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Girl Scouts Badges Grades: 4, 5 States: Wisconsin Model Academic Standards

Junior: Legacy Badges Summary: As a Junior, girls can earn seven Legacy badges: Drawing, Practice with Purpose, Inside Government, Simple Meals, Junior First Aid, Junior Girl Scout Way, and Flowers.

Wisconsin Model Academic Standards

Arts Education

Grade: 4

DOMAIN WI.A.

Art and Design: Knowing: Visual Memory and Knowledge: Students in Wisconsin will know and remember information and ideas about the art and design around them and throughout the world.

CONTENT STANDARD

A.4.1. Students will develop a basic mental storehouse of images

CONTENT STANDARD

A.4.2. Students will learn basic vocabulary related to their study of art

CONTENT STANDARD

A.4.5. Students will know that art is one of the greatest achievements of human beings

CONTENT STANDARD

A.4.6. Students will know that art is a basic way of thinking and communicating about the world

DOMAIN WI.B.

Art and Design: Knowing: History, Citizenship, and Environment: Students in Wisconsin will understand the value and significance of the visual arts, media and design in relation to history, citizenship, the environment, and social development.

CONTENT STANDARD

B.4.6. Students will know basic ways to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers

CONTENT STANDARD

B.4.7. Students will begin to understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities

DOMAIN WI.C.

Art and Design: Doing: Visual Design and Production: Students in Wisconsin will design and produce quality original images and objects, such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images.

CONTENT STANDARD

C.4.7. Students will develop basic skills to produce quality art

DOMAIN WI.D. Art and Design: Doing: Practical Applications: Students in Wisconsin will apply their knowledge of people, places, ideas, and language of art and design to their daily lives.

CONTENT STANDARD

D.4.4. Students will learn about basic concepts in art, such as 'form follows function,' 'less is more,' balance, symmetry, and originality

CONTENT STANDARD

D.4.5. Students will learn basic language used in art

CONTENT STANDARD

D.4.6. Students will use problem-‐solving strategies that promote fluency, flexibility, elaboration, and originality

DOMAIN WI.E.

Art and Design: Communicating: Visual Communication and Expression: Students in Wisconsin will produce quality images and objects that effectively communicate and express ideas using varied media, techniques, and processes.

CONTENT STANDARD

E.4.1. Students will communicate basic ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics

CONTENT STANDARD

E.4.2.

Students will communicate basic ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia

CONTENT STANDARD

E.4.3. Students will communicate basic ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products

CONTENT STANDARD

E.4.4. Students will communicate basic ideas by producing visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models

DOMAIN WI.F.

Art and Design: Communicating: Visual Media and Technology: Students in Wisconsin will understand the role of, and be able to use, computers, video, and other technological tools and equipment.

CONTENT STANDARD

F.4.2. Students will know that art techniques are used in mass media

CONTENT STANDARD

F.4.6. Students will learn simple media techniques

DOMAIN WI.G.

Art and Design: Thinking: Art and Design Criticism: Students in Wisconsin will interpret visual experiences, such as artwork, designed objects, architecture, movies, television, and multimedia images, using a range of subject matter, symbols, and ideas.

CONTENT STANDARD

G.4.4. Students will know how to create works of art that have meanings

DOMAIN WI.H. Art and Design: Thinking: Visual Thinking: Students in Wisconsin will develop perception, visual discrimination, and media literacy skills to become visually educated people.

CONTENT STANDARD

H.4.3. Students will show differences among colors, shapes, textures, and other qualities of objects in their artwork

DOMAIN WI.I.

Art and Design: Understanding: Personal and Social Development: Students in Wisconsin will use their senses and emotions through art and design to develop their minds and to improve social relationships.

CONTENT STANDARD

I.4.6. Students will realize that creating or looking at art can bring out different feelings

CONTENT STANDARD

I.4.7. Students will work alone and with others to develop visual ideas and objects

DOMAIN WI.J. Art and Design: Understanding: Cultural and Aesthetic Understanding: Students in Wisconsin will reflect upon the nature of art and design and meaning in art and culture.

CONTENT STANDARD

J.4.2. Students will understand that the choice of materials and techniques influences the expressive quality of art

CONTENT STANDARD

J.4.7. Students will begin to understand and apply the role of art criticism and aesthetic knowledge in art and design

CONTENT STANDARD

J.4.8. Students will know that different cultures have different concepts of beauty

CONTENT STANDARD

J.4.9. Students will understand the difference between original artworks, reproductions, and copies

CONTENT STANDARD

J.4.10. Students will talk about art in basic terms

DOMAIN WI.K. Art and Design: Creating: Making Connections: Students in Wisconsin will make connections among the arts, other disciplines, other cultures, and the world of work.

CONTENT STANDARD

K.4.1. Students will connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology

CONTENT STANDARD

K.4.2. Students will invent new ways to communicate ideas and solutions to problems in art

CONTENT STANDARD

K.4.4.

Students will use a variety of tools, such as words, numbers, sounds, movements, images, objects, emotions, technology, and spaces, to help understand and communicate about the visual world

DOMAIN WI.L.

Art and Design: Creating: Visual Imagination and Creativity: Students in Wisconsin will use their imaginations and creativity to develop multiple solutions to problems, expand their minds, and create ideas for original works of art and design.

CONTENT STANDARD

L.4.2. Students will begin to develop a base of knowledge and skills from which to create new ideas

CONTENT STANDARD

L.4.7. Students will exhibit imagination by interpreting situations from more than one point of view

DOMAIN WI.A. Music: Music Performance: Singing: Students in Wisconsin will sing, alone and with others, a varied repertoire of music.

CONTENT STANDARD

A.4.1. Students in general music classes will sing independently, on pitch, and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo

CONTENT STANDARD

A.4.2. Students in general music classes will sing expressively with appropriate dynamics, phrasing, and interpretation

CONTENT STANDARD

A.4.3. Students in general music classes will sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

CONTENT STANDARD

A.4.4. Students in general music classes will sing ostinati, partner songs, and rounds

CONTENT STANDARD

A.4.5. Students in general music classes will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor

CONTENT STANDARD

A.4.6. Students in instrumental classes will sing on pitch using neutral syllables, note names, or solfege

CONTENT STANDARD

A.4.7. Students in instrumental classes will sing with rhythmic accuracy

DOMAIN WI.B. Music: Music Performance: Instrumental: Students in Wisconsin will play, alone and with others, a varied repertoire of music on instruments.

CONTENT STANDARD

B.4.6. Students in general music classes will play independent instrumental parts while other students sing or play contrasting parts

DOMAIN WI.D. Music: Music Creativity: Composition: Students in Wisconsin will compose and arrange music.

CONTENT STANDARD

D.4.1. Students in general music classes will create and arrange music to accompany readings and dramatizations

CONTENT STANDARD

D.4.2. Students in general music classes will create and arrange short songs and instrumental pieces within specified guidelines

CONTENT STANDARD

D.4.4. Students in instrumental classes will explore, in large group settings, compositional devices using sound effects

DOMAIN WI.F. Music: Music Response: Analysis: Students in Wisconsin will analyze and describe music.

CONTENT STANDARD

F.4.4. Students in general music classes will use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

DOMAIN WI.G. Music: Music Response: Evaluation: Students in Wisconsin will evaluate music and music performances.

CONTENT STANDARD

G.4.2. Students in general music classes will explain, using appropriate music terminology, personal preferences for specific musical works and styles

CONTENT STANDARD

G.4.3. Students in general music classes will evaluate the quality of their own and others' performances and offer constructive suggestions for improvement

DOMAIN WI.H. Music: Music Connections: The Arts: Students in Wisconsin will relate music to the other arts and disciplines outside the arts.

CONTENT STANDARD

H.4.1. Students in general music classes will identify similarities and differences in the meanings of common terms used in the various arts

CONTENT STANDARD

H.4.3. Students in instrumental classes will identify terms common in the arts, such as texture, color, form, and movement

Grade: 5

DOMAIN WI.A.


CONTENT STANDARD

A.8.1. Students will develop a mental storehouse of images

CONTENT STANDARD

A.8.2. Students will learn appropriate vocabulary related to their study of art

DOMAIN WI.B.


CONTENT STANDARD

B.8.6. Students will know how to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers

CONTENT STANDARD

B.8.7. Students will understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities

DOMAIN WI.C.


CONTENT STANDARD

C.8.2. Students will understand what makes quality design

CONTENT STANDARD

C.8.5. Students will use thumbnail sketches to experiment and start developing visual ideas

CONTENT STANDARD

C.8.6. Students will develop the craft and skills to produce quality art

CONTENT STANDARD

C.8.7. Students will understand the natural characteristics of materials and their possibilities and limitations

CONTENT STANDARD

C.8.8. Students will reflect on their work during the creative process to assess and better understand their own artwork

CONTENT STANDARD

C.8.9. Students will come up with ideas and carry them through to completion of an original work of art


CONTENT STANDARD

D.8.4. Students will understand basic concepts in art, such as 'form follows function,' 'destruction of the box,' 'less is more,' balance, symmetry, integrity, authenticity, and originality

CONTENT STANDARD

D.8.5. Students will learn common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics

CONTENT STANDARD

D.8.6. Students will know about problem-‐solving strategies that promote fluency, flexibility, elaboration, and originality

DOMAIN WI.E.


CONTENT STANDARD

E.8.1. Students will communicate complex ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics

CONTENT STANDARD

E.8.2.

Students will communicate complex ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia

CONTENT STANDARD

E.8.3. Students will communicate complex ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products

CONTENT STANDARD

E.8.4. Students will communicate complex ideas by producing visual communication forms useful in everyday life, such as, sketches, diagrams, graphs, plans, and models

CONTENT STANDARD

E.8.5. Students will use the visual arts to express ideas that can't be expressed by words alone

DOMAIN WI.F.


CONTENT STANDARD

F.8.1. Students will make informed judgments about mass media, such as magazines, television, computers, and films

CONTENT STANDARD

F.8.2. Students will understand some visual techniques used in mass media

CONTENT STANDARD

F.8.4. Students will recognize stereotyping in visual media

CONTENT STANDARD

F.8.5. Students will understand the effects of production techniques on viewers' perceptions

CONTENT STANDARD

F.8.6. Students will create media works with a range of media techniques

CONTENT STANDARD

F.8.8. Students will revise media productions based on personal reflection


CONTENT STANDARD

H.8.1. Students will look at things using different methods and tools, such as through a microscope

CONTENT STANDARD

H.8.2. Students will know how light, shadow, color, distance, and angle of viewing affect sight

CONTENT STANDARD

H.8.3. Students will be able to draw, paint, and sculpt from life

DOMAIN WI.I.


CONTENT STANDARD

I.8.1. Students will use art to understand their own emotions

CONTENT STANDARD

I.8.2. Students will make art that reflects different feelings

CONTENT STANDARD

I.8.6. Students will understand how creating or looking at art brings out feelings

CONTENT STANDARD

I.8.7. Students will work independently and collaboratively to produce ideas and works of art


CONTENT STANDARD

J.8.1. Students will begin to understand the purposes and functions of art

CONTENT STANDARD

J.8.2. Students will understand how the choice of materials and techniques influences the expressive quality of art

CONTENT STANDARD

J.8.7. Students will learn to use art criticism and aesthetic knowledge in art and design

CONTENT STANDARD

J.8.8. Students will explore different cultures' concepts of beauty

CONTENT STANDARD



CONTENT STANDARD


CONTENT STANDARD

K.8.2. Students will invent new artistic forms to communicate ideas and solutions to problems

CONTENT STANDARD

K.8.4.


DOMAIN WI.L.


CONTENT STANDARD

L.8.2. Students will develop a base of knowledge and skills from which to create new ideas

CONTENT STANDARD

L.8.4. Students will understand that nature and other designs can be sources for new ideas


CONTENT STANDARD

A.8.1. Students in general music classes will sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

CONTENT STANDARD

A.8.2.

Students in general music classes will sing expressively and with technical accuracy a repertoire of vocal literature with a level of difficulty of two on a scale of one to six, including some songs performed from memory

CONTENT STANDARD

A.8.3. Students in general music classes will sing music representing diverse genres and cultures, with expression appropriate for the work being performed

CONTENT STANDARD

A.8.4. Students in general music classes will sing music written in two and three parts

CONTENT STANDARD

A.8.5. Students in choral classes will sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

CONTENT STANDARD

A.8.6.

Students in choral classes will sing expressively and with technical accuracy a varied repertoire of vocal literature, with a level of difficulty of three on a scale of one to six, including some songs performed from memory

CONTENT STANDARD

A.8.7. Students in choral classes will sing music written in two, three, and four parts

CONTENT STANDARD

A.8.8. Students in choral classes will sing music representing diverse genres and cultures, with expression appropriate for the music

CONTENT STANDARD

A.8.9. Students in instrumental classes will sing accurately and with good breath control, alone and/or in small and large ensembles

CONTENT STANDARD

A.8.10. Students in instrumental classes will sing with expression and technical accuracy

CONTENT STANDARD

A.8.11. Students in instrumental classes will sing music written in two and three parts

DOMAIN WI.C. Music: Music Creativity: Improvisation: Students in Wisconsin will improvise music.

CONTENT STANDARD

C.8.4. Students in choral classes will improvise simple harmonic accompaniments

CONTENT C.8.5. Students in choral classes will improvise simple rhythmic

STANDARD variations and simple melodic embellishments on given pentatonic melodies and melodies in major keys

CONTENT STANDARD

C.8.6. Students in choral classes will improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality


CONTENT STANDARD

D.8.2. Students in general music classes will arrange simple pieces for voices or instruments other than those for which the pieces were written

CONTENT STANDARD

D.8.4. Students in choral classes will compose short pieces within specified guidelines, demonstrating the use of the elements of music

CONTENT STANDARD

D.8.5. Students in choral classes will arrange simple pieces for voices and instruments other than those for which the pieces were written

CONTENT STANDARD

D.8.7. Students in choral classes will use a variety of sound sources and electronic media when composing and arranging

DOMAIN WI.E. Music: Music Literacy: Reading and Notating: Students in Wisconsin will read and notate music.

CONTENT STANDARD

E.8.5. Students in choral classes will read notation sufficiently to perform simple melodies or rhythms accurately after practice

CONTENT STANDARD

E.8.6.

Students in choral classes will use a system (syllables, numbers, or letters) to sight-‐read simple melodies in both the treble and bass clefs, accurately and expressively, with a level of difficulty of two on a scale of one to six

CONTENT STANDARD

E.8.7. Students in choral classes will identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

CONTENT STANDARD

E.8.8. Students in choral classes will use standard notation to record musical ideas


CONTENT STANDARD

F.8.1. Students in general music classes will describe specific musical events upon listening to a given example, using appropriate terminology

CONTENT STANDARD

F.8.4. Students in choral classes will identify and discuss commonly used musical forms (such as AB [binary] and ABA [ternary], rondo, theme and variations, and fugue)

CONTENT STANDARD

F.8.5. Students in choral classes will listen to and describe specific music events in a given example, using appropriate terminology

CONTENT STANDARD

F.8.6. Students in choral classes will analyze the uses of elements of music upon listening to given examples representing diverse genres and cultures

CONTENT STANDARD

F.8.7. Students in choral classes will identify and describe stylistic elements heard in folk, popular, and nonwestern music

CONTENT STANDARD

F.8.8. Students in instrumental classes will listen to and describe specific music events in a given example, using appropriate terminology


CONTENT STANDARD

G.8.4. Students in choral classes will evaluate the quality and effectiveness of their own and others' performances and offer constructive suggestions for improvement


CONTENT STANDARD

H.8.2. Students in general music classes will compare the terminology and contrasting definitions used for various artistic elements in each of two or more arts

CONTENT STANDARD

H.8.4. Students in choral classes will compare how the characteristic materials of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art

CONTENT STANDARD

H.8.5. Students in choral classes will describe ways in which the principles and subject matter of other school disciplines interrelate with those of music

CONTENT STANDARD

H.8.6. Students in choral classes will compare the terminology and contrasting definitions of various elements in each of two or more arts

DOMAIN WI.I. Music: Music Connections: History and Culture: Students in Wisconsin will relate music to history and culture.

CONTENT STANDARD

I.8.4. Students in choral classes will describe distinguishing characteristics of representative music genres and styles from a variety of cultures

CONTENT STANDARD

I.8.5. Students in choral classes will compare and classify exemplary musical works by genre, style, historical period, composer, and title

CONTENT STANDARD

I.8.6. Students in choral classes will compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically created and performed

Health and PE

Grade: 4

DOMAIN WI.HE. HEALTH EDUCATION

CONTENT STANDARD

1.2. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

PERFORMANCE STANDARD / LEARNING PRIORITY

Learning Priority: Develop a cognitive understanding of health promotion concepts to improve health behaviors and prevent disease.

DESCRIPTOR / FOCUS AREA

1.2.A. Understand basic concepts related to health promotion and disease prevention.

LEARNING CONTINUUM

1:2:A1.

Describe ways to prevent common childhood accidents, injuries, and communicable and chronic diseases. These may include but are not limited to: refraining from alcohol, tobacco, and other drug use; engaging in physical activity; demonstrating healthy eating; sexual behaviors; applying social behaviors to prevent or reduce violence; safety and related behaviors.

LEARNING CONTINUUM

1:2:A2. Describe the relationships among environment, healthy behaviors, and personal health.

LEARNING CONTINUUM

1:2:A3. Explain ways to prevent the spread of communicable diseases.


CONTENT STANDARD





1.2.B. Apply health knowledge to health-‐related situations.

LEARNING CONTINUUM

1:2:B1. Describe when it is important to seek health care.


CONTENT STANDARD

3.2. Students will demonstrate the ability to access valid information and products and services to enhance health.


Learning Priority: Apply valid information to enhance health behaviors.


3.2.A. List sources of valid health information.

LEARNING CONTINUUM

3:2:A2. Discuss ways to locate valid health information.


CONTENT STANDARD





3.2.B. Identify valid health information to promote health.

LEARNING CONTINUUM

3:2:B1. Identify various valid sources of health information.


CONTENT STANDARD

4.2. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.


Learning Priority: Demonstrate interpersonal communication skills.


4.2.A. Demonstrate communication skills that can improve health.

LEARNING CONTINUUM

4:2:A1. Demonstrate effective verbal and nonverbal communication skills to enhance health.


CONTENT STANDARD





4.2.B. Demonstrate communication skills that prevent, resolve, or reduce health risks.

LEARNING CONTINUUM

4:2:B1. Demonstrate ways to prevent health risks and conflict through communications.

LEARNING CONTINUUM

4:2:B3. Discuss nonviolent strategies to reduce, manage, or resolve conflict.


CONTENT STANDARD

5.2. Students will demonstrate the ability to use decision-‐making skills to enhance health.


Learning Priority: Apply a decision-‐making process to evaluate health options.


5.2.A. Continue to identify health-‐related situations that require a decision.

LEARNING CONTINUUM

5:2:A1. Identify situations that require a thoughtful decision.

LEARNING CONTINUUM

5:2:A2. List healthy options to health-‐related issues or problems.

LEARNING CONTINUUM

5:2:A3. Choose the healthiest option when making a decision.


CONTENT STANDARD





5.2.B. Examine and apply how a decision-‐making process can enhance health status.

LEARNING CONTINUUM

5:2:B2. Examine the potential outcomes of each option when making a health-‐related decision.


CONTENT STANDARD

7.2. Students will demonstrate the ability to practice health-‐enhancing behaviors and avoid or reduce health risks.


Learning Priority: Demonstrate health-‐enhancing behaviors.


7.2.B. Demonstrate health-‐enhancing practices.

LEARNING CONTINUUM

7:2:B1.

Demonstrate healthy behaviors that will maintain or improve the health of self and others. These may include but are not limited to: refraining from alcohol, tobacco, and other drug use; engaging in physical activity; demonstrating healthy eating; applying social behaviors to prevent or reduce violence; safety and related behaviors.

DOMAIN WI.PE. PHYSICAL EDUCATION

CONTENT STANDARD

3.2. Participates regularly in physical activity.


Learning Priority: Regularly participates in activities that provide enjoyment and health benefits.


3.2.B. Sets goals for a physically active lifestyle.

LEARNING CONTINUUM

3.2.B2. Identifies two personal fitness goals to improve personal fitness.


CONTENT STANDARD

4.2. Achieves and maintains a health enhancing level of physical fitness.


Learning Priority: Develops healthy habits that address the various components of physical fitness.


4.2.A. Understands health benefits of being physically active.

LEARNING CONTINUUM

4.2.A1. Participates in selected activities that develop and maintain each component of physical fitness.

LEARNING CONTINUUM

4.2.A4.

Describes the five health-‐related fitness components (cardiovascular fitness, muscle strength, muscle endurance, flexibility, body composition), what they measure, and at least one benefit of each.


CONTENT STANDARD

6.2. Values physical activity for health, enjoyment, challenge, self-‐expression, and/or social interaction.


Learning Priority: Demonstrates an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning.


6.2.A. Applies intrinsic values to physical activity.

LEARNING CONTINUUM

6.2.A5. Explains that skill competency leads to enjoyment of movement and physical activity.

Grade: 5


CONTENT STANDARD






LEARNING CONTINUUM

1:2:A1.


LEARNING CONTINUUM


LEARNING CONTINUUM



CONTENT STANDARD


PERFORMANCE

Learning Priority: Develop a cognitive understanding of health

STANDARD / LEARNING PRIORITY

promotion concepts to improve health behaviors and prevent disease.



LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT 4.2. Students will demonstrate the ability to use interpersonal

STANDARD communication skills to enhance health and avoid or reduce health risks.




4.2.B. Demonstrate communication skills that prevent, resolve, or reduce health risks.

LEARNING CONTINUUM

4:2:B1. Demonstrate ways to prevent health risks and conflict through communications.

LEARNING CONTINUUM

4:2:B3. Discuss nonviolent strategies to reduce, manage, or resolve conflict.


CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM


LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD


PERFORMANCE STANDARD /


LEARNING PRIORITY



LEARNING CONTINUUM

7:2:B1.



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM

4.2.A4.



CONTENT STANDARD






LEARNING CONTINUUM


Language Arts

Grade: 4

DOMAIN WI.A. Reading/Literature: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others.

CONTENT STANDARD

A.4.1. Use effective reading strategies to achieve their purposes in reading.


4.1.1. Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-‐sound relationships, and analyzing word structures.


4.1.2. Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures.


4.1.4.

Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-‐correcting and self-‐monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty.


4.1.6. Discern how written texts and accompanying illustrations connect to convey meaning.


4.1.8. Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature.


CONTENT STANDARD

A.4.2. Read, interpret, and critically analyze literature.


4.2.1. Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning.


4.2.3.

Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the United States and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience.


4.2.5. Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience.


CONTENT STANDARD

A.4.3. Read and discuss literary and nonliterary texts in order to understand human experience.


4.3.1. Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences.


4.3.4. Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience.


CONTENT STANDARD

A.4.4. Read to acquire information.


4.4.2. Identify a topic of interest then seek information by investigating available text resources.

DOMAIN WI.B. Writing: Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.

CONTENT STANDARD

B.4.1. Create or produce writing to communicate with different audiences for a variety of purposes.


4.1.5. Use a variety of writing technologies, including pen and paper as well as computers.

DOMAIN WI.C. Oral Language: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

CONTENT STANDARD

C.4.2. Listen to and comprehend oral communications.


4.2.4. Follow sequence in plot and character development, predict outcomes, and draw conclusions.


4.2.5. Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories.


CONTENT STANDARD

C.4.3. Participate effectively in discussion.


4.3.1. Volunteer relevant information, ask relevant questions, and answer questions directly.


4.3.3. Use appropriate strategies to keep a discussion going.

DOMAIN WI.D. Language: Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.

CONTENT STANDARD

D.4.2. Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.


4.2.1. Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situations.


4.2.2. Describe and give examples of variations in American English that appear in different social, cultural, regional, and professional environments.

DOMAIN WI.E.

Media and Technology: Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained.

CONTENT STANDARD

E.4.1. Use computers to acquire, organize, analyze, and communicate information.


4.1.1. Operate common computer hardware and software.


4.1.2. Use basic word-‐processing, graphics, and drawing programs.


4.1.3. Create, store, and retrieve electronic files.


4.1.4. Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes.


4.1.5. Generate, send, and retrieve electronic messages.

DOMAIN WI.F. Research and Inquiry: Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials.

CONTENT STANDARD

F.4.1. Conduct research and inquiry on self-‐selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.


4.1.1. Propose research by formulating initial questions, narrowing the focus of a topic, identifying prior knowledge, and developing a basic plan for gathering information.


4.1.2. Conduct research by identifying, locating, exploring, and effectively using multiple sources of information appropriate to the inquiry, including print, nonprint, and electronic sources.

Grade: 5


CONTENT STANDARD



8.1.3. Establish purposeful reading and writing habits by using texts to find information, gain understanding of diverse viewpoints, make decisions, and enjoy the experience of reading.


8.1.4. Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposes.

DOMAIN WI.A. Reading/Literature: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written

materials, of themselves, and of others.

CONTENT STANDARD



8.2.1. Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view.


8.2.2. Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature.


CONTENT STANDARD



8.3.2. Identify common historical, social, and cultural themes and issues in literary works and selected passages.


8.3.3. Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading, interpreting, and reflecting on contemporary texts.


8.3.4. Evaluate the themes and main ideas of a work considering its audience and purpose.


CONTENT STANDARD



8.4.1. Interpret and use technical resources such as charts, tables, travel schedules, timelines, and manuals.


8.4.4. Distinguish between the facts found in documents, narratives, charts, maps, tables and other sources and the generalizations and interpretations that are drawn from them.


CONTENT STANDARD



8.1.6. Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation.


8.1.7. Use a variety of writing technologies including pen and paper as well as computers.


CONTENT STANDARD



8.2.5.

Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language.


CONTENT STANDARD



8.3.1. Participate in discussion by listening attentively, demonstrating respect for the opinions of others, and responding responsibly and courteously to the remarks of others.


8.3.4. Invite ideas and opinions of others into the discussion, responding clearly and tactfully to questions and comments.


8.3.7. Summarize the main points of a discussion, orally and in writing, specifying areas of agreement and disagreement and paraphrasing contributions.


8.3.8. Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and attention to the discussion.


8.3.9. Attend to the content of discussion rather than the speaker.


8.3.10. Participate in discussion without dominating.

DOMAIN WI.E.


CONTENT STANDARD



8.1.1. Demonstrate efficient word-‐processing skills.


8.1.2. Construct and use simple databases.


8.1.3. Use manuals and on-‐screen help in connection with computer applications.


8.1.4. Perform basic computer operations on various platforms.


8.1.5. Collect information from various on-‐line sources, such as web pages, news groups, and listservs.

Science

Grade: 4

DOMAIN WI.B.

Nature of Science: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found.

CONTENT STANDARD

B.4.2. Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked.

DOMAIN WI.C.

Science Inquiry: Students in Wisconsin will investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others.

CONTENT STANDARD

C.4.2. Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations.

DOMAIN WI.F. Life and Environmental Science: Students in Wisconsin will demonstrate an understanding of the characteristics and

structures of living things, the processes of life, and how living things interact with one another and their environment.

CONTENT STANDARD

F.4.1. The Characteristics of Organisms: Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive.

CONTENT STANDARD

F.4.3. Life Cycles of Organisms: Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.

DOMAIN WI.G.

Science Applications: Students in Wisconsin will demonstrate an understanding of the relationship between science and technology and the ways in which that relationship influences human activities.

CONTENT STANDARD

G.4.2. Discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time.

DOMAIN WI.H. Science Applications: Students in Wisconsin will use scientific information and skills to make decisions about themselves, Wisconsin, and the world in which they live.

CONTENT STANDARD

H.4.3. Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care.

Grade: 5

DOMAIN WI.B.


CONTENT STANDARD

B.8.2.

Identify and describe major changes that have occurred over in conceptual models and explanations in the earth and space, life and environmental, and physical sciences and identify the people, cultures, and conditions that led to these developments.

CONTENT STANDARD

B.8.4. Describe types of reasoning and evidence used outside of science to draw conclusions about the natural world.

DOMAIN WI.C.


CONTENT STANDARD

C.8.5. Use accepted scientific knowledge, models, and theories to explain their results and to raise further questions about their investigations.

DOMAIN WI.F.

Life and Environmental Science: Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment.

CONTENT STANDARD

F.8.5. Reproduction and Heredity: Show how different structures both reproduce and pass on characteristics of their group.

DOMAIN WI.G.


CONTENT STANDARD

G.8.1. Identify and investigate the skills people need for a career in science or technology and identify the academic courses that a person pursuing such a career would need.


CONTENT STANDARD

H.8.2.

Present a scientific solution to a problem involving the earth and space, life and environmental, or physical sciences and participate in a consensus-‐building discussion to arrive at a group decision.

CONTENT STANDARD

H.8.3. Understand the consequences of decisions affecting personal health and safety.

Social Studies

Grade: 4

DOMAIN WI.B.

History: Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

CONTENT STANDARD

B.4.4. Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.

CONTENT STANDARD

B.4.7. Identify and describe important events and famous people in Wisconsin and United States history.

CONTENT STANDARD

B.4.9. Describe examples of cooperation and interdependence among individuals, groups, and nations.

DOMAIN WI.C.

Political Science and Citizenship: Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

CONTENT STANDARD

C.4.3. Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

CONTENT STANDARD

C.4.4. Explain the basic purpose of government in American society, recognizing the three levels of government.

CONTENT STANDARD

C.4.5. Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-‐being of the community.

CONTENT STANDARD

C.4.6. Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.

DOMAIN WI.E.

The Behavioral Sciences: Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

CONTENT STANDARD

E.4.5. Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society.

CONTENT STANDARD

E.4.13. Investigate and explain similarities and differences in ways that cultures meet human needs.

CONTENT STANDARD

E.4.15. Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.

Grade: 5

DOMAIN WI.B.


CONTENT STANDARD

B.8.2. Employ cause-‐and-‐effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.

CONTENT STANDARD

B.8.7. Identify significant events and people in the major eras of United States and world history.

CONTENT STANDARD

B.8.12. Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues.

DOMAIN WI.C.


CONTENT STANDARD

C.8.1.

Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.

CONTENT STANDARD

C.8.3. Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused.

CONTENT STANDARD

C.8.4.

Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level.

CONTENT STANDARD

C.8.5. Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights.

CONTENT STANDARD

C.8.6. Explain the role of political parties and interest groups in American politics.

DOMAIN WI.D.

Economics: Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

CONTENT STANDARD

D.8.11. Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.

DOMAIN WI.E.


CONTENT STANDARD

E.8.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.

CONTENT STANDARD

E.8.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.

CONTENT STANDARD

E.8.10. Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.

CONTENT STANDARD

E.8.13. Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.

CONTENT STANDARD

E.8.15. Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis.

Junior: It’s Your Planet Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to GET MOVING! National Leadership Journey. The badges are: Jeweler, Gardener, Detective, Camper, and Independence.


Arts Education

Grade: 4

DOMAIN WI.A.


CONTENT STANDARD

A.4.1. Students will develop a basic mental storehouse of images

CONTENT STANDARD

A.4.2. Students will learn basic vocabulary related to their study of art

CONTENT STANDARD

A.4.5. Students will know that art is one of the greatest achievements of human beings

CONTENT STANDARD

A.4.6. Students will know that art is a basic way of thinking and communicating about the world

DOMAIN WI.B.


CONTENT STANDARD

B.4.2. Students will recognize that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist

CONTENT STANDARD

B.4.5. Students will understand that their choices in art are shaped by their own culture and society

CONTENT STANDARD

B.4.6. Students will know basic ways to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers

CONTENT STANDARD

B.4.7. Students will begin to understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities

DOMAIN WI.C.


CONTENT STANDARD

C.4.7. Students will develop basic skills to produce quality art


CONTENT STANDARD

D.4.4. Students will learn about basic concepts in art, such as 'form follows function,' 'less is more,' balance, symmetry, and originality

CONTENT STANDARD

D.4.5. Students will learn basic language used in art

CONTENT STANDARD

D.4.6. Students will use problem-‐solving strategies that promote fluency, flexibility, elaboration, and originality

DOMAIN WI.E.


CONTENT STANDARD

E.4.1. Students will communicate basic ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics

CONTENT STANDARD

E.4.2.

Students will communicate basic ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia

CONTENT STANDARD

E.4.3. Students will communicate basic ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products

CONTENT STANDARD

E.4.4. Students will communicate basic ideas by producing visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models

DOMAIN WI.F.


CONTENT STANDARD

F.4.2. Students will know that art techniques are used in mass media

CONTENT STANDARD

F.4.5. Students will know that production techniques affect viewers' perceptions

CONTENT STANDARD

F.4.6. Students will learn simple media techniques

DOMAIN WI.G.

Art and Design: Thinking: Art and Design Criticism: Students in Wisconsin will interpret visual experiences, such as artwork, designed objects, architecture, movies, television, and multimedia images, using a range of subject matter, symbols, and ideas.

CONTENT STANDARD

G.4.4. Students will know how to create works of art that have meanings


CONTENT STANDARD

H.4.1. Students will study the patterns and color in nature

CONTENT STANDARD

H.4.3. Students will show differences among colors, shapes, textures, and other qualities of objects in their artwork

DOMAIN WI.I.


CONTENT STANDARD

I.4.6. Students will realize that creating or looking at art can bring out different feelings

CONTENT STANDARD

I.4.7. Students will work alone and with others to develop visual ideas and objects


CONTENT STANDARD

J.4.2. Students will understand that the choice of materials and techniques influences the expressive quality of art

CONTENT STANDARD

J.4.7. Students will begin to understand and apply the role of art criticism and aesthetic knowledge in art and design

CONTENT STANDARD

J.4.8. Students will know that different cultures have different concepts of beauty

CONTENT STANDARD


CONTENT STANDARD

J.4.10. Students will talk about art in basic terms


CONTENT STANDARD


CONTENT STANDARD

K.4.2. Students will invent new ways to communicate ideas and solutions to problems in art

CONTENT STANDARD

K.4.4.


DOMAIN WI.L.


CONTENT STANDARD

L.4.2. Students will begin to develop a base of knowledge and skills from which to create new ideas

CONTENT STANDARD

L.4.7. Students will exhibit imagination by interpreting situations from more than one point of view

DOMAIN WI.A. Dance: Motor Learning: Students in Wisconsin will recognize, understand, and demonstrate movement elements and skills in dance.

CONTENT STANDARD

A.4.1. Students will recognize and explore space, time, and force as the three elements of dance

CONTENT STANDARD

A.4.2. Students will define and maintain personal space and move safely in groups throughout the general space

CONTENT STANDARD

A.4.13. Students will observe and describe movement elements in creative dance studies using appropriate movement/dance vocabulary

DOMAIN WI.B. Dance: Kinesthetic Awareness: Students in Wisconsin will use the body as the instrument of expression and use movement as the medium to develop kinesthetic awareness.

CONTENT STANDARD

B.4.5. Students will develop and value a positive body image

DOMAIN WI.D. Dance: Choreography: Students in Wisconsin will create movement compositions based on choreographic principles, processes, and forms.

CONTENT STANDARD

D.4.4. Students will integrate the basic compositional elements of unity, contrast, repetition, and variety into dances

CONTENT STANDARD

D.4.5. Students will demonstrate the ability to work effectively alone, cooperatively with a partner, and in small groups

DOMAIN WI.E. Dance: Critical Thinking: Students in Wisconsin will develop critical and creative thinking through their dance experience.

CONTENT STANDARD

E.4.3. Students will identify the movement elements in creative movement studies

CONTENT STANDARD

E.4.4. Students will select and use basic compositional elements to create a short dance study

DOMAIN WI.G. Dance: Appreciation: Students in Wisconsin will reflect upon and appreciate dance as an art form past and present.

CONTENT STANDARD

G.4.1. Students will study influential dancers and choreographers

DOMAIN WI.H. Dance: Making Connections: Students in Wisconsin will dance to build bridges to other disciplines and cultures.

CONTENT STANDARD

H.4.1. Students will perform folk dances from various cultures within a historical and cultural context

CONTENT STANDARD

H.4.5. Students will create a dance project that illustrates a concept shared with another discipline (such as the idea of positive and negative space, a concept shared by art and dance)

DOMAIN WI.I. Dance: Healthful Living: Students in Wisconsin will make connections between dance and healthful living.

CONTENT STANDARD

I.4.1. Students will understand how dancing influences healthy living choices

CONTENT STANDARD

I.4.5. Students will recognize dance's potential to foster physical and emotional well-‐being

DOMAIN WI.J. Dance: Dance and Technology: Students in Wisconsin will expand dance horizons through the use of technology.

CONTENT STANDARD

J.4.5. Students will use the computer to note or describe a simple dance sequence or composition

Grade: 5

DOMAIN WI.A.


CONTENT STANDARD

A.8.1. Students will develop a mental storehouse of images

CONTENT STANDARD

A.8.2. Students will learn appropriate vocabulary related to their study of art

DOMAIN WI.B.


CONTENT STANDARD

B.8.2. Students will recognize ways in which form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist

CONTENT STANDARD

B.8.6. Students will know how to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers

CONTENT STANDARD

B.8.7. Students will understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities

DOMAIN WI.C.


CONTENT STANDARD

C.8.2. Students will understand what makes quality design

CONTENT STANDARD

C.8.5. Students will use thumbnail sketches to experiment and start developing visual ideas

CONTENT STANDARD

C.8.6. Students will develop the craft and skills to produce quality art

CONTENT STANDARD

C.8.7. Students will understand the natural characteristics of materials and their possibilities and limitations

CONTENT STANDARD

C.8.8. Students will reflect on their work during the creative process to assess and better understand their own artwork

CONTENT STANDARD

C.8.9. Students will come up with ideas and carry them through to completion of an original work of art


CONTENT STANDARD

D.8.4. Students will understand basic concepts in art, such as 'form follows function,' 'destruction of the box,' 'less is more,' balance, symmetry, integrity, authenticity, and originality

CONTENT STANDARD

D.8.5. Students will learn common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics

CONTENT STANDARD

D.8.6. Students will know about problem-‐solving strategies that promote fluency, flexibility, elaboration, and originality

DOMAIN WI.E.


CONTENT STANDARD

E.8.1. Students will communicate complex ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics

CONTENT STANDARD

E.8.2.

Students will communicate complex ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia

CONTENT STANDARD

E.8.3. Students will communicate complex ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products

CONTENT STANDARD

E.8.4. Students will communicate complex ideas by producing visual communication forms useful in everyday life, such as, sketches, diagrams, graphs, plans, and models

CONTENT STANDARD

E.8.5. Students will use the visual arts to express ideas that can't be expressed by words alone

DOMAIN WI.F.


CONTENT STANDARD

F.8.1. Students will make informed judgments about mass media, such as magazines, television, computers, and films

CONTENT STANDARD

F.8.2. Students will understand some visual techniques used in mass media

CONTENT STANDARD

F.8.4. Students will recognize stereotyping in visual media

CONTENT STANDARD

F.8.5. Students will understand the effects of production techniques on viewers' perceptions

CONTENT STANDARD

F.8.6. Students will create media works with a range of media techniques

CONTENT STANDARD

F.8.8. Students will revise media productions based on personal reflection


CONTENT STANDARD

H.8.1. Students will look at things using different methods and tools, such as through a microscope

CONTENT STANDARD

H.8.2. Students will know how light, shadow, color, distance, and angle of viewing affect sight

CONTENT STANDARD

H.8.3. Students will be able to draw, paint, and sculpt from life

DOMAIN WI.I.


CONTENT STANDARD

I.8.1. Students will use art to understand their own emotions

CONTENT STANDARD

I.8.2. Students will make art that reflects different feelings

CONTENT STANDARD

I.8.6. Students will understand how creating or looking at art brings out feelings

CONTENT STANDARD

I.8.7. Students will work independently and collaboratively to produce ideas and works of art


CONTENT STANDARD

J.8.1. Students will begin to understand the purposes and functions of art

CONTENT STANDARD

J.8.2. Students will understand how the choice of materials and techniques influences the expressive quality of art

CONTENT STANDARD

J.8.7. Students will learn to use art criticism and aesthetic knowledge in art and design

CONTENT STANDARD

J.8.8. Students will explore different cultures' concepts of beauty

CONTENT STANDARD



CONTENT STANDARD


CONTENT STANDARD

K.8.2. Students will invent new artistic forms to communicate ideas and solutions to problems

CONTENT STANDARD

K.8.4.


DOMAIN WI.L.


CONTENT STANDARD

L.8.2. Students will develop a base of knowledge and skills from which to create new ideas

CONTENT STANDARD

L.8.4. Students will understand that nature and other designs can be sources for new ideas


CONTENT STANDARD

A.8.1.

Students will explore and integrate the three elements of dance (space, time, and force) and focus on the relationships of body parts to each other, dancers to each other, and dancers to objects

CONTENT STANDARD

A.8.6. Students will demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills

CONTENT STANDARD

A.8.7. Students will continue to observe and describe movement elements in creative dance studies using appropriate movement/dance vocabulary


CONTENT STANDARD

B.8.3. Students will practice correct body alignment while performing increasingly complex movement sequences

CONTENT STANDARD

B.8.4. Students will increase strength, flexibility, balance, and neuromuscular coordination

CONTENT STANDARD

B.8.5. Students will continue to develop and value a positive body image

DOMAIN WI.C. Dance: Improvisation: Students in Wisconsin will improvise using movement elements, themes, personal experience, and imagination.

CONTENT STANDARD

C.8.3. Students will respond to various motivational resources such as music, props, costumes, and scenic elements through improvisation

CONTENT STANDARD

C.8.4. Students will realize the potential of improvisation as a tool for the enrichment of individual and group expression

DOMAIN WI.D. Dance: Choreography: Students in Wisconsin will create movement compositions based on choreographic principles, processes, and forms.

CONTENT STANDARD

D.8.1. Students will create short dances exploring compositional elements, such as unison, contrast, abstraction, and repetition

CONTENT STANDARD

D.8.2. Students will explore advanced compositional processes, such as reordering, retrograde, inversion, amplification, chance, and transition

CONTENT STANDARD

D.8.3.

Students will begin to choreograph, using a variety of compositional forms (such as ABA, a theme-‐variation-‐theme pattern; canon, the use of two or more dance parts; rondo; and narrative)

CONTENT STANDARD

D.8.4. Students will demonstrate the ability to work effectively alone, cooperatively with a partner, and in small groups during the choreographic process


CONTENT STANDARD

E.8.3. Students will compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force or energy (movement qualities)

DOMAIN WI.F.

Dance: Communication and Expression: Students in Wisconsin will understand the expressive power of dance as a means of communication and understand that it is subject to multiple interpretations.

CONTENT STANDARD

F.8.1. Students will differentiate between functional and expressive movement

CONTENT STANDARD

F.8.2. Students will use gesture as a tool to enhance the expressive nature of movement

DOMAIN WI.G. Dance: Appreciation: Students in Wisconsin will reflect upon and appreciate dance as an art form past and present.

CONTENT STANDARD

G.8.2. Students will research influential dancers, choreographers, and styles (such as modern, ballet, square, Ghanaian, Middle Eastern)


CONTENT STANDARD

H.8.2. Students will create a dance project illustrating a concept shared with another discipline (such as the idea of positive and negative space, a concept shared by art and dance)

DOMAIN WI.I. Dance: Healthful Living: Students in Wisconsin will make connections between dance and healthful living.

CONTENT STANDARD

I.8.1. Students will explain how dancing influences healthy living choices

CONTENT I.8.3. Students will describe dance's potential to foster physical and

STANDARD emotional well-‐being

DOMAIN WI.J. Dance: Dance and Technology: Students in Wisconsin will expand dance horizons through the use of technology.

CONTENT STANDARD

J.8.5. Students will use a computer to note or describe a dance sequence or composition

Health and PE

Grade: 4


CONTENT STANDARD






LEARNING CONTINUUM

1:2:A1.


LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM

7:2:B1.



CONTENT STANDARD





3.2.A. Chooses to be physically active.

LEARNING CONTINUUM

3.2.A2. Chooses to participate in moderate to vigorous physical activity outside of physical education class on a regular basis.


CONTENT STANDARD

5.2. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction.


5.2.A. Demonstrates safe practices and adherence to rules and procedures.

LEARNING CONTINUUM

5.2.A3. Demonstrates safe control of body and equipment.


CONTENT STANDARD






LEARNING CONTINUUM


Grade: 5


CONTENT STANDARD






LEARNING CONTINUUM

1:2:A1. Describe ways to prevent common childhood accidents, injuries, and communicable and chronic diseases. These may include but are not limited to: refraining from alcohol, tobacco, and other

drug use; engaging in physical activity; demonstrating healthy eating; sexual behaviors; applying social behaviors to prevent or reduce violence; safety and related behaviors.

LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM

7:2:B1.



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD

5.2. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.


Learning Priority: Applies safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction.


5.2.A. Demonstrates safe practices and adherence to rules and procedures.

LEARNING CONTINUUM

5.2.A3. Demonstrates safe control of body and equipment.


CONTENT STANDARD






LEARNING CONTINUUM


Language Arts

Grade: 4


CONTENT STANDARD







4.1.4.







CONTENT STANDARD





4.2.3.





CONTENT STANDARD







CONTENT STANDARD





CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD




Grade: 5


CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD









CONTENT STANDARD







CONTENT STANDARD



8.2.5.



CONTENT STANDARD














Science

Grade: 4

DOMAIN WI.B. Nature of Science: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found.

CONTENT STANDARD

B.4.3. Show how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time.

DOMAIN WI.C.


CONTENT STANDARD

C.4.1. Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied.

CONTENT STANDARD


DOMAIN WI.F.


CONTENT STANDARD


CONTENT STANDARD

F.4.2. The Characteristics of Organisms: Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment).

CONTENT STANDARD

F.4.3. Life Cycles of Organisms: Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.

Grade: 5

DOMAIN WI.B. Nature of Science: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found.

CONTENT STANDARD


DOMAIN WI.C.


CONTENT STANDARD


DOMAIN WI.F.


CONTENT STANDARD

F.8.5. Reproduction and Heredity: Show how different structures both reproduce and pass on characteristics of their group.

CONTENT STANDARD

F.8.7. Regulation and Behavior: Understand that an organism's behavior evolves through adaptation to its environment.


CONTENT STANDARD

H.8.2. Present a scientific solution to a problem involving the earth and space, life and environmental, or physical sciences and participate in a consensus-‐building discussion to arrive at a group decision.

Social Studies

Grade: 4

DOMAIN WI.B.


CONTENT STANDARD

B.4.4. Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.

DOMAIN WI.C.


CONTENT STANDARD

C.4.3. Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

CONTENT STANDARD


DOMAIN WI.E.


CONTENT STANDARD

E.4.12. Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

CONTENT STANDARD


Grade: 5

DOMAIN WI.A. Geography: People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

CONTENT STANDARD

A.8.10. Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment.

DOMAIN WI.B.


CONTENT STANDARD

B.8.8. Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

CONTENT STANDARD


DOMAIN WI.E.


CONTENT STANDARD

E.8.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.

CONTENT STANDARD

E.8.10. Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.

Junior: It’s Your Story Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to aMUSE National Leadership Journey. The badges are: Geocacher, Animal Habitats, Playing the Past, Product Designer, and Social Butterfly.


Arts Education

Grade: 4


CONTENT STANDARD

E.4.1. Students will identify how dance movement is similar to and different from ordinary movement


CONTENT STANDARD

H.4.1. Students will perform folk dances from various cultures within a historical and cultural context


CONTENT STANDARD


CONTENT STANDARD


DOMAIN WI.B. Theatre: Performance: Students in Wisconsin will work and think as actors and develop basic acting skills to portray characters who interact in improvised and scripted scenes.

CONTENT STANDARD

B.4.1. Students will pretend to be someone else, creating a character based on scripted material or through improvisation, using props, costume pieces, and ideas

CONTENT STANDARD

B.4.2. Students will create a human or animal character through physical movement with sounds and/or speech, using facial expressions

CONTENT STANDARD

B.4.3. Students will create a human or animal character based upon a costume or object (prop)

CONTENT STANDARD

B.4.4. Students will create a human or animal character based upon an original idea

DOMAIN WI.C.

Theatre: Research and Analysis: Students in Wisconsin will research and analyze methods of presentation and audience response for theatre, the interconnections of theatre, community, other cultures, and historical periods for use as general knowledge.

CONTENT STANDARD

C.4.3. Students will find information to help develop characters and the appropriate background for the presentation

DOMAIN WI.D.

Theatre: Analysis of Process: Students in Wisconsin will work and think as theatre artists and reflect upon and assess the characteristics and merits of their own work and the work of others.

CONTENT STANDARD

D4.1. Students will explain strengths and weakness of their own work and that of others

CONTENT STANDARD

D.4.2. Students will identify strengths (what worked) and weaknesses (what didn't work) in character work and scenes presented in class

CONTENT STANDARD

D.4.3. Students will identify what they need to do to make their character or scene more believable and/or understandable

DOMAIN WI.E. Theatre: Theatre Production: Students will think and work as playwrights, designers, managers, and/or directors to create and interpret improvised and scripted scenes.

CONTENT STANDARD

E.4.2. Students will use props or furniture to create an environment for drama and create a character with costume pieces

CONTENT STANDARD

E.4.3. Students will explain their choices for setting, characters, and other artistic elements

CONTENT STANDARD

E.4.6. Students will rehearse and perform a scene or play for peers and invited guests

Grade: 5


CONTENT STANDARD

A.8.6. Students will demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills


CONTENT STANDARD

B.8.3. Students will practice correct body alignment while performing increasingly complex movement sequences


CONTENT STANDARD


CONTENT STANDARD

A.8.2.


CONTENT STANDARD


CONTENT STANDARD


CONTENT STANDARD

A.8.6.


CONTENT STANDARD


CONTENT STANDARD


CONTENT STANDARD


DOMAIN WI.B. Theatre: Performance: Students in Wisconsin will work and think as actors and develop basic acting skills to portray characters who interact in improvised and scripted scenes.

CONTENT STANDARD

B.8.1. Students will create a character through physical movement, adapting movement and making physical choices to fit the requirements of the scene

CONTENT STANDARD

B.8.2. Students will create a character verbally, adapting language choices and dialogue to fit requirements of the scene

CONTENT STANDARD

B.8.3. Students will create a believable and sustained character within a scripted or improvised context

CONTENT STANDARD

B.8.4. Students will create a character that is appropriate to the context of the scene, using facial expressions

CONTENT STANDARD

B.8.5. Students will select costume pieces or a hand prop (such as a basket) and create a character based upon that item

CONTENT STANDARD

B.8.6. Students will create a character (physically, verbally, and facially) from a scripted scene

CONTENT STANDARD

B.8.7. Students will create a character (physically, verbally, and facially) from an original idea

DOMAIN WI.C.

Theatre: Research and Analysis: Students in Wisconsin will research and analyze methods of presentation and audience response for theatre, the interconnections of theatre, community, other cultures, and historical periods for use as general knowledge.

CONTENT STANDARD

C.8.2. Students will read a play and exhibit understanding of the cultural/historical connections through discussions and/or written work

CONTENT STANDARD

C.8.3. Students will discuss the cultural/historical importance of a play through group discussion or written work

CONTENT STANDARD

C.8.4. Students will explain in writing what they liked and didn't like about a dramatic presentation and justify their comments

CONTENT C.8.5. Students will write a review of a play and demonstrate an

STANDARD understanding of how a presentation was the same or different than other media presentations

CONTENT STANDARD

C.8.7. Students will continue to find information to help develop characters and the appropriate backgrounds for presentations

DOMAIN WI.D.

Theatre: Analysis of Process: Students in Wisconsin will work and think as theatre artists and reflect upon and assess the characteristics and merits of their own work and the work of others.

CONTENT STANDARD

D.8.3. Students will continue to identify strengths (what worked) and weaknesses (what didn't work) in character work and scenes presented in class

CONTENT STANDARD

D.8.4. Students will identify what they need to do to make their character or scene more believable and/or understandable

DOMAIN WI.E. Theatre: Theatre Production: Students will think and work as playwrights, designers, managers, and/or directors to create and interpret improvised and scripted scenes.

CONTENT STANDARD

E.8.1. Students will improvise a scene or play with a problem or conflict

CONTENT STANDARD

E.8.4. Students will analyze a play and determine appropriate setting, lighting, costume, and makeup requirements

CONTENT STANDARD

E.8.5. Students will read a play and describe the potential visual and emotional effect it has on an audience

CONTENT STANDARD

E.8.7. Students will rehearse and perform a scene or play for peers or invited guests

Language Arts

Grade: 4


CONTENT STANDARD







4.1.4.

Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-‐correcting and self-‐monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures,

and adjusting reading rate according to purpose and difficulty.






CONTENT STANDARD





4.2.3.





CONTENT STANDARD







CONTENT STANDARD





CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD




Grade: 5


CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD





8.3.3. Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading,

LEARNING PRIORITY

interpreting, and reflecting on contemporary texts.




CONTENT STANDARD







CONTENT STANDARD



8.2.5.



CONTENT STANDARD









8.3.8. Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and

LEARNING PRIORITY

attention to the discussion.





Science

Grade: 4

DOMAIN WI.B.


CONTENT STANDARD

B.4.2. Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked.

CONTENT STANDARD

B.4.3. Show how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time.

DOMAIN WI.C.


CONTENT STANDARD


CONTENT STANDARD


DOMAIN WI.F.


CONTENT STANDARD


CONTENT STANDARD

F.4.2. The Characteristics of Organisms: Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment).

CONTENT STANDARD

F.4.4. Organisms and Their Environment: Using the science themes, develop explanations for the connections among living and non-‐living things in various environments.

DOMAIN WI.G.


CONTENT STANDARD

G.4.1. Identify the technology used by someone employed in a job or position in Wisconsin and explain how the technology helps.

CONTENT STANDARD


CONTENT STANDARD

G.4.5. Ask questions to find answers about how devices and machines were invented and produced.


CONTENT STANDARD

H.4.1.

Describe how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care.

CONTENT STANDARD

H.4.2. Using the science themes, identify local and state issues that are helped by science and technology and explain how science and technology can also cause a problem.

CONTENT STANDARD


CONTENT STANDARD

H.4.4. Develop a list of issues that citizens must make decisions about and describe a strategy for becoming informed about the science behind these issues.

Grade: 5

DOMAIN WI.A.

Science Connections: Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines.

CONTENT STANDARD

A.8.5.

Show how models and explanations, based on systems, were changed as new evidence accumulated (the effects of constancy, evolution, change, and measurement should all be part of these explanations).

DOMAIN WI.B.


CONTENT STANDARD

B.8.1. Describe how scientific knowledge and concepts have changed over time in the earth and space, life and environmental, and physical sciences.

CONTENT STANDARD

B.8.2. Identify and describe major changes that have occurred over in conceptual models and explanations in the earth and space, life

and environmental, and physical sciences and identify the people, cultures, and conditions that led to these developments.

CONTENT STANDARD


CONTENT STANDARD

B.8.6. Explain the ways in which scientific knowledge is useful and also limited when applied to social issues.

DOMAIN WI.C.


CONTENT STANDARD


CONTENT STANDARD

C.8.7. Explain their data and conclusions in ways that allow an audience to understand the questions they selected for investigation and the answers they have developed.

CONTENT STANDARD

C.8.8. Use computer software and other technologies to organize, process, and present their data.

DOMAIN WI.F.


CONTENT STANDARD

F.8.2.

Structure and Function in Living Things: Show how organisms have adapted structures to match their functions, providing means of encouraging individual and group survival within specific environments.

CONTENT STANDARD

F.8.7. Regulation and Behavior: Understand that an organism's behavior evolves through adaptation to its environment.

CONTENT STANDARD

F.8.9.

Diversity and Adaptations of Organisms: Explain how some of the changes on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species.

CONTENT STANDARD

F.8.10.

Diversity and Adaptations of Organisms: Project how current trends in human resource use and population growth will influence the natural environment, and show how current policies affect those trends.

DOMAIN WI.G.


CONTENT STANDARD

G.8.2. Explain how current scientific and technological discoveries have an influence on the work people do and how some of these discoveries also lead to new careers.

CONTENT STANDARD

G.8.3. Illustrate the impact that science and technology have had, both good and bad, on careers, systems, society, environment, and quality of life.

CONTENT STANDARD

G.8.4.

Propose a design (or re-‐design) of an applied science model or a machine that will have an impact in the community or elsewhere in the world and show how the design (or re-‐design) might work, including potential side-‐effects.

CONTENT STANDARD

G.8.5.

Investigate a specific local problem to which there has been a scientific or technological solution, including proposals for alternative courses of action, the choices that were made, reasons for the choices, any new problems created, and subsequent community satisfaction.

CONTENT STANDARD

G.8.6.

Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant sources to identify examples of how scientific discoveries have resulted in new technology.


CONTENT STANDARD

H.8.2.

Present a scientific solution to a problem involving the earth and space, life and environmental, or physical sciences and participate in a consensus-‐building discussion to arrive at a group decision.

CONTENT STANDARD


Social Studies

Grade: 4


CONTENT STANDARD

A.4.2.

Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.

DOMAIN WI.B.


CONTENT STANDARD

B.4.7. Identify and describe important events and famous people in Wisconsin and United States history.

DOMAIN WI.C. Political Science and Citizenship: Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems

necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

CONTENT STANDARD


DOMAIN WI.E.


CONTENT STANDARD

E.4.7. Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

Grade: 5


CONTENT STANDARD

A.8.1.

Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place.

DOMAIN WI.B.


CONTENT STANDARD

B.8.2. Employ cause-‐and-‐effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.

CONTENT STANDARD

B.8.4. Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.

CONTENT STANDARD

B.8.7. Identify significant events and people in the major eras of United States and world history.

CONTENT STANDARD


DOMAIN WI.E.

The Behavioral Sciences: Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of

anthropology, the study of cultures in various times and settings.

CONTENT STANDARD

E.8.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.

Junior: It’s Your World Journey -‐ Skill Building Badges Summary: Juniors can earn five badges connected to Agent of Change National Leadership Journey. The badges are: Digital Photographer, Staying Fit, Musician, Entertainment Technology, and Scribe.


Arts Education

Grade: 4


CONTENT STANDARD

A.4.1. Students in general music classes will sing independently, on pitch, and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo

CONTENT STANDARD

A.4.2. Students in general music classes will sing expressively with appropriate dynamics, phrasing, and interpretation

CONTENT STANDARD

A.4.3. Students in general music classes will sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

CONTENT STANDARD

A.4.4. Students in general music classes will sing ostinati, partner songs, and rounds

CONTENT STANDARD

A.4.5. Students in general music classes will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor

CONTENT STANDARD


CONTENT STANDARD



CONTENT STANDARD

B.4.1. Students in general music classes will play on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

CONTENT STANDARD

B.4.2. Students in general music classes will play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments

CONTENT STANDARD

B.4.3. Students in general music classes will play expressively a varied repertoire of music representing diverse genres and styles

CONTENT STANDARD

B.4.4. Students in general music classes will echo short rhythmic and melodic patterns

CONTENT STANDARD

B.4.5. Students in general music classes will play in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

CONTENT STANDARD

B.4.6. Students in general music classes will play independent instrumental parts while other students sing or play contrasting parts

CONTENT STANDARD

B.4.7. Students in instrumental classes will perform on at least one instrument, alone and in small groups and large ensembles, with correct posture and playing position

CONTENT STANDARD

B.4.8.

Students in instrumental classes will perform a repertoire of instrumental literature with a level of difficulty of one on a scale of one to six, using dynamic control and demonstrating a basic understanding of key and time signatures

CONTENT STANDARD

B.4.9. Students in instrumental classes will perform independently against contrasting parts

CONTENT STANDARD

B.4.10. Students in instrumental classes will demonstrate basic characteristic tone on their instrument


CONTENT STANDARD

C.4.4.

Students in general music classes will improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, sounds available in the classroom, body sounds, and sounds produced by electronic means

CONTENT STANDARD

C.4.5. Students in instrumental classes will echo simple rhythmic and melodic patterns

CONTENT STANDARD

C.4.6. Students in instrumental classes will play and embellish simple melodies by ear


CONTENT STANDARD

D.4.1. Students in general music classes will create and arrange music to accompany readings and dramatizations

CONTENT STANDARD

D.4.2. Students in general music classes will create and arrange short songs and instrumental pieces within specified guidelines

CONTENT STANDARD

D.4.4. Students in instrumental classes will explore, in large group settings, compositional devices using sound effects

CONTENT STANDARD

D.4.5. Students in instrumental classes will compose simple melodies for their own instrument


CONTENT STANDARD

E.4.1. Students in general music classes will read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures

CONTENT STANDARD

E.4.5. Students in instrumental classes will invent a system of nontraditional music notation

CONTENT STANDARD

E.4.6. Students in instrumental classes will read whole, half, quarter, and eighth notes in 2/4, 3/4, 4/4 meter signatures

CONTENT STANDARD

E.4.7. Students in instrumental classes will recognize standard musical symbols of pitch, rhythm, dynamics, and articulation


CONTENT STANDARD

F.4.4. Students in general music classes will use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

CONTENT STANDARD

F.4.7. Students in instrumental classes will identify sounds of various band and orchestra instruments

CONTENT STANDARD

F.4.8. Students in instrumental classes will identify simple musical devices, such as form, contrast, and texture


CONTENT STANDARD

G.4.2. Students in general music classes will explain, using appropriate music terminology, personal preferences for specific musical works and styles

CONTENT STANDARD

G.4.3. Students in general music classes will evaluate the quality of their own and others' performances and offer constructive suggestions for improvement

CONTENT STANDARD

G.4.4. Students in instrumental classes will evaluate the quality of their own performance and the performance of others

CONTENT STANDARD

G.4.5. Students in instrumental classes will contribute constructive suggestions for improvement


CONTENT STANDARD

H.4.1. Students in general music classes will identify similarities and differences in the meanings of common terms used in the various arts

CONTENT STANDARD

H.4.3. Students in instrumental classes will identify terms common in the arts, such as texture, color, form, and movement

CONTENT STANDARD

H.4.4. Students in instrumental classes will recognize the relationship of music to principles in other disciplines


CONTENT STANDARD

I.4.5. Students in general music classes will identify and describe roles of musicians in various music settings and world cultures

CONTENT STANDARD

I.4.6. Students in instrumental classes will perform a varied repertoire of music from other cultures

Grade: 5


CONTENT STANDARD


CONTENT STANDARD

A.8.2.


CONTENT STANDARD


CONTENT STANDARD

A.8.4. Students in general music classes will sing music written in two and three parts

CONTENT STANDARD


CONTENT STANDARD

A.8.6.


CONTENT STANDARD

A.8.7. Students in choral classes will sing music written in two, three, and four parts

CONTENT STANDARD


CONTENT STANDARD


CONTENT STANDARD


CONTENT STANDARD

A.8.11. Students in instrumental classes will sing music written in two and three parts


CONTENT STANDARD

B.8.1.

Students in general music classes will perform on at least one classroom instrument accurately and independently, alone and in small and large ensembles, and with good posture, good playing position, and good breath, bow, or stick control

CONTENT STANDARD

B.8.2.

Students in general music classes will perform, with expression and technical accuracy on at least one classroom instrument, a repertoire of instrumental literature with a level of difficulty of two on a scale of one to six

CONTENT STANDARD

B.8.4. Students in general music classes will play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument

CONTENT STANDARD

B.8.5. Students in choral classes will play accurately and independently on a classroom instrument, alone and in small and large ensembles

CONTENT STANDARD

B.8.6. Students in choral classes will play music representing diverse genres and cultures, with expression appropriate for the music

CONTENT STANDARD

B.8.7. Students in choral classes will play simple melodies and accompaniments on an instrument

CONTENT STANDARD

B.8.8.

Students in instrumental classes will perform on at least one instrument accurately and independently, alone and in small and large ensembles, and with good posture, good playing position, and good breath, bow, or stick control

CONTENT STANDARD

B.8.9.

Students in instrumental classes will perform, with expression and technical accuracy on a band or orchestral instrument, a repertoire of instrumental literature with a level of difficulty of three on a scale of one to six

CONTENT STANDARD

B.8.10. Students in instrumental classes will perform music representing diverse genres and cultures, with appropriate expression and style

CONTENT STANDARD

B.8.11. Students in instrumental classes will play by ear simple melodies on a band or orchestral instrument


CONTENT STANDARD

C.8.4. Students in choral classes will improvise simple harmonic accompaniments

CONTENT STANDARD

C.8.5. Students in choral classes will improvise simple rhythmic variations and simple melodic embellishments on given pentatonic melodies and melodies in major keys

CONTENT STANDARD

C.8.6. Students in choral classes will improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality

CONTENT STANDARD

C.8.7.

Students in instrumental classes will improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies, blues melodies, and melodies in major and/or minor keys

CONTENT STANDARD

C.8.8. Students in instrumental classes will improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality


CONTENT STANDARD

D.8.2. Students in general music classes will arrange simple pieces for voices or instruments other than those for which the pieces were written

CONTENT STANDARD

D.8.3. Students in general music classes will use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging

CONTENT STANDARD

D.8.4. Students in choral classes will compose short pieces within specified guidelines, demonstrating the use of the elements of music

CONTENT STANDARD

D.8.5. Students in choral classes will arrange simple pieces for voices and instruments other than those for which the pieces were written

CONTENT STANDARD

D.8.7. Students in choral classes will use a variety of sound sources and electronic media when composing and arranging

CONTENT STANDARD

D.8.8. Students in instrumental classes will compose short pieces within specific guidelines, demonstrating use of the elements of music

CONTENT STANDARD

D.8.9. Students in instrumental classes will arrange simple pieces for two or more instruments from a concert key, demonstrating spacing of voices and balance

CONTENT STANDARD

D.8.10. Students in instrumental classes will use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging


CONTENT STANDARD

E.8.1. Students in general music classes will read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve (2/2) meter signatures

CONTENT STANDARD

E.8.2. Students in general music classes will sight-‐read simple melodies in both the treble and bass clefs

CONTENT STANDARD

E.8.5. Students in choral classes will read notation sufficiently to perform simple melodies or rhythms accurately after practice

CONTENT STANDARD

E.8.6.

Students in choral classes will use a system (syllables, numbers, or letters) to sight-‐read simple melodies in both the treble and bass clefs, accurately and expressively, with a level of difficulty of two on a scale of one to six

CONTENT STANDARD

E.8.7. Students in choral classes will identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

CONTENT STANDARD

E.8.8. Students in choral classes will use standard notation to record musical ideas

CONTENT STANDARD

E.8.9. Students in instrumental classes will read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 3/8, and alla breve (2/2) meter signatures

CONTENT STANDARD

E.8.10. Students in instrumental classes will sight-‐read simple melodies in the treble and/or bass clefs

CONTENT STANDARD

E.8.11. Students in instrumental classes will identify and define standard notation symbols for pitch, rhythm, dynamic, tempo, articulation,

and expression

CONTENT STANDARD

E.8.12. Students in instrumental classes will use standard notation to record their musical ideas and the musical ideas of others

CONTENT STANDARD

E.8.13. Students in instrumental classes will sight-‐read, accurately and expressively, music with a level of difficulty of two on a scale of one to six


CONTENT STANDARD

F.8.1. Students in general music classes will describe specific musical events upon listening to a given example, using appropriate terminology

CONTENT STANDARD

F.8.4. Students in choral classes will identify and discuss commonly used musical forms (such as AB [binary] and ABA [ternary], rondo, theme and variations, and fugue)

CONTENT STANDARD

F.8.5. Students in choral classes will listen to and describe specific music events in a given example, using appropriate terminology

CONTENT STANDARD

F.8.6. Students in choral classes will analyze the uses of elements of music upon listening to given examples representing diverse genres and cultures

CONTENT STANDARD

F.8.7. Students in choral classes will identify and describe stylistic elements heard in folk, popular, and nonwestern music

CONTENT STANDARD

F.8.8. Students in instrumental classes will listen to and describe specific music events in a given example, using appropriate terminology

CONTENT STANDARD

F.8.9. Students in instrumental classes will listen to and analyze the uses of the elements of music in examples representing diverse genres and cultures

CONTENT STANDARD

F.8.10. Students in instrumental classes will demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music


CONTENT STANDARD

G.8.4. Students in choral classes will evaluate the quality and effectiveness of their own and others' performances and offer constructive suggestions for improvement

CONTENT STANDARD

G.8.5.

Students in instrumental classes will develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their listening, composing, and performing

CONTENT STANDARD

G.8.6.

Students in instrumental classes will evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement


CONTENT STANDARD

H.8.2. Students in general music classes will compare the terminology and contrasting definitions used for various artistic elements in each of two or more arts

CONTENT STANDARD

H.8.4. Students in choral classes will compare how the characteristic materials of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art

CONTENT STANDARD

H.8.5. Students in choral classes will describe ways in which the principles and subject matter of other school disciplines interrelate with those of music

CONTENT STANDARD

H.8.6. Students in choral classes will compare the terminology and contrasting definitions of various elements in each of two or more arts

CONTENT STANDARD

H.8.7.

Students in instrumental classes will compare how the characteristic media of two or more arts can be used to transform similar events, scenes, emotions, or ideas into works of art

CONTENT STANDARD

H.8.8. Students in instrumental classes will compare the terminology and contrasting definitions of various elements in each of two or more arts

CONTENT STANDARD

H.8.9. Students in instrumental classes will describe ways in which the principles and subject matter of other school disciplines interrelate with those of music


CONTENT STANDARD

I.8.3.

Students in general music classes will compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed

CONTENT STANDARD

I.8.4. Students in choral classes will describe distinguishing characteristics of representative music genres and styles from a variety of cultures

CONTENT STANDARD

I.8.5. Students in choral classes will compare and classify exemplary musical works by genre, style, historical period, composer, and title

CONTENT STANDARD

I.8.6. Students in choral classes will compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically created and performed

CONTENT STANDARD

I.8.7. Students in instrumental classes will describe distinguishing characteristics of representative music genres and styles from a variety of cultures

CONTENT STANDARD

I.8.8. Students in instrumental classes will classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high-‐quality and characteristic musical works and

explain the characteristics that cause each work to be exemplary

CONTENT STANDARD

I.8.9.

Students in instrumental classes will compare, in several cultures of the world including their own, functions music serves, roles of musicians, and conditions under which music is typically created and performed

Health and PE

Grade: 4


CONTENT STANDARD






LEARNING CONTINUUM

1:2:A1.


LEARNING CONTINUUM


LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD

2.2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.


Learning Priority: Identify how influences can impact health behaviors.

LEARNING PRIORITY


2.2.A. Identify influences.

LEARNING CONTINUUM

2:2:A1. Describe external factors, including family, peers, culture, media, technology, school environments, and physical environments which can influence health behaviors.


CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM


LEARNING 5:2:A3. Choose the healthiest option when making a decision.

CONTINUUM


CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD

6.2. Students will demonstrate the ability to use goal-‐setting skills to enhance health.


Learning Priority: Apply goal-‐setting skills to improving health.


6.2.B. Practice appropriate goal-‐setting skills to achieve a personal health goal.

LEARNING CONTINUUM

6:2:B1. Choose a personal health goal.

LEARNING CONTINUUM

6:2:B2. Identify the steps needed to achieve that goal.

LEARNING CONTINUUM

6:2:B3. Track progress towards goal achievement.


CONTENT STANDARD






LEARNING CONTINUUM

7:2:B1.


LEARNING 7:2:B2. Demonstrate behaviors that reduce health risks.

CONTINUUM


CONTENT STANDARD

1.2. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.


Learning Priority: Refines, combines, and varies motor skills.


1.2.A. Refines skill development.

LEARNING CONTINUUM

1.2.A2. Throws overhand with mature form.

LEARNING CONTINUUM

1.2.A3. Catches a fly ball using mature form.

LEARNING CONTINUUM

1.2.A5. Balances while moving in control through locomotor and non-‐locomotor skills.

LEARNING CONTINUUM

1.2.A6. Balances with control on a variety of objects.


CONTENT STANDARD





1.2.B. Refines skill application.

LEARNING CONTINUUM

1.2.B1. Performs a combination of movement, sport, or leisure skills. Examples include: dribble, pass, receive, shoot; juggling; rhythm patterns; jump rope front cross

LEARNING CONTINUUM

1.2.B3. Throws a ball overhand and hits a moving target.


CONTENT STANDARD

2.2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


Learning Priority: Develops the ability to transfer complex motor skills they have learned into new skills/games.


2.2.B. Utilizes skill application.

LEARNING 2.2.B4. Explains how appropriate practice improves performance.

CONTINUUM


CONTENT STANDARD






LEARNING CONTINUUM

3.2.A1. Identifies physical and psychological benefits that result from long-‐term participation in physical education.

LEARNING CONTINUUM


LEARNING CONTINUUM

3.2.A3. Chooses to participate in structured and purposeful activity.

LEARNING CONTINUUM

3.2.A4. Monitors his or her physical activity by using a pedometer to count the number of steps taken or the distance traveled.

LEARNING CONTINUUM

3.2.A5. Maintains a physical activity log (e.g., ActivityGram) or calendar by participating in a school/community-‐based fitness program.


CONTENT STANDARD






LEARNING CONTINUUM

3.2.B1. Identifies one personal movement goal for use outside of physical education class.

LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM

4.2.A2. Recognizes that physiological responses to exercise are associated with their own levels of fitness.

LEARNING CONTINUUM

4.2.A4.



CONTENT STANDARD





4.2.B. Manages healthy physical activity.

LEARNING CONTINUUM

4.2.B3. Identifies his or her strengths and weaknesses based upon the results of physical fitness testing and sets goals to show improvement in at least two fitness tests.


CONTENT STANDARD






LEARNING CONTINUUM


Grade: 5


CONTENT STANDARD






LEARNING CONTINUUM

1:2:A1. Describe ways to prevent common childhood accidents, injuries, and communicable and chronic diseases. These may include but

are not limited to: refraining from alcohol, tobacco, and other drug use; engaging in physical activity; demonstrating healthy eating; sexual behaviors; applying social behaviors to prevent or reduce violence; safