY

SUBJECT:

''%..SPECIFIC AREA:

Reading

Structural Analysis.: Compound-Words

K 1 2

The student knOws:0

a compound word is compoed of two Or:more Words thatcombine their:meaning.to form-a new word and is written asone Word. /-"'"

The student is ablefto:

.

. identify the two.separate'wOrds in a compound word.

develop Compound words from two or more words..

'Thestudent value*:

3

1-3

1-3

SCHOOLS PROJECT - Working dopy

SUBJECT: Reading. .

SPECIFIC

ei

Word Recognition: Structural Analysis Root,WordS,

Inflected Endings, Prefixes, CiffixesC

The student knows:

. ..a root' word is the base to which affficed parts may be added.

. a prefix_isa commonsyllable'added to the beginning of.a rootword and'alters the meaning of the root word.

.

. a suffix is .a common ending or syllable which'is added tb theending.of.a,rb4t woiand,alters the meaning of the root word.°

2 4

a

The student is able to:

read a root word to which an inflected ending has been added:s,- is; ed, ing, er, est..

use common prefixes in decoding words, i.e., us, in, mis,' re,. use common suffixes in decoding words, i.e., le, ly,'ful,

sion.

The student values:.:

Iw-4_

2-3

2-3

2-3

1-32 -3

9 3

SMALL SCHOOLS PROJECT - Working Copy

SPECIFIC

Reading

SPECIFIC AREA: Word Recognition: Structural Analysis - Contractions

,-; I ;.47 -.0,, :-,, o.o

-v ...'co o 4- .go 1::, ci

et. .-*: r:.-....,

Thestudent knows:

a contraction is two words written as one, with one or moreletters removed and an apostrophe inserted in that place.

f

The student is able to.:

. feed contractions with only one letter omitted, i.e., 'can't,don't, isn't, he's.

. read contractions with mere than one letter omitted,..e., won't,I've, we've, shouldn't, we'll, weren't.

..identify the original words in contractions.

cf.

The student values:

1

2-31-3

SMALL SCHOOLS PROJECT-- 1:Jorking7Copy-7"

SUBJECT: 'Reading

SPECIFIC AREA: Vocabulary

K

The student knows:

4ntonylare words that have 'opposite meanings, :e. hot-cold,top-bot gm, night-day..

..most words have multiple meanings.synonyms are words that have similar/meanings, i.e., large-big,over-above.-

homonyns are, words that sound the/same but Wave different meanAgs'and spellings, i.e., pear-pair e* eight-ate, weight-wait; know-no.

.).

1

1

The :student is able tP: :

quickly 'recognize thelligk frequency words, i.e, the, in, is, on,no, a,.he,'4she, go,nof7, to,you, weand will. . -'

.read Words in, isolation' appropriate to his/herinstructional level.read unknown words by using TErtontext clues in combination withphonetic clues.

1 il.-..

1. - desciibe'meaftings*' words it the context of.sentences or stor . ea..S. read and undeistand the meaningof antonyms'appropriete to his(

her .instructional level: 6

read and understand the meaning of synon appropriate tb his/her instructional level. ,. ......

_ .

read 'and.4nderstend'the meaning of homonyms appropriate to his/her instructional level. ,

4.

The student values:'

-127

2-3

1-31-3

1-3.

1-3'

1

2-3. .

.2-3

SMALL SGk100LS PROJECT - Working Copy

SUBJECT:I

irSPECIFIC AREA: =prehension: Literal

K 1.

-..

The studebt knows: , . .

. .

.

.

'4., .

..."

.

I.

.

. '

.

OP .r. .

.. _ .

.,

0

.

.

K-1

1-3

.23

,K,1

K-1

1-3

2-3

2-3

_--

.

-

1

. r.

.

.

.

.

.

.

.

.

.

The student is able to: .

.,

recall details (when explicitly stated) from listening to aselection read orally.

_

. locate details (when explicitly stated) after having readselection.

_

. recall the main idea (when explicitly stated) from a selectionread;by-self or- ,ethers.

. .

recall a sequeace'(when explicitly stated) from listening to.a selection read orally by another;:.

. recall a sequence (when explicitly stated) of a selection readby self: . .

recall character traits (When explicitly stated) from listeningto a -selection read orally. .

. recall cause and effect relationships. (when explicitly stated)from listening .16 a selection by self or others. .

.° recall comparisons (when explicitly stated) in a selectiOnread by self or others:

% .

.

.,

.-.

.

.

.

T42 student values:,

..

,

.k

.

.

,.,

.

,..".

_ 4 1,.;

: .

. .

-13--

.

SMALL SCHOOLS PROjECT- Working Copy

SUBJECT: Reading

SPECIFIC AREA: Comprehension:* Punctuation

The student knows:

that punctuation marks are an aid to comprehension.that a period'Signals the end of a statement.that a question mark signals the end.of an asking-sentence.

. that a comma signals. a pause...

that fn exclamation mark4signals strong feelings.that a comma signals an explanatory phrase, the. namegf a personspoken to, or the separation oritems in a series.a quOtation mark signals the words spoken by an individual.an apoStrophe signals a contraction:or' uwnership,

r

The student is able to:

. determine in context the specific strong feeling'signaled.bythe exclamation mark-

. determine the meaninsignaled by .dommas.. determine whether quotation marks are used to indicate wordsspoken or inntify,special names'or titles..

, determine that the aPostrophe'signals'a contraction or-apossessive.

2-3

It

The student values:

-14-

SMALL SCHOOLS PROJECT - Wc!rking Copy'

111SUBJECT: Reading

SPECIFIC AREA: Comtirehenston Intetpretiva

K 1 43

The student knows:

.*:

The student is able to:

. sense emotion/mood Of a selection read by self or others.predict outcomes of a selection read by aself,or others..

Aft ..infer character"traits of a seleqlop read by .self or others.Wmake generalizations from a se14.ction read by self or others.draw conclusions from a selection read by self or others.±mfer the main idea of a selection read by self or others.

. infer figurative language from a selection read by self or others.

. make a simple analogy from a selection read by self or others.

The student values:

ti-15-

K-3K-3K-3K-3K -3.

K-33

SMALL SCHOOLS PROJECT

SLBJECT: Reading

Workir4 'Copy .

1.4

0.1s.1, CO '0

CO ',rt44r.

SPECIFIC AREA: Comprehension: Evalualtion

K

The student knoWs:

The student:is' ab'e to:'

.. ... .

. .

. determine' whether inqidents,.eirenta,'or characters are real orfanciful from listening 'to or-reading:a selection. .. .

. .

. make_Yudgments of worth, desirability, or acceptabilit7 of a.charaCter's actions from listening to or reading a selection.

....

,

-

t,

The stuaent values:

1.

D

K-3

K -3

I

4:"

SMALL.SCHOOLSPRoJECT Working Copy..,

AsSUBJECT: Reading

711FSPECIFIC AREA: Compmehension: Appreciation

tcri

/;.(.....e.'00 A. 0 . 4'." di

Co c,SW iq: rs05. A Z,..-_-,y`'' ,-..

The student knows:.

.7

_

.. "

a !'

. ,.

.'

The student is able to: ,

''

.

-

. . .

': make 'au emotional! response' to content from listening to al',,-

. : selection read orally: . .. -

"'. make an emotional response to content .of a selection read byAft' self: ---..; . .. - . -

W. identify With char4ciers and incidents frOm listening to aselection read orally by 'another.,

, ' ' videntify with char4cters and incidents ftom a. selection i'eaa".bSY self.

. -.,.:project pen Pictures from listening to a selection read,

orally., ,

,se

-

.1. !

P/ct4es;froma selection read by

.1 :7

. :

-r

-

The student va esz.

.,

.1

a

K-3

K-3

K73

K-3

K-.3

K-3

I.

I "I

-17-\

-SMALL SCHOOLS PROJECT - Working Copy

SUBJECT: Reading.

SPECIFIC AREA:

V a. V .c..

'',/ qd40,0

,- t..

.....

Oral Reading, Silent Reading

The student knows:

The student is able to:

. read silently and respond to literal, interpretive and criticalquestions.-

. read silently at his/her independent level.

. read orally fluently, to give meaning to a reading selection.. use expression appropriate to the selection when reading at

- his/her instructional level..'read orally at his/her instructional level to prove a point,provide information and to show meaning.

.. enunciate clearly and project his/her voice in a manner appro-.

priate for the audience.

t-.'

The'stddeil values:

. reading., and ,will choose to read ailently.readini, and will choose to r ad orally for others.

rI C

-18-

1-31-3'

3

1 -3 -1-3

SMALL SCHOOLS PROJECT - Wo-rk i lig_ Copy 9.

UBJECT: Reading

,'Er goto to .44

4,, 47 -!.12) 41;

40.el toop (,,Z4

fr) CZt, . .

SPECIFIC AREA: -.Study-Skillsv Following Directions

2 3

The student 'mows:

The student is able to:

listen and follow an oral one step direction (one task).listen and follow an oral two step direction.

. listen and follow anoral three step direction.read and follow a one step direction.

. read and follow two step directions.read and follow three step directions.

I '

a.

The student values

KK71.

1-22-3

SMALL SCHOOLS PROJECT - Working Copy

. , 4 0 ,c4 -4..., 4,,

..- -

. ,, 0Ca 42, 1.^ (..t,4.

...... :, s

.suijEdT.. .Reading

40

eading '.,

4 'Qs44.'

SPEd AREAl! 'StudyLSkills47Alphabetizing-andDictionary-Skills ..

K

1

The stm4ent knows:

t %...,;,:lphabetical order of the letter.

lists of names are usually arranged in alphabetital order.information contained in.e telephone book, dictionary and

;--encyclopedia is listed in alphibeti4a1 order.guide words in a dicionary indicate the first and lastwords on the page.:'

e

The student.is.ab-le:t

... alphabetize words by their first letter.alphabetize words by their second letter.alphabetize words., by their third letter..use guide words in a dictionary to.locate words for correctspelling.use the dictionary to locate words for meaning.use the pronunciation key of.a dictionary for correctpronunciation. .

"!*".

. The student values:

-20-

et

- .

1-3

1-3

3

.2

3.

3

3

SMALL SCHOOLS PROJECT - Working. Copy

t - .

ReadingAliSVBJECT:

-11P-SPECIFIC AREA: Study Skills:. Parts of a Book

(2,.

cz,

co cd

<-)

4t.

The student-knows:

. the title is the name of a book or-story.

. pictures on the cover or in the book relate to' the story orstories in the book.

-

. the author is the person who wrote the book or story.

..a tabte'of contents is located in the front-Of the book and,identifies the1/4.heginning page of eacir,chapter or story.

. the illustratoi Nis the person who drew the pictures in: thebook Ar.

.story.

index is located at the-end-of the book and lists alphabet-ically main words, concepts and names of persons or placesmentioned in, the-book and the pages on which theyappear.

r-

The ,student

use thechapter.

use thepersons

is,able to

table of contents to locate the beginning page of aor story in a book'. .

index to locate concepts.main words, and names ofor- praceS appearing'in the:bOok./ -

Q

4,

The 'student values: -

K-1

K-12=3

2

3

-SMALL SCHOOLS PROJECT Working Copy

B E -Reading.

SRECIPTC_AREA. Study. Skill.s:____Parts of a.Newspaper Production__

4K 1

.. . :ann.Distribution pi a Newspaper

.

The student knows:. the newspaper Is.facts,.Opinions and pictures about his/hercommunity and the world. .

.

. there are many'kiidsof information in the newspnier that affecthis/her life, i.e., TV-guide, sports, weatheravertising,

. , :comics% game_s: *--..

. people work'at many different jobs to produce and distribute thenewspaper.

: .

.

- the advertising in the newspaper provide's' people with knowledge

.about productsprices and services available-1n the community.. newspapers are published on a periodic basis, i.e., daily,weekly, biweekly:7 . ,

-

the headline tells the story in the'briefest possible way.. the body of the story.tells the story. in detail..

..,. the size of the headline is related to the articles importance.. the placement of anarticle in the newspaper is related to itsimportarice. _

.:

-

K-3

K-3-

2-3.

2-31-31732-3

2-3

1-31-32 -3

2-3.

K-3K-31-32 -3.

. . .; ,.-.

.

...

.

.

.

.

The student is able to:.

1. .

. identify. the headline and the beidof a story. ,

identify pictures and captions:.. use the index to locate different parts of. iex..spaper.

..determine theimportance: of news by its Size. and placement.

. ., \,

.

.

. .

.. . .-., .

.

-

. .

'he student values: .

-... .. ..

.

. the newspaper for providing.many jobs for people. in thecommunity.

.

.

. theroleof the newspaper as a vehicle ft:ix. Presenting the-news.the role of the newspaper as nmarket.place.

. the role of the newspaper as a yoice.in the 'community.. .

-__

Iv a.*

_qI__

SMALL SCHOOLS PROJECT - Working Copy.

416S. nSUBJECT Read I

--IIPSPECIFIC-AREA _StudyLibrary.

c

,, Ci Ccc , l'y 0

4. ,-aoqi c lo o4.-

,7Y 00 b .0 C..J rtf N, rtfcs,,,.. ,,

42. .

K

The student knows:

'how books are catalogued within .their school library., in orderto select books appropriate. to 'interest and reading level.

. the types of books to be found ii the library, i.e., fiction,nonfiction, reference, periodicals

The student is able to:

I

The student values:

the library as a source of learning and for pleasure.

-23-

.

1-2

2-

1-3

SMALL-SCHOOLS PROJECT - Working Copy

LTBJECT: Language 'Arts

.,--SPCIFTC--ARE-A:-----liandlirit-ini:liands-dript, Cursive

, -

The studetlt knows:,

The student is. ab to:

. draw straight lines and circles..

. trace ,shapes, lines and letteri . . .

.. write upper and lower case ktters in manuscript... write, words using correct manuscript form and spacing.

0 .. . trace slant lines, ovals and curves. :, .:

.write upper ognd lower case cursive letters iin slant and ..joined forth. 4

. .. .

. write words using correct, cursive form, slant. and spacing.

The 'student values:

. neat and legible handwriting as a means of communication.

at(

The previousnumbered page

inibesiginal documentwas blank

-25-

K-1K-1.

K-21-2

2-32-3

'K-3

. . -

SMALL. SCHOOLS PROJECT - Working Copy. .

SUBJECT: Language Arts

a,

SPECIFIC AREA:_ Usage: Capitalization

-The student knows:

the first letter. the first lettercapitalized.the first lettercapitalized.the first letter

of a proper noun,is .capiof the beginningiword of,

of the' beginning wordin

of titles of respect areMt., ,Mrs., Dr., Sir.

.

talized.'

a.sentence is

a quotation is

capitalized-, i.e

The student is ablet6:

. capitalize the first letter of his/her name.

. write a sentence using a capital letter at t e beginning ofthe first word.

. write a simple direct quotation using a capital for thefirst letter.

The student_ values:

1

K-1

2-3

2-3

223

.1!,:SMALL SCHOOL S Working Copy

4

ggjEcrz. Language Art.

pEcine2AREA:.,Xleage:___Puncivation

4.0 C., <

00 1> 0)

K 1

flid.;.Student knows:-

..:- a.periodA.S. tisea at the end of a statement (telling sentence) .renda question -inark is .-used at the *of a question (aSking

.e, '. -Sentence). '.. . ', . -. ,. .an exclamation mark is used to show strong feelings..e,

p.riods are placed at the end of abbreviations ..,',a comma, comes after .a greeting in a letter.....a comma:comes after a compliineniary 'tlose of a iet.ter.

,... commas .-beparit'e date aid year., . .. a. comma separates city and state. -I-

. .. etimmas separate words in a series. i

a comma (s) "sets . off a direct quotation.. ..

e student is able, to:

".'

-The student values:

-27-o

2-32-32-32-32-32-3_2-S3

::.--SMALL-S6HOOL-S'PROSEC.T Working Copy

SUBJECT: Language Arts.

44.

SPECIFIC 'AREA: Usage: Nouns, Pronouns, Plurals- .

The student knows:

a noun identifies'a person,Aplace or thing.a proper, noun is the name of a perion, place or thing, andthat it begins with a capital letter.a pronoun is used in place of a noun.the singular form of a word means one.the plural form of a word indicates more thip.one.

N

The student is able to: .

recognize words thai are nameS'of people, place or .things.:distinguish between a-proper:and common noun.use pronOnii forms correctly..

wake the plural -form of a:word (noun) by adding "s".Make the singular Possessilie form of a notm by adaing."s".

The student values:

'

ti

. .

1

1-32-3K-1.K71'

2-32-3.

2-3

2-3

SMALL SCHOOLS PROJECT - Working Copy

, .

UBJECT: Language Arts

IIPECIFIC-ARE :____Usage:___Verbs,-Descriptive-Words,Subject,--Predicate-

K 1 2 3' 4. .

.

. - -

The student knows: .

,

. an adjective is a word that describes a noun or pronoun.

. most verbs are action words..

. most sentences contain a Subject and a predicatean adverb may descriioe ayerb,sadjective or another verb.

.

,

..

, u.. .

..

-

r

..

R-31-31-32-3

1C-3*

1 -3

2-32-32-3

..

.

.

.

.

.

.

-

_

1...

..The student is able to: .

.

.

,'use orally an adjective in describing a person, place or thing._recognize action words that are verbs.

. use the present, past and future fofms of ihe irreguAlr "to be"verbs in standard English, i.e., am, is, are, was, were, will,§hall. r

. use.. adverbs in speaking and writing. /

use'"a" and "an" correctly in his/her writings..

.,

.

.

. .

.

.

.

.

The student valdes:

.

.u

.

.

. .

..

a .. ..

.

.

.

-29-

SMALL .SCHOOLS PROJECT - Working Copy

SUBJECT:: Language Arts. -

. SPECIFIC AREA: Usage: Letter.WritingFi

K 1 2 1 7,,d14

.

.

.The student knows:.--.

..

.

. writing is used for a wide variety of purposes. -

. the heading in asocial lettet is located at the top right side ofthe page andcontains street address, citT_and state, and date.

. the greeting in'a social letter igsPaced below the heading,...begins at the left margin, usually includeS "Dear" followedby name of person being addressed and followed by a comma'.

. the body of the social letter follows below tgegreeting.andcontains a Message. -. . :

.

. the closing in a social letter-is centeredbelow the body,towards the right and is followed by a comma, i.e., Yours truly,'

..Sincerely, Love.. '. .. . .

. the signature of the writer is placed below the closing... the title. and the name and address of-thereceiver is placedin the center and to the right on an envelope.*

....

K-3

2 -373

27.3.

2-3

'

2-3

;2-3

3

.

4.---

1=3.

-

t.

.

.

.

..

.

.

.0

.

.

V1 .

1

.

,

.

...,

.

.

.

,..

.

The student is able to:.-

.write a social letter containing a heading, gteeting, body,cloSing and signature.

address an envelope'using.correct capitalizaiton punctuationand form. . c. ,,

..

.

. ,

.

.

.

.,

.. .

.

,

.

.

..

.

. . ,.

.

.

,.The student values: :

. ..

. a,letter writing as a means of personal communication.... .

..... -

.

. . ...

*Will Include return addresses in fourth grade...

. . ..

.

.

.

..

. Ot. . , 'tit./. , .

... .-in

SMALL SCHOOLS PROJECT - Working. Copy

AIIFBJECT: Language Arts-

.PECIPTC±4111A2

1:7cz?

O dtt 0O e

CO 4" 42

trY rtr

Written Expression

14' 3 4

Thestudent. knows:

that ideas are organized into paragraphi.that a, paragraph has a topic sentence.

. that all sentencesin a paragraph.aie related to the same topic.

4-

The student is able to: .

. contribute ideas to class stories recorded by an adu4 'older-student. , 4 .

. generate ideas.for topics by reading, thinking,-observing andtalking with others. - e .

.

0. write a complete sentence.. writa_two or more related sentences.. write simple directions..report a personal experience in writing.

iwrite a response to a literacy selection.

. write-the main event§ of- a. story in sequence.

. write a paragraph with a. topic sentence and at least two related ,sentence's. ,-

...-

The student values:

. the writing of classmates and other people.' ,

. WTiting as a way to express personal ideas and opinions.

. r)

K-I

1-31

1-22 -3

2-32-32-3

;,

3

SMALL SCHOOLS. PROJECT-- Working Copy

r . :Language Arts

'SPECIFIC AREA Literature '.

K ti4

..

The studeht knows:. th<broad scope of literature includes fairy tales, folk tales,, ,hefas,.biographies, familiar classics, etc.. that most stories present a problem or conflict that is ,

resolved.

that' basic elements of a story*' include plot,1characters andsetting.

,

. a fairy:tale is 'a type of folk tale involving supernatural,creatures.

. some animal stories are imaginative and some are realistic.;. a fable is a moral tale -often 'involving animals.

literature often gives human characteristics to nonhuman thing .%imaginary literature (fiction) depicts an unreal situation and

factual-literature (nonfiction) depicts realistic situations.. a folk tale is a story made up bypersons in a culture from

.:-their experiences.

. a tall tale is a kind of folk tale that builds upon exploitiof.a hero through exaggeration pf size, endurance, actions, ,

speech and impOrtance..' ,biography is the. history of an individual's life.

. an adventure story can be either real or imaginary, and itdescribes adventurous experiences in the life or lives of themain characters. 4

, -,. informational books provide true information about a wide ''-..variety of topic's. .

-,.,

_

.-.

.

.

,

.

. .

2-3

2-3

2-3

.K-3K=32-32-3

2-3

K-1

2---3

2-3

2-3

K-3

.

2-3

.

1-3

K-3

2-3

.

.

.

.

.

-

../-

Is

r

,

_

F.

.

i

.

.

.

,

.

Mit etude:it is able-to: _,:,,,

.

.

,-,--?:;.- diWngttich betweem-gictiOnnand nonfiction in literature.

...

,.*v

.

._.

.

.

.

The student values:.

.,

. many kitlida of,children's literature for the diversity,iMaginativeness and enjoymenrIt gives the reader.

i an increasing awareness of various cultural attitudes ,andcustoms gained through literature.

.

literatureas aearts of-vicarious eiperience gained throughthe identification'with the problems and emotionssof others.

, sIQ:,0 J

.. .

SMALL SCHOOLS PROJECT Working Copy

digUBJECT: Language Arts

SPECIFIC AREA: Poetri

.

4.,

0 Iv00 00 el '", fly

K 31 .4

The student knows::

that. some forms of poetry have rhymed patterns and. some forms,:of poetry have non-rhymed patterns.'the figurative- language ueedin_poetry is not to be interpretedliterally.

..

-..,-., ..77

.

The student is able to:

write simple rhymed andtnou-rhymid. poetry, "use figurative. language 'in his/her writing.

Tf

.1

.

The student values:

. poetry as a form of creative expression.

poetry for' the variety of unique ways in which language isused, i.e., sounds and patterns.

--33-

K-3

2-3

K73".

2-3

K-3

K-3

SMALL SCHOOLS PROJECT - Working Copy

. .

SUBJECT.: Lan ui e....Arts

.

ao go

--, ra, oo 1:: -0 co "---., -;

SPECIFIC AREA: Creative Dramatics

The student knows:

4!

..that.drama-is a-form of creative expression and movement thatis often used to entertaix.there are various techniques of dramatic presentation such as

, 'puppet shows, shadow plays,fin&er plays, movies or dramaticplays. ,

. '.'

The student is,able to:.

engage in a creative dramatic play based on spontaneousexperiences or stories read or heard.

. . express feelings and thoughts freely in dramatizing withpuppets, shadow plays, finger plays, mo'vies or dramatic plays,interpret characters, through pantomime, charades and rat

.

playing.

.

The student Values:-et

. creative,dramatics as a form of self-expressiOn.

t.

.. .. .

K-3

K-3

K-3

K-3

K-3

-3

SMALL ;SCHOOLS PROJECT- Working Copy

;SUBJECT: Language ArtS.

ECIFIC AREA: Listening

0

N.,.4.,Q' e

00 bt2,00,' tC.,

K .1...

The srudent,knpws:,'

.. .

. :.-00d'r:listening habits,; i.e.; focusing 'attention.:.on7:ipeaker,.

hot....',talking to others, refraining,from.interrUpting the. .

speaker. : ::'--. .f-%

paraphrasing is using:yordS:to restate-Whatbas,been said byanother. '.- '. :

.4

ION

The student is able to:.

. .. follow oral directiol(S),.

.

'experience enjoyment through listening..,.. .listen for details and specific information.

paraphrase what has been said by another.,.

. -. -..

.

Nr.1

p.

The StUdentyslues:'

.'-Iistening for enjoyment..

. Hlistening to gain information.

K-3I

A.

2=3

K=3,

Kr3".

K-3

7,

.;6

SMALL SC, H OOLS' PR OJECT --Working CopyCY I i-:- :""

0,4.1.-,.. N--

. ,.et.07

0.1 4..sy:BjEcl.:_;.I.,anguage Arts::.

....:,i C.: (SPE;CIF1C AREA: Speaking

v. -;. ,

2 31 4...-:

The 'student .knows..

4. .

i-.

, : .4.

effective -ive speech depends on clarity, rat-and volume.,.'

,-e_conversation depends upon courtesy,and.:respecting others' ideas.

?: .

. ..

, ... . _. .

The student is able to:

speak'in-phiases.and tomplete.sentencet._.. relate. personal .eiperientetthrough speech.

.,iseble tOuse-related ideas- in describing objects or people.'ask qUdstials to.clarifymetning ovobtain,information.

.!..f-speak.clearly at a rate and volume. understood by others.f011oW'',rules of courtesy in group discussions.exPrestjdeas In conversation with another individual -or:

smali'grOup.t

.or

The Student values:

speaking,effectively before a.group.

-36-

1-32-3

K-3.

K-3K-31-32-3 (.

2-3

K-3

SMALL SCHOOLS PROJECT - Workirig Copyf

SUBJECT: Mathemaitcs'. .

.

IIIPEtTP;C,A,PEA:'-Vhole.iluMbers: -Counting SerialObjects .Order.-.% ,,

K . - 2 , 4-

The studerit knows:

..- .

.

. . . r-.

a..

-.

.

: .

!---,---

..

, .

.

,..

. .

. _.

. ..,

. ..-. .

.

..

.

K1-3K1-21-21-21-21-2

K..

1

K-12

3

..

.

.

.

.

1

.

.

.

.

a

.

The student isable to:.

.. count to 10. ,

..._

. count to 100. - .

. count objects to 10.

. count objects td 50. ,

. count objects by 2's .to 50..

111. cdunt objects by.Zi!6 to 100...: count 'objects by 5',s to 100::

4

.,count objects by10'sto 100. ".... .

.,-identify the position of objects first through fifth.

. identify.the positi0 of objects'first throfigh tenth..

. name the number befcl.e, after-or betWeakany number to 10.

. name.the number before, after or betwetany number.to 100.name the number before, after' or between'any number to 1,000.

_ ..

.. ,..

.

,

..: x. .;

.,-. . .

.-...

The student values: 0.',

..

.. \

. .

.

-

.

-

. .a. (.7/

.

...17-. .

SMALL SCHOOLS PROJECT - Working Copy

SUBJECT: Mathemtics

xs,

c, c.,

SPECIFIC AREA: Whole Numbers: Equality and Inequality

K .)'

The student_knows:

The student is able to":

use one-to-one matching with. sets of objects less than 10 .

compare sets of 'objects for equality-and inequality: "more than,'"less than," and "equal to."compare the sets to 9 by the use of symbols " >," "-<," "=."compare numbers to 100 by the use of symbols ") ," "<," "1-"'compare the numbers to 999 by the use of symbols ";>,"

The student values:

's

-138-

K-i

1 -2

2-3

2-3

SMALL SCHOOLS PROJECT - Working Copy

SUBJECT: Mathematics

WECIFIC AREA: Whole Numbers: R ding and,Writing Hume a s

I

K

The student knowsn

The student is able to:

. write the numerals to 10.

. write the numerals to 100.

. write any of the numerals to 999. .,

read the numerals to 10.Ali. read the numerals to 100.W. read any of the numerals to 999.

. ,read any of the numerals to 9,999.. read and write the number words to 10.read the critical number words, i.e., ones, tens, hundreds, ten,twenty, thirty, etc.

i . read and write Roman notation I - X. ,write the numerals by two's to 160.

. write the numerals by fiveJs t6.100.. write the numerals by ten's to 100.

.,The student values:

. the ability to read and write numeralsa? a useful skill indaily living.

-39-

A

K1-22-3K1-22-3

3-41 -2

2-33

1-32

1-21-2

K-3

NALI. SCHOOLS ?RROJ -ECT -..Working Copy.

SUBJECT: MathematiCs.

SPECIFIC AREA: Whole Numbers.: Place Value

-

.c,V<,

<, co

cv

. The student. knows:

'the place value of ones and tens in base numeration.. the place value of hundreds in base ten numberatiOn.. the place value of thousands in base ten numeration.

.

e

The Student is able to:.

. write the expandeform of any two-digitnumber, i.e., 34 = threetens + four ones. :-

write the corresponding numeral from any two-digit number writtenin expanded form, i.e., three tens + four. ones = 34,write the expanded form of any three-digit number, i:e., 342 isthree hundreds forty tens + two ones. -

write the correspondingnumeral from any three-digit numberwritten in expanded form; i.e.', three hundreds.+.four.tens +

.., two ones = 342.

write the expanded form of any four-digit number, 4;322 =.four thousands + three'hundreds + two tens + two ones..write the corresponding nuMeralfrom any four-digit numberwriteen.in expanded forM, i.e., four thousands +;three hundreds

two tens .+ two ones =.4,322.

fhk. mtildent value.::

.4

-40

1-22-3

- 3-4

^

.

1-2

1 -2

2-3

2-3

3-4

4

12;

SMALL SCROOLS PROJECT - Working Copy.

. Mathematicsa .. .

41IPPECIFIC AREA Whole Numbers: Addition

K 1 2

. . .. .

The student kn :ows ,

.. addition is the combining of numbers. - .-.. that adding zero. to a number does not affect the sum.: the addition facts with sums to nine, .(mastery)

, .° the addition facts with sums to 18. (maktery) .

-. that the order in_ which two numbers are add d does. not changetheir sum (commutative property), i.e., 3 +. 8 or + 3-=' 8.

. when adding three. or/more numbers the way adde g are grouped'.. "do-es not affect, the sum (associative properti'Y), i.e., (1 + 2) +

4 = 1+ (2 + 4).. .-

.

.. . ..'- ... .---,

. t s.

. ..

K-11-21-2

2-3

1-2

1-3

-1:2

2

2-3

3

3-4

.

,

.

.'-

.

.

.

.

.

.

.

.

The student is able to: .

. add two two-digit numbers-without renaming (carrying), .e.,21 + 32 = 53. .

:- ' ,7;digit numbers...add three or more one ,

. add two three-digit numbers- without renaming (carrying), i.e., ,Alk. 123 + 23-4 --.--- 357.lip. add three, or more two-digit numbers with a sum of less than

100 without renaming (carrying), 1.-e., 21 + 23 + 14 -= 58.. add any numbers-with two or more digits that require renaming(carrying), i.e., 26± 48 = 74.-

. add any three or more two-digit n ...-rs,-i.e., 39 -+- 65 + .87 + 8 =279.

,..

. .

.

- .

-.

. ,-

The student values:

:

- .. .

. ..,4 P.-±

,

.a. 4

-41-

)

SMALL SCHOOLS PROJECT - Working Copy

.SUBJECT:Mathematics

SPECIFIC AREA: Whole Numbers: Stibtraction

K' 1

The student knows:

that subtraction is the inverse of addition..that,subtracting zero from,a number does not affect the sum.the subtraction dfaawith sums less than five.the subtraction^facts.with sums less than nine.the subtraction facts with sums of 18 or less.

(tmaStery)

(mastery) .

(mastery)

The student. is able'd-

separate a set'ofhine or less numbers into two subsets.separate a set of 18 or le* numbers into two subsets. .

.. subtract a one-digit number tiomda IIn er withoutrenaming (borrowing), i.e., 25 -2 = 23.subtract a two-digit number from a two-digit number Withoutrenaming (borrowing), i.e., 48 - 26 = 22.subtract'a one-digit number from a two-digit number requiringrenaming (borrowing), i.e., 17 - 8 = 9.subtract a.:two-digtt number from a two-digit number:requiiirig:renaming (borrowing), i.e., 37 - 28 = 9

.

subtract a one-, two- or three-digit number from a three-digitnumber requiring-renaming (boriou/ng), i.e., 463 - 7.= 456,,463 - 27 = 436, and'463 - 187 = 27)6. -

I

The., student values:

-42-

1-31

1

2-32-3

1-22-3

1-2

1-2

2-3

2-3

3=4'.

SMALL SCHOOLS PROJECT --Working Copy

'EJECT: Mathematics

11PECIFIC AREA: Whole Numbers: Multiplication and Division

The student knows:

MuktiplicatiOn

. ttiat multiplication can be picturedzsvthe combination of equalsets.

. that the product of any number multiplied by the factor o .zerois zero-, i.e. ,,6 x 0 = 0.

. that the product of any mumber multiplied by. the facto of oneis the number, i.e., 3 x l'= 3.

. the multiplication facts through 4 x 9.

Division

(mastery)

. that division is the inVerse of multiplication.

.:that a factor in diVIsion can be-found by separating a set intoequal subsets. 4°

The Studerit is able to":. .

. find a product by combining equal sets, repeated addition orslap counting, x 3 = (.22)4' +-(17.,) 4' C:2)r'

+ 3 = 12.

.

Th e student values::-

3

3

3-4

3 -4

3

(

SMALL SCHOOLS PROJECT - Working Copy

SUBJECT: Mathematics

tre 'Iv

'qC/

C90

SPECIFIC Problem Solving

Altv studvut knows:

1,

The student is able to:

..solve (verbal) probleMby counting.'.., solve one-step word problems.

.

fr i..'solve word problems ti-pit contain several items of information andwhich re-qUire-Several answers.

/

11w 4t.udent va.luvs:

I

-44-

1 -2

3.

1 2, 3'4

7

SMALL SCHOOLS PROJECT - Warking Cou.-. .

SUBJECT: Mathematics

III,PECIFIC AREA:. Fractions

-v

.The.student knows:

/.fr4etidnal regiona.of a model: halves, thirds, fOurthp,,

::-.- theYfractional.parts 1/2, 1/3, 1/4 when. given a set or grouping.the:fractional parts 1/2, 1P4,.1/3, 2/3, 2/4, 3/4 when.given.asetset or grouping,

.:-,

. a:fraction having like denOMinator and numerator rppre'Sents-One.Example: 2/2 '= 1

. .-.,.....:

-.,:-1

4

.

The student is able to:.

-

9/onstruCand label models for halves;. thirdS;foZirths.,. use or < and = to compare fractional numbers vith like.,..

. denominators.

add fractions with like denominators:411. subtract fractions with like denoMinators using shaded regions

°.-and number lines,

The student values:

r.

. -1

'

-45-

K .2

SMALL. SCHOOLS PROJECT - Working 'Copy

/:SUBJECTi: Mathematics

SPECIFIC AREk: Geometry

K .4 .;.. 4 ,

-.

-' ','The student knowi:.

.

.

. the positional terms, i.e, left, right, top, bottom, in.fron60,

behind; below, next to, on, above, middle;,between, inside and-outside. . : . ., ,: - *

. the term ,"line segment" refers to part of a line-and has two end-.

points.. . ,

.

.-

a line segment is named by its endpoints.. a pentagon ii'a clbsed shape witl;t,five,sides. e .

. a hexagon-is a closed shape with 'six sides.

. an octagon is a-closed shape with eight sidet:,.

. the radius =is a line Segment from the center f a circle'to'a.

point on the circle. . ' ,

. the diameter is a line segment'that goei from one side of acircleto another and passes th:rotigh theicenter.

.

...

.

, .

K-1

2-32r13

3 '4

3

3

3-4

3-4

K.

:K-1

1

.K-1

2-3.

2-3.

3

.

-..,

.4.-.

.

.

.

-

...

.

,,

.

,.5

.

.

.

.

.

-.,

.

.

.

,

_

,

u

-

-

.

.

I.

1

-

The student,is able to: ..-.

?. identify geometric. shapes: square,. circle,. triangle and

,rectangle. ..

-..., locate-positions, i.e., left, 'right, top, bottom, in front of,behind, below, next.ta, on.above, middle, inside and outside.

. identify congruent shapes, i.e., circles, sqUares, rectangles,triangles as being congruent:A _

,

. identify the left side and right side of objects.'..-

..use a straightedge to draw line segments to form-recoriiake..- .shapes: square, rectangle and triangle.

. name a line segment by its endpoints:?,

.

. identify an angle :and a right angle. .

,

: put a radius or diameter on a.circle.

.. .

..

-..

....o-

';,'-

' '..

.

,

.

.

.

.

. .

TlI .student values:.. .

. -

s-,r.,

.,

- .

.

,

t:- n..

,r,

- .

,

_

.

.

-46-

SMALL SCHOOLS. FROJECT WOrking Copy

SUBJECT: Mathematics

PECIFIC AREA: Graphs

4.,

44I, C.,

- S

K 3 4

e student knows :

The' student is able to:

interpret simple data on a bar graph.construct a .simple bar, graph from ;givendata.colleCt date'in order to make a simple ban: graph.-

f.

. .

The student :values:

. graphs as a-method of recording information

-47-

2 -3

2-3

2-3

SMALL SCHOOLS PROJECT -..Working Copyl

Mathematics

SPECIFIC AREA: MeaS-urement: Money.

The 'student knows:

the term "penny," "nickel," and "dime" are monetary knits.. that five pennids have the same value as one nickel. -

. that .10 pennies have the same value as one dime or two nickels.the equivalent .change of coins equal to or less than 10 cents.

. 25 pennies have the 'same value...as-a quarter.a quartet is one-fo.urth of a dollar.the combination of coins which have the same -tralbe, as a quarter.

. the combination of coins, which have the same Value .as one-dollar:

The student is able to:

; combine coins that have the same value. combine coins :that have the same value

asas

a quarter.a dollar.

The student values:

estimation- as a useful skill in money measurement.

-48-

K-1K-1K-11

2 -3

2-32-32-3

2-3

2-3

. ;>

2-3

-.

f :

SMALL SCHOOLS PROJECT - Working 'copy 0

4, .'"f0 4%

00 00 CO'AggUBJECT: Mathematics

111"PECIFIC AREA Measurement: Time.

K 33 4

The stUdent-knowsi

the names of the'dayaaf the :week.the.:names:of the months.he names Of the months.in sequence.the short hand,of the4clock is the hour hand.the long'hand of the clock is. the minute hand.the term -"minute"'refera to a; unit of time- measurement...

, the term "hour" refers to a unit of time equal to 60 minutes.

1:>

.The student' is able to:

. tell time tohthe hour.

. tell time to the half hour.write time in notation, i.e., 12 :55.

Aft. tell time by 5-minute intervals.

- ie.: .

The student values:

estimation as a usefill skill in-time measurement.

.i7

f=7".

K-1K-1.2

1-21-21-21-2

1L-2

1-2-3

3-4

K- 3

: .

SMALL -SCHOOLS PROJECT - Working Copy

SPECIFIC AREA Measurement: Linear: .

_

K

The student knows: . ,

that the term "centimeter" refers to a metric unit of linear.

. - . ...measurement. , 1. that the term "inch" refers to an English unit of linearmeasurement. . .

, . the term "decimeter" refers to a metric unit which is equal to 10centimeters. .

_

. the term "meter" Tefers to a metric unit of linear measurement ,

equal to 100 centimeters or 10 decimeters.. the term "foot' refers to a unity -of linear measurement equal

..

, -to 12 inches, -'.

,

. the term "yard" refers to a unit of linear measurement equal to,3 feet or 36 inches. .

...

. the term "half-inch" is a unit of linear measurement. 3- the term "quarter-inch" is a unit of linear measurement

........,

, . two quarter inches equal one half-inch.. four quarter inches equal one inch.- --

. 3-, ...

. lour qualer inches equal two fialf-inches. ----.

..

the term 'kilometer" is a metric unit of linear measurement. 3

, the termepetimeter" refers to the linear mvsurement around agiven, space'. -(geometry) : 3

41/The student is able-to;:. . . ..

..compare size using the following 'terms: longer, smaller, largest, .

:,. smallest, taller; tallest, longest, shortest, same. - % IC-1 ki.., ,;

. measure an object(s) using centimeters---- 1

measure the length of an object(s).using inches, ., - 1, .,

.... measure length nsing.a meter stick - 2

..; measure length using .a foot ruler .

i 2.

. ,.measure length using a yardstick. %- . '- 2 .

estimate lengths'. : ... ' .' 2-1 .-.

..

measure a specific length to the nearest half-inch. 3. measure a specific length to the nearest quarter-inch. 3

-. measure the'r4rimei'er of a given figure. . 3.

,

..

. -.

.

.

. .

...

.

.

. ,,.

The student value: .

.. :

.--,.

.

. ..

. . --- -..

.

,'. , . 7-... !.

-.

.

.,?. .

.

.

, ,

. r: p -- . .

L., ...III

...

-......

.. .

. . .

., .

. . ,

-50-. .

. . - _

.:'SMALL SOHOOLS PROJECT 7:Workingpopy

SUBJECT:

PECIFICIAREA: Measurement: Capacity (Volume)

Mathematics

L 4..C,

.4.,, '''S. Ci\ .C. ..Lc,CIO

CIO 0 CaJ .1?" .. ref

K 3

The student knows:

'0the term 'liter." refers to a metric unit of volume measurement.

."quart"' and "gallon" refer to'unItS"of capacity measurement.tV:cupsequal one

. four cups or two pints equal *tie claart..

The student is able to:

measute,...capacitying the liter as the unit of measurement,measure' using a ".cup,": "pint,!!."quart" ot-"gallon u as

'.- the. unit of measure. ,

9.

Th*Atuden values:.

.

1-3

1-31-3.1-3

-1-3

1 -3

SMALL SCHOOL'S PROJECT -. Working cOpy .

.

SUBJECT: Mathematics

4 Itt.ett

e,

.

o

. .

SPECIFIC AREA: Measurement: Weight

...... 'The stUdent*knows:

.

. .,

:'the term "kilOgrpm" refe to a metric unit, of weight.the term "gram" refer, metric unit of weight. .

.7.,the term "poundefers t unit. of weight;

:

K

The-,student 3s able. to:

, weigh objegts to the nearest kilogram. weigh objects to.the nearest gram. ..

weigh objects to the nearest pound:"

The student values:

2-32-32 -3

2 -3

2-3.2-3

0

SMALL -SCHOOLS.PROJECT, - Working .Copy

AgiEABJECT: Social Studies.

141SPECIFIC AREA: *self

t

K

e-student knows:-

. :

:.personali.dentifYing information about seif..;

heshe is like other human beihgs anealso ut4au

..',that.as =a unique individual, 'he /she basHaiiAin like*C,and dislIkee. :

, he/She will grow end physically. change during. KinHergarten.

that behaVior anefeeliilis'aften have a cause 'and effect relatiOh-ship.

,. he/she is responsible for his/her behavior

The studei'it is able to:

identify'characteristict about self thatate unique.

-

,. ..

cope with.vartous changes that .00Cur::.#..*Ohtine.

7.

,,. ideqpify thfeeiings:oflOve; lonelihees, happiness,. sadnessanger, frustration. :

. 4?

'expressiemotional eeiin1Wpf:loVe loneliness, happiness,sadness,' anger, frustration, .,

.

-accePtMittakes he/She.makes._. -

,

e student values:

choices.aWrOwn:likes and7:dislikes'as.,a reflection .of::ity,'tiniqueness.and contributiOn to self.

-53-

1 'V

. IC

."D

.SMALL SCHOPLS-AOJECT.- Working Copy...

.

UBJECT:. Social Studies

CZI

del

'Ci.,o o. rt.

%4SPECIFIC AREA: Me and My Family

K

The.gtu'dent knoWs:

that each member of the family has responsibilities. in his/her

the Ways in which family members help him/hen.

in which he/she helps his/her family;

student-is able to:

identifY-activitieatha.e.members of his/her 'family.

Ar

comparhis/het home with homesRf other memberSin the lass.,

-'

, .

4

4.

The student values

his/her contribution to other family members.,

. the variousiiholidays:and actiyitiesAlis/her.fam4yshares.--

C

-54-

.9

K.

SMALL SCHOOLS PROJECT Working. dopy,,.

SUBJECT: Social Studies

PECIFIC AREA: Me and My Friends

C.)--xt,

0,0 41 CtiCr

The student knoiws:e

and .reCognizes the individuality. of Others.;.

S.

The student is able to:

. .

describe distinguishing. CharacteristicSof haiher friends..

The student yalues:

. the 'likenesses and .differendes of frienda through itheir; -

relationships.

. the friendships of others.

el-55 -.

WALL SCHOOLSOJECT -,:44Orking Copy

SUBJECT, Social Sties .0!'SPECIFIC :AREA: Me and

dr

64cc,

Ct.

The student knows: ,, t.

the .physical layout of the schools and .Claisroom. .,.. . how the school and home are;,alikeland different . .t..;:.

. r the Various schoOl.'rules,it takes many people doing...various jobs -to mairain the school.that there arq,..,VariOus

jobS-:',that-:are.-neCeasarY.-tcr-mainta.1.the-,." 1 sroom : Y.:.

that col is a place for learning and'dcquiring new skills and

ThestUdent is. able to:.

demonstrate. acceptance of school rules... -.

. identiO-the...jobs and tools of school personnel.assume responsibility for classroom jobs .take individual respon§ibility for accomplishing new tasks.

-.,.."work independently.

share and cooperate with members iii the classroom.

-

.

;i /

No.

.,

The Student" values:

the importance of school rules.'. the roles of :school personnel.t-.'. is/her role as learner In the SchOol..

heimportance-of4haring;-and-coope-rnting--da- .the -classroom.. the free time that provides opportunities to work together and.

.share.- s

KKK

K

K

KKK

7 SMALL SCHOOLS PROJECT'-!-WoricitiC 0

SoCial Studies

1111PECIFIC AREA: Me and. My Environment

UBJECT:

e.1, 0

4./ ,,rjr 0--0,---4,- .",--42-0 AlCO 0

K 1 3

The studeni:14lows'ir

that lisiher community is unique: and frdM ochecaimunities., :

C

the physical layout of, his /her community,...

where'to.gb'in iiiStherCommphity f*;:l41.41te time activities..-,: _..... .: ;

. .

- . ...-:- .. :t.!:.:7.,.

therSare:was"he/she.ean-beautkflhiiilhercotmunity:and:keepit:Toliatt;- ; ,

_,. . _, .

,... .

.: cnite-..of -itl-e..,:sa,f,ety ,rules in the community..

The .gtudent is able

name his /her communitx:,-,

identify the workers in.his/her comMunity"wfio- help hith/her.

y.

The. student values:

. the uniqueness, of-his/her community.

e safety-:tuies of the comMunity.

-5

0 Q .

fr I

SLL SCHOOLS PROJECT - Working Copy..-

SUBJECT: Social SfUdies*

SyECIFIC AREA: .Map Salls.T.-

The student knows:

. the dire ctIons of left and right; 'up and down.

. the Earth i. the place in which we live.. ,

. thk_globe is a'representation of the Earth, .

.

The student is able to:

identify .a ,map:as being a special .flat drawing ofla location..

identify a globe as :a small Model Of the Earth., -

.;.idenfify land and water (by color) on the map or globe.

.4

v

.

The; studen't values

K

K

3.

46,

. , .

. , 4. ,Sital SCHOOLS PROJECT- Working Copy

Social Studies

'PECIVId' AREA: Families: Composition

. . -The Itudent.,gROws: ..

.. :: . .

-thez.family isthe basic grOup. in all societies"....

. .... --.

.

.- family. patterns -.14.ry j between anctvithin. Sotieties. '... :,,

_ . 47:.,,... families Undergo,...

,Changes (loss Or'addition of mObersidivorce,

marriage)., ,. ' ' c?.:; ._ .... y. -,

,

:"1.

Tkrestudent is -able . to:,

. give teasons,for: chadge family 1Conposition.-,

changes withdicLhWher Or other fainiepredicchanges: that woad .occur in Na given situation.

r

- The student values:

tb-42.f amily as an .institution.

andlrespects older members of his/her family as a sou*ce, oknbi4edge :(aunts4,

r'-

SMALL SCHOOLS PROJECT Work!ng Copy

SUBJECT: Social Studies

14.

le

cti CO 44LI,7"*

6000 a. C4 f,

;if

1;)

SPECIFIC AREA: Families: Rules and Responsibilities"

a't . 1 4

The'student knows.:

each family member has responsibility to the .family's well-being.

. 'responsibility may be.determined by strengths, skill, abilityancr_desires.

that the family, like-av other &rota, :must have takes

. rules differ from family to family according to each family's:needs and values. .

. that family rules may be changed.

.)

Tbi,student.is able to a

give reasons why familiep have_xu,1

name so'e fancily rules; vs, made them; why.

name'tasks associated with each ',family member.

discu§s-v4ue differences that arise in daily life.

-The studeni,Value:s.:

. each MaMber's'.cOntribution,to the family's well - being.

. .his/he'roWncontribution to the faMily

the need for rules whereVer peop'be .liVe: or work .together.

.a.

4.;

SMALL SCHOOLS, PROJECT = Working Copy

Agw5UBJECT:

AREA: Families: Basic Needs--Food

ThestUdent knoWs::'

food is a universal need.

. most food is grown or raised'on farms -and', can be obtained in A.variety of ways (buying, growing, etc.)

family!s 'buying- POwer sinflIfenc'ea the type and amount of foodTurainsed. '

. environment affects type of food produced in an area.

. some families do not have enough food.

.40. many people are involved in food 'prodnction.

The student is able td:'

tell ,why food is a basic need.

..name4ome foods produced in his/her area:.-

identify foods hat come from other areat..

name some of the Woikers 'involved in 'supPlying food' needs.

give reasons why food should. not be wasted.

.7Y

. The stude4t values:

- the role of.the farmer for, .

. food and is nob:wasteful'.

proViding food for the people.

re PiLI

-61=

' 1 `

SMALL `SCHOOLS PROJkipi..;- Working Cotiy.:

SUBJECT: Social Studies

SPECIFIC AREA: 'Families: Basic Needs--Shelter

The student knows:.

shelter _is. a universal 'nee&4

:

environment is'a deiermining gaatdi- in e_ hoice of shelter andmaterial used:for shelters..

life style,4alLel,:econOmic-conditions,de

shelter. ,

. shelter is aplaCe which provide&prOtectionand privacy. .

The-student is able to:

name different materials that can be used fOi'7141.iding shelters.

state reasons foi needing:eheiter:.:., , .

. give examples .0f.410erent types of shelters, .

$

The student values:

. shelter for-protectikinLand_privacy.,,

and respeCts other people's shelter and privacy.

SMALL SCHOOLS PROJECT - Working

SCBJ

pECI

TT: Social Studieg-

C AREA: Families: Basic NeedS'--Clothing

-... .

Si.

The. stUdenknows:-.. - il!, ... ..

clothing: -is a universal need.. AliferenAypesof. clothing have different purposes

..., .. environment affects type of clothing Worn.-.

clothirii.is made frOm a- variety of materials (animals, plants,

. clothing style is- determined -by individual; and group values..-clothing can be hand or factory made.families may spend a laige portion, of eke r income for clothes.

The student able to: 7

. list clothes suitable for a certain environment or occasion.of weather,' cold,: recreational 4s. formal).-

name sources of types of clothing (anima* plant, man-made):

?fleet values:

--w.45;,."Jialcing care of his/her .clothes..,a!

vv

s'35

SMALL SCHOOLS PROJECT -. Working Copy

SUBJECT.

.SoCialStudies.

44 ,,, 0CO l',' 00 0 4. 4..

40 40go

cr^.1-g...

SPECIFIC AREA: Families: Basic'Needs--L

K .3! 4

':-.The student knows:.

humans, need to givOT'and r eive love.

. there are many ways to show. love.

. the family helps meet a -persOn's needfor love.

The student is able ;.to:

identify peiopieW'Othet.living things he/she loves;

name ways in which he/she ihowe love.

. nameways An which his/her family meibers-prOvide love-foreach other.

1'4

-V

The studedt.

. giving and receiving love by_sraring in family activities-andresponsibilities.

S.

SMALL SCHOOLS PROJECT - Working Copy.

SUBJECT: Social Studies

11PECIFIC AREA: Families: Basic .on

K 1

The, $iudept knows:

that people everywhere need some form of recreafion.

f.-that" iecreational.,activities are available in immediatesurroundings.

. that,- recreation. can take ia variety of farms (group--rthobby/ 44.1

Irs.."'-'7.- --$: ,.. 4c----... 1.. :,.../ . ,.,'.- . ..- .- --4 - ...f--; . Thp:.jr...u,derrels 'nle ,to:

alsAriety- of sports Ansel: hobbies which hd /she can') . -.., .

apRrecfit e -and en3 oy_thrpughout life. ;

',Z...+ --

identify" recreational activities wUich cost Money and,.activities ghiCh are free.

The student valuev ,...:.'.-

.::: 'enjoyment deriveelef rom participation in. some Lai-0of recreation. -'#.

-1-

using leisure' time iji self-iAifying ways.

,:

SMALL SCHOOLS PROJECT. -!.WOrking,Copy

SC.BJEQT Social Studies.

Map and Globe-Skills- ymbolism, Directions

clPS?'

AS,"Cl;SIC*h ) - -

SPECIFIC AREA:

The student knoWs:

Symbolism:.

. tap symbbls are special combinations of colors, shapes andlines on maps.

.

. map symbols stand 'for real objects or inforMation,

...map symbols and- 11114s are much smaller than theobjectsrepresent. ....

Directions: ,

"the names of four main-geographi5,directions are North;South, East and West.

,

the letter symbols :pr.,s., E.,W.., stand foi the words North,South, East'and West.

.

.%the opposites, of each of the four cardinal,direCtions.

udent is able o:q.

.

Symboli.,

_

. identi water and lagd by co or.\

.

. draw.d sitple root map using symbols.

Directions: A. %. name the four main cardinal directions.

-.match the cardinal directions with symbols N.,

.,give the opposite Of each cardinal direction.

. , s

The'student.valu'es:

-66-

. .:

SMALL SCHOOLS ROJECT - Working Copy

,

litPECI FIC AREA Map and . Globe Skills==Geographic Knowledge

K. 1 3.

_

,..

.

i...

The student knows:. .

:

;s';.:.

.

map and :globes proVide information _about names of places,- what:,

--they :alTe, and where they are located.. ',.::. ' . . 1_'

.. oceans -.are the largest bodies of waterandiontinents. are the:;.. ,

. ...,,,:largest land:areas. ..

. North America is the:name of. our continent and It is suxrdunded','.- --

- -:by-;..t'h'ree oceans. .

. gbith America' is divided into .Countriesand theUnitdd -Statea of.7,

America is the name of our country. . . : .,..._ ..

.,the Urlited States Of America is divided...into 50- areas. Cal4edstates:, and Waahington_ ia _the name of our : state'.,

;.. Iiia/her :city or ,local icOMmUuity iS7-2qih*,the a t ate:::: _ .

. &ay and night is daUSedby the .i.irj..2.Ld ''elief siirrrAns ofIthe earth......:

,. -

- ,

~:.-

..,,

rd.,

.*.i.:

.,,,...-y.. ,....'21,:'

. 0

.

.

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''''!-J.:- . _ . - '-':?; "-,f-.4'044107E.. refer to maps and gloves for geographic .information. %, . _.,,,

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Ic.F. leate oceans and continents on a globe.,

i-

itt

.k. locate and identify . North American and i a surroundin- ..opeana(Pacific, Atlantic, :Arctic): ,, . _

..

.- locate his/her country .(USA) on a map . or globe..

'.. locate the .State. of Washinston-ofi a map Qrn.ziobe

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.7677

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SMALL SCHOOLS 'PROJECT-Working Copy

SUBJECT= Social Studies

NECIFIC AREA: People and Communities

't>

'Velo

.80

The'student knows:

. that people form communities to he]. each other.

that country's communities are made Up of many, diffatentgroups of-people..

-

that an ethnic,group is a gioup-People4who share a CA:Monculture; language,-customs, heritage, religion.

that there are many dififerent ethnic groups in this country.

. that the heritage of a people affects theft way of life(eelebrations, food, clothing lippage religion, musicand Tecreation).

The 'student is able,tol

3

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_4-

'''"441esistudent value:sikAl

..cultUral tributions of the different ethnic groups-to the-...'.r. d isleY o ment of -communities.

...-m .

, aftftspects t e;rtithtsiif individuals to-their culturaldifferences. ,

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.2

. SMALL SCHOOLS PROJECT - Working COpycz,

ss,CS

4t,

- .

=-74-51.7BJECT:

-fECIFIC AREA People in the. Community Wyk to Meet Theii.ffee

,ei As

...o09 e

N 7c< - v7

a SociaStudies, c0 CStd

K 3 r 4

The'student knows:

. the relationship between, and interdependency of, jcibs in

-_

thesi-i-e-,Of 'a commund#Aetermines-the types of jobs available!o.the-residents of_. at community.

. geography and weather determine: the types of johs that areavailable in certain communities.

The student is able to:

identify_ occupations .in ;the cOmmuntty.

.''./The student

. the dignity and worth of work and workers.

. the* importance of jobs in the local community (as ,an aide to.the economy and prodbctivity of people).

. his/her.job at School as A:student:and-his/her job at home.

r# Wr

1..769-

"V.

SMALL. SCHOOLS PROJECT Working -Copy

'SUBJECT-:----SociErl- StudiesSPECIFIC AREA:

'..

People in the Community Organize 'to Meet Their

Needs, Kt

31 4The student knows:

that'community rules (laws.) are necessary .for groupJimingand that rules protect the well-being of the community,,

,.

. that people in the community choose leaders and give themauthority;to run:the community.

-

. .

that elected.ieaaers in the community are chosen through the. vote of the people.

that the taxes people,pay provide for the public serviceSneeded by the citizens of our community (fire, police,schools, parks, libraries, streets,-roads).0

that people in communities Organize to meet cultural needs;

that peopLe in communities organize to meet religious needs.

. tat people in communities organizeto meep.educatiional'needs.

s".that people in communities organize to control pollution andother problems.

'The student is able to:

identify elected Leaders and their respective areas ofresponsibilities: Mayor, Governor and President.

,The:student values:

'the services available in, the community: Recreation, fiiem.:safety, garbage collection, streets, roads.

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SMALL SCHOOLS - Working Copy

itHJECT:.-S:ttcia.lStudiel.

PECIFIC"A4Ag TYpes of Communities and How They Change

etr 44/,y Cd

C')CC,

et)4o b4 17:7

K 3

The studen.t -knows:-

. that a community changes as the needs. of the people-living" init.,change.

"sth a t )some cotamunities "giow larger, while other communitiesgrow smaller.that urban commtm.ities have a high density population andserve as a center for services to their own and smaller

. that rural communities have a law- density population and_provide products for tli/-urban communities.

. that rate of change '1,44.f1=:.ominunity varies, communities change;-,

rapidly or gradually.

"-\

The student is able to:

. -1 identify causes of commtinity, change; congestioill technology,

industry, transportation, recreation, people Teds.;AD . identify simil ties and differences in rural, urban and

, .

- suburban c unities

. , .

The studen,t values:

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SMALL SCHOTAS PROJECT 7.:40.rking Copy

--,!;V.1Q

A

Social §iUdies. -

'.4 12/

(2/ HCI C.

.,..,,-SPECIFIC ; Map.' Ski lls

K,

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The student knoks:,,. the meaning of several commonly used map symbols; rivers,mountains, cities. .

.. the meaning of both the terms "key"..**aild "legend". °-. the importance of the key or legend- as the first reference touse in order to discuss the meanings of map symbols. ,

. .. the names of;he four main directions and their opposites-. that directions are used to find the ltscationS of .-Places onmaps 'and globes.

*that the word "sphere" is used to describe the round shape ofthe earth. .

o.. that the globe -is very small and ihe earth is very large (scale). that a-globe i4 the most .accurate- representation of the "ea4hbecause it has the same shape.

.. that maps proviçJe more detail than globes.,. an atlas contai many",different kinds of maps. ,

It

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--''

... ,locate the key or legend on a map. . .6. .

.. use the key on a map to explain the various symbols found ona map.

-',.

. locate West, ,North and South when given the direction East ;-.",

(where the sun.,riseS).

'. use directions to looste places on a map.. - --

'find and identity some oceans, continents, countries, statesand cities on globes and maps. , .

..

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SMALL SCHOOLS ;PROJECT - Working Copy

SUBJECT: Social Studies

PECLFIC AREA:: ?

J 4

The'..tudent knows:.

that in the United States the westward e2;Pansion ot the railroad .

=affected the development of the land.

... that in the United States colonization, western e)epansl'on -an

immigration-affeted,the use of the land. , 7.

:

that. technology and.the:industrial revolution affectectthe.ue-

of arid'increased production.,

that-inIple United States.the cultural hakground-.1.mthlgranISoinfluenced the way tho,use4 the land.

,..

that the life of early Anericanswas'cied closely to,the- .

and its resourc's.

: that the GovernMent.playeda.r0Ze in systematically usingland in order to meet the deed's.': of people'. f.

.,--.-.....

The student:1s able to:'--,..

i. identifyways Che'railroad affeCt,e the-develOpment.of the

J. -....;

The .ptc.ident values:.'

.-thecontributions the immigrant and piqneers Ilave made thedeveDopmenE of the' 14n4.

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SMALL SCHOOLS PROJECT --Working Copy

Social. Studies

,/=. 7- ,.SPECIFIC'

-i Land-- tilr;.W id * :Po

v,

' -.The'student knows:'. ,,_

.t,..N.

that "PeoPle ,use the land.toomeet their need for recreation._..

hat people usetbe)sana tO meet their need for food. --, : . ,

:1.

-. that useb to meet their need for natural resources:'

. that the type of cliMate influences .the way theland,is used..

;1. that'in some areas the 'Aid resources influence the:work people.' .

. 0..

4

.

4

. that the leirel...cf.technology i lUencesIthe,way>the land isused. - - ,.

_

. that our na-

on is one of the largest nations.in the world...e.

.-*.

-7 that our nation is one of the leading nations in. the world. ,

'.

,The student is ,able to:.

. -,

. identify several natural. reECurCes'ioUnd within. the ianc f 4: ),.

and describe how these natural` resources benefit' l'1.r4.of people..

,.- .t)1! a'.4 '''J

. compare the different uses of land Wi in the following regioo. -Wetlands, deserts, forests, mountains.

, -..-"tr .

. compare the technOlogy of an underdevelopp&country '(e.gl, Into a developed country (e.g., U.S.) as It affectslana usagein each country (hand plow v. tractor).

...identify the-largest nations in the world (Russia, Canada,China, U.S:,...ndia).,..,

1:-.,- c -- .

- ,---f A

. identify some of the leading nations of the world.' .

.

.

.The student values:,,

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. the deed to care .for land as a. source. of recreation. .-- ,e

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t.-74-

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-

.SMALL SCHOOLS PRI5J-eCT"...- Working -Copy

SUBJECT: Social. Studies .- .

'

PEOFIC ARE.O. .°11r. Land-.-A Challenge tOArt!:

T student knoidg-! . - te..

r,

. illa apoupi (private, -ditiZens bjsinesses state, local and..

nati al governmentl are-woikinv6o prot5ztthe environment... f that a eople'srsurvivalois depeadent.upbn clean resources such

as watefind.air.'._ that environmental problems (water, afr,:noise, pollution) in the.cities-are.44ute.and citiiek.groUps and government groups are ..*

.

'working systematictally toward their'so utLam..s thactOicentraxedipopulations in the ci4v result in such prob.-..

.clems as: 'Housing, tramportition,educatiOn, employmene-CworkY-. 'Efiet.rgovernments have a concern regarding concentrated papule.-, .,-'tiOnq in..thdvcities.

,,',

.i.that urban renewal is a never-Tending process that requires.

., ,

.. i government leadership and-civic cooperation-% .

:that aS.,u ban areas con'tinue to. row, their problems becomemore Coati ex. ./. .

r . .

, .

. that ther are-qon=renextrle resourcds 'sucts oil (petroleum),,..

natural gas 'and vinerals: :.' -", .

4, . that there are renewable reSources such as lumbef, food, people,

r.

, water, soil, niaCisen,, "&r.bon.

-student is: abie

evaluate .presentthey mier egec

-'

.

useg Or _gimps oft the fuetike.'

theland qn the kasis-

list several methods Llea. in a tempting2ment (litter'contr41,. pollutio Control,

,C4dentl.fy problems icaused by the increasecities%

. Adentify problems'C'aused by. otercrowding

C.

,

of how

to protect our environ,noise control).

Of population in the1,

in the cities... !

Tho-studeht vaclul2s:

the bed'uty of his/her immediate environment, .'

tHe Earth and accepts' responsibility fdi-its preser

the need fOr cOAtinual improvement of one's community.

eheiSe use of_natural, resources to preserve ehem-far-future,..

use-

C:115c../.1.

SMALL-SCHOdLS'PROJECT Working COPy

Social Studies

. 4,

,,,,.04,76,.1. '

..

SPECIFIC AREA Map Skills--Geographic Knowledge , '4.

...

.,3

1 .A.',

Kto

..

.-

The 'Student knows:

.- .. the names and locations of the seven ;Continents and four oceans.. the difference between the terms continents, oceans, countries,states and cities.

. that the equator is an imaginary line that divides the earth inhalf, midway between the north and south poles.that the word "hemisphere desdribes half of a sphere and that theiearth can be divided into any number of hemispheres. ,-

. that all of the earth north of the equator is the northern hemi-sphere and that all of the earth south of the equator is thesouthern hemisphere. ,. . that winter, spring, summer_and autumn are aye- names of the ourseasons and that the tilt of the eartaand its movement around the

...sun is the 'cause of seasonal changes..

. the term "distortion" and that a globe is a more accurate repre-sentation of the eaitth than -a flat world map.., ..: Zhat'..morld maps can be -more detailed and oonvsi4Tent to use thanglcilses and that they are valuatde referencest*Iong as the ob-server is aware of the distortion.

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The student is able to. ..-.J

' 1 g, locate the e.quator on maps and globes. _ .. '-,_-

.ate the northern and southern hemisphere's on a globe._

dicate how the climatic conditions* of an area would change_ with, ., he changes of the angle. of the sun.'-s rays: upon the earth. ., ,

. 14se the term,"distci,r_i_X-6d, ion)" to explain why the globe is aafore accurate representation of the earth than a flat. world map.

. give reasons why 4wOrld maps are sometimes More useful than globes.

. label the seven continents and four .oceans on either a nameless:.... slate, globe or a world map.

: --give examples of a continent, ocean, country; state and city ona globe., .,

.... ._

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-

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SMALL ,SCHODLS -P OJEC Working Copy

Social StudiesAIVUBJECT:

SPECIFIC AREM Map Skills--Symbolism

The student knows:- -t .: , - n-,- . . ,

t114C-the key and/or legend is used _to interpret symbols on a-map._

rthat maps shmeboth man-made and natural, features on earth,(hrtdges, dams, roads, cities, mountains, lakes, rivers, islands).

the "difference between mqp _symbol' for an_.internatiohal bounand ".'nt -tional boundary, cities of different sizes- and capital:cities on a-United Stat map.

I.

_ .

The student is able to:

use a key and/or tg4d t. map symbols shown on a map..,

identify. hatural nd 'man-made features shown on a map.-

.

show examples;,of- an international boundary, .a national boundary,0h-, a city of over ohe,million and a capital city on a United States

-;-map.

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The 'student liAluklL ,

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.S,MALL SCHOOLS PROJECT - Working-,,, -

Copy....

,4-SUBJECT:

'."SPE 1.FIC AREA: _ Map Skills--Directions7,e-44 °

.poetal Studies a

K._ -I, .

The stUdent

4.

-* thAt ,the sun'appears to rise in the east and set:0,in the west.

the names of the foUr 'main' directIona-*Id their opposites.V ,.,

-that the cardinal directions are"determ.ned by the south andnorth poles.

that nortil'Is: toward the north pole, sotkth is toward the 'South ;,pole ai that porth, 'south, east and west can b determi*d:globe by following along the printed: grid lines. I

7'<The student' is able to

V... determine east or west fr-oni; the position of -die -sup._ .. .- determine any of the otheri,three directicins en. given. pithernorth1,-,touth, east or west as a reference.

---., -locate and identify the'north,aild south pole? ot,t,a globe.

4 ).locate any place north, south, east_or west of a_given feferenceon a.globe by, using the grid lines as a guide' (co.mplete -under-3skanding of the grid system is not expected). . .

.a

The: student, va4.ues-:'c'

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SCHOOLS PRWECT_,.:

r.-

.

Science:, 9.

'SPECIFIC AREA 'Change.

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The student knows: . ,.:,chAnge occurs o as A result of interaction between-two or .: mare -things:,--

-:.. 4 .

.. . «:eV'1,. -all .:. :.s- change with tithe. r

.. ,. .. . ,.,.9 e -...1. . -

zchan::-:, - :-.-. in their nature, . , ,physical, chemical, stateg : . 1001olf, , la ,7 - . paha ,

- .-.:4,.1.,*; , -A .

:i: certain factOrs produce Change, e.g., an appli'Cattion'of *..a force- ,:a,itiori or subtraction of a spbstance from a compound or, .

I '.2i4k.t..-"cr- e heat and light.. . i:..,..,... e,. .

."e - . -,. A, .

,- ....... - , .

- 4.The student -1-::Y-ab1e.- to:- -;'-t.' Ir;" ..

igierrtIfy changes- id --objects, e:g., stal)e-ilirait'SOrr ;:ti_ection of..:.-moverignt, d's the intuit of an application cif; foice. .` -*- : ' .4:,..

1.,. - 9 , 4. . .identify changes in a .sOstanc6411k.g.,' ice tio water and water tovapor, as the result.' of an ipplMition of heati-.. .

identify-- changes: in substances as the result of diki5osuirta14,.';li ..., ., -.light, e..g,4,darkening of photographic paper, .browning of news-print, darkening of ozalid ..pftperg._ fading of -construction paper./identify changes in substances is -*e result of expiz)sur..: ti? air,e.g., rustinrof iron, drying g, apple turninrhr6tisr.

4 -. .identify Changes in,plants,,dueif .. :;... ration. ,§ --.- '.....'dent'iY change4Irn anithars due tomaturation a or need for'

. ction. . .--/

-' -"e-j.de lfy daily changes ein the weather, e. g., .e ture,4rel tive,humidity,-;cloudines,s..

..,- ,

.

:

,

pe, stiderit values ....;--- it t . ..

wetleher cl.jenge.s.for recreation and- Variation.

hi sib ei _own p.tvs ic al , menta4 -And social" growth.-. -.. l,., ......:?- ...

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. , v *. / 7 "'". '

MALL SC.140.0L56JECT - Working Copy -'

a.

:

:],,SCience

....

SPECIFIC AREA:"47-CYcles -

.,.. 31 4'

. t

The s tuden . nowt i -.,. -.'-- ,.

. the term "cydle means a series' of 'eve or operations that., , s

recur regularly 4ticl usUiUy-tiad tack to the stvting point. K-3 ..

11...,

. there are several common CyCles which influence-his/her/ life, . : .

life, cycles,' eattiTsun Cycli.,!-earth-moon cycle, water cycleweather;eather,cycles. 4: -. ..'"

-' ... -.. , K-3 ,r .

if-§ome cycles 'bay inf'uence 'the nature of other;cycles.. q A K -3-

1

. , the progression of Al re daibiegth-sun cycle _ Kc...,

- the :progresstopf the yearli.40 -sun cycle. - 1-2, -I.. -,./. ,-_.- ,'..

__

- . ,4,ret:.

.

:the progressi*iof -the phases 2 -.3

X' .'--- , , . . l..v-t.

,

-"..

the progression Of. thersiwater .:- :.,.' - - 2 ,-3

,

there 'are many jab opportunities ig-in c ce. - $ E-341,:

., .

- -'.- e . .' -,..,,,..,v .

'90k e studenOlis able te: . . ,f....:f4: - , ..":- -.4r - ,

', Menet fy!the -miafor .eventa 'in ehOtilife cy6le of -g- plant- (fc4mation-,_

,'-.ipeof seeds, 's eaves at -roots, stern and le6es- , -flowers)5

K-3.--. --

. - identiky the major- stages. '(egg, larvie, 'pupge,2,a :' 'the life ,.

a:

cycle of, an animal =Such as the Darkling BeetIi4,- eal wo )'. K-3 ;S.. . .

. -.

,. identify position changes in a shadow (shadow stick) 'as `t e hour'.,

.,ane daily position of the sun changes. 1.,.._.

-

. identify local, noon. A . 21 . .

* identify slasogilLchanges (Vnter, spring, summer, autumn) as .

the tun' change relative pqa iii on. on the,hori2on. K-1

. --..,

..- identify hourly and dailyfposition-changes of the moon... 2-3- --'

I. identiW . thema jar events in the progression of the water cycle -

"(e;aporaiion,,transportation, condensation) : s -- , 2-3. -

. .

.identify the -ptogression of :weather changes gs the seasons 'change , K-1. .

.- , .% 9*

. trn, '.

,

F he student values:f-- :

.-weather Changes for recreation and variation... ' ' c

- .

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.

80,--

.

A

SMALL SCHOOLS PROJECT WOrl:ing..Copy.

t.

UBJECTz. $cletf

VECI.FIC'AREATPAriY'P

The student knows:

that energy is the ability of an animal or. Igi'T'stem to bririg about,changes in its surroundings or .in itself.;

.

that 'energy mav take many.....forps.,e-'4ightelectrical,

. that' we A'epend op numerbussoUreemotion, mechanical, sound,.

'..lk ,

-41e,g...; anima.... ,wood, coal', natural_ gas, oil, elect

-wind, gun.

..' that pne form of energy may be c8miertea...to auottier form ofenergy;, e. gs , heat, to el ectrkda 1., wind tbYthespanical , electricalto mechanical. . ' ,

...that . energy may -be transferredficopf ode. object 'or- orgailism to

another Object- or organism. ..

'that there are many:job oPportanities in science.. -t;

._ identify afffereht :formsdf'energy uged in hi.Wher' daily; experi-,ence e.-g-..,,,heat-? light, electricar,.dil, sun, ned.0

! identify "energy chairn'S Fn his/her dailt,t environment, e.g.; food

.

&Rain.: sUlt-.-sun--gras-S-:-cattle--huillanS.-:-

identify evidence of energyransfer,;,,:e;.*;;-elopctricity ..3=,:-

operate. 0Motor .td 'mdve an dOct, vitratEpg wIre to' produce

identify variables that affect the., amotpt of energy transferr'ede:g. , mass mid velocity, of' movii4 'objectsK

studen t ya rue

the-developed. ways of utilizin conserving. Waite energy.sources:

.

:,developfng new way's of -conserving limited energy-'sources,-. developing new. ways of using unlidiUed.:;energy sources

.

SMALL,SCHOOLS PROJECT - Working Copy.

SUBJECT:

SPECIFIC AREA:. ,

S ci

K

The student knows : .there is order to _everything in our environment.interdependence means tWo .or more things supporting each other insomepray. _

\-. '

interaction means, a't lean 'two things-acting on one another., the place an organism, lives is called its "habitat".

.

change in the ,organism..to meet changing environmental. conditions' is called

2

"adapitt,i ,on". .

Ppopulation" means organisms of..

the same type Jiving in a definablearea.. .

. ,

, -.. . ... .- -

clean. r and water are essential to- ma. a healthful en-..vizcs - ;,,:*,,,t:- -,'..,, .,. -, .

-non- 'things eahdobtaine from the composed of_ minerals.; roci* e composed of minerilt.soil is mostly composed of weathered-' rocks.

, : there are many. job opportunities ie'science.

' ...

The student is able -to.: 3--:,,,'

identify order in -net, .

atipiden fy examples of irterdependence _in nature. ,2.. -.., ? .

the. function of an" oriiiaiii6- habitat, e4s:; providesiiiitIter; food, cOndi.tiOns fOr r-...,Z=7%auctio'n. `entify:',eXample.s of .adapt at On .fif7our. environment, e.g. , dit-

Iferent ColoTs., different beak .- !different forms of locothotion,tfferenli.diets's,_ 'different leaf orriTS';'*diffste ',root patterns.dentifythe'effeas of air'and water 011ur..io n plants and

. , animals in testric'ted environments..,.',. A 3 (rent i ti-- several-common iainerals; e. g. , quartz, , fepispar, mica...,:...it---=

. -- _1.!-7-.. identify several co on rocks, e:g..; granite, Saint, °.limestonq3..:shale.identify seireral common soil forms,. e.g., clay; loam.,.. sand.,demOnstrate how they tan'conserve and erOcy their, enitronthent.

The student. values?

. that order enables us to. organize and, function' within:ourenvironment.

. interdependence and interac.ticp:as necessary -t''oenvironment. , -

.change and adaptation at necessary to the tgrviValenvirovaent: .

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°B. ,

SMALL SCHOOLS PROJECT Working Copy .

Ct.flT.

'

7

, Science

kPECIFIC AREA: °rgan':snis' ._

, i31 4...._, ..;-

% .Th0".% dent knOws: ,..,, . . . .

:. all things are classified as living or non-living. .. - K-1..- all,:-Alvirig thing.s are classified as eithet::, plant or animal. ' .. '-K-3',,--thross----eharaceri-sti-cs--of plants', : e.-g. , ...z.g-sowth, produ-°C-tion-o-,; ' ,---- -K=3

- it own food, reproduction.-. '. . .. _ , ,... .-the gross characteristic f. animals, e.g.., 'growth; uses of other K.--3-- ..organisms as food; locoth' on, rapid 'responseto;..stimuli; repro- , ,:. r

::auction. ,

..-._ .:. organisms must reproduCe an order to continue the species. 2-3. individual organisms may die, but the species will continue . . 2-3if reproduction is adequate. . .

organism; respond to change in their environment, .. 2-3.

-dry, Warm-co/d, light-dark . .. .. . .4 . z

: -foSsils-.represent examples Of former plants, or animasls. 2-3 i ..,t.tere afe, rrrap,y.: j alp .Opiio'rtunities in sci'ence-. , _-_...,,

-.' K-1 ''''- '. \ - -..--.. -N:

. .

_The stuclen is, ab3.6 to::. .- -lit ., - . ..,-,.,...

1-" - : 'r. --2,& k -.1. . . --,- .. .::, . s: . - . ;,.. ., .. , ,classify: tl-Ling.s atvliving or non-li4ing: .. . -.KI'l ''classify lying thiiiigs as plant or animal. ::?.. -. K-3identify t1e main parts cri eer.t.a.in 'plants as root; stem, leaf K-3 j ....

p. and flower:: --:: --.." , ..., ' ?i,l' -' 1 . - 1 17. - :,.. .describe the- fUnc i...6n ,: of ',the 'root, Stem, . Teal nd: -flower. - . K-,3 - r

.

, . iiantifyfthe conditions `4,..ir,...:good. plant growth, e , g.;.ilit, -water;'ideS&fi6-6. the germination of s4ds, e.g. , ns: -_(cytles)-: - ': R73

: describit ways in which seeds- are .traa. . K-3. ..4 -identify.- their.main par..frO of certain aniirrils %S 'head, body, appara-;-..

tus for locomotion, apparatus for. obtaiping food, eye. ,,,,. ..-.' -r,z.."-. -. ddescribe the . functio" di 'Major parts .. of art- aniithil, e.--g. ,- of the-.,

ins,ecti 7 h....i.d.;,_ thorax, abdomen, - legs, ,: dye..,.. identify the conditions for good animal growtA, e.g. , air, water," .' , 'K-3

boo, adequate -temgerature, in the environment, shelter or pro-'. tecti-ve meChanism. A7. -: - -, . .-- I ,

i' ':' de.s.Cribe- the stages-. d n al development, e. g . ,, youth, Maturity, 2-341.151, age.- 9 , . - - . .-,. 10-

./idsentifY ways: int, whic.ki..nimals obtain food... identify ways - irawhich"animals 4rote..ct Ehemselves; g. ,' colora- 2-3.-tior,, flight, fan.g.,. otra"ii,. ' ".., . i

, identify responses of PlaneS . and animalS -to chari.F, Or in their 30,erlirothit-rt-,- e.g. , rethiCed_bod.y Semperatute (animal), loss of . .

rnbiStord: Zplant, a,nd aniate,1) - inaitility toantfacture food (plant) ,

. loss -of.--sidn -pigmentation' (animal), avoidance of atiKerse stimuli%.

lie_

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stadent..':.

.. .6i-t't".j4ait :.-::. *-.

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, ..

.1-a,

tl ro __ ts iyr his ihear K-3 /- .).,K-:a; L --'.. -the rite''' Of>anirila I in his /hef* daAly f . 00. 4

.--...' s.kheif?-4efiavibs- as. a'n organfvfir , 1 . . -: LI 17, :11' l('-ifi a : :. ° , .. ,,k '. . 41. ' . .. .., . ...- .. t

J

.

,S21ALL,,SCHOOtS,PROJECT Working..Copy

1

...;.. -,

_.. N .,'.e - °

SUBJECT: t- Science.SPECIFIC ARExi BropertY.of Matter.

The .student knows:.-,. the n meg" of primary colors. ,

: . .t.h ernes cfl primary shapes, e.g., square, circle, triangle,rec, tangle, diamond. -- ' 1 _

. that texture is a property of objects and substances, e.g.,-''' roligh; smooth. -) :-',,,

. that 'taste is a property of many substances.A s.. that odor-vis a property, Of:many substances.

-0 .`. that' color ,i's- a Property,. of many Objects and subatances.....that weight is ---a prgpertr of objects

that size is a property 'Of obtetta...that ,,,shape is a property of-- ttlaq,' objects: -' -,, _

-solids occupy space, h..afie':a definite shape, a.nt k. have mass...: that '1.41.quids _take the shape of +their containers; occupy space and

have raWr ,,-- -;..... , ...,. they ,.ake,.-4,..:take the ''Shape,of their' cOntainers; oecupy air the .6. . .sPace-4,Tt; 'r container4 .and have mass7 ',;-1...

;a.

4 ,le to:'ep t S accordipg_ito:o9lak.;.

jects Ocordifizitsi.rep e a, sh'tpe ,w en gven.. 3:ts n e.

. _grou jec't's 133? :44....group .blijectlis according 16...Size:

. group okjects 2- c.4,

grouk.ObjeCts b" :one'grotT '61,:lec.cs, by more than? ozi ' perty:

. cornPare Oroperties of obj -.. identify some. Ile `mate tal ..fsroin objeCts are, ma-identify the ropertleS of the gaiae4Saterial in di

Eri 4s-

demonStr a than an objeZt'sI--forrn Can change' thile its'composi on. remains the sank.

. hereon rate that some objects:' gat in, water and that soine-,,

.The student values :'

. properties aska means o identification_ 1

thq use, of propy.biesj,,in describing, obtilldcts and organisms,,.

SMALL .SC140,01:3 PROJECT - Working . Copy.

. ,,Sc-ience

,,,,.. , _ A;,-.... -cfEic Symmetry

,....ii.,..., ,.

.

v 47'

.The student knows:

T sipmetry means corredXndence in size, shape nd relative position.

.of _parts on opposite *des, of a dividing line, in a repeatedsequence, or about a center or axis.

cJ.c;

CO C./

4.4

the primary aspect of symmetry is balaiice:

bilateral symmetry means matching on both si of a cent er lineti,

rotational symmetry meat) matching of the original pattern as anobject is turned around its center..

translational symmetry meanor-repetiti3On of pattein in a sequence.

4

The student is able to:.

:\identity symmetrical and norisymmetrical patterns.

. classify objects and/or organisms as examples of bilateral,rotational. or translational symmetry: .k.

identify corresponding.? in -symmetrical ',patterns

-t,tra . soons.t c -elements or p- r Complete symmetrical patterns.

.7 : ' IgO"'"

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6 .

The 'student values . ,.*?'' ""

symmetry in'llailre-. .,.- .

a '. ,,,,

. symmetry of man-made objects. .. .

.symnietry,, as an aspect of heauty. 4,

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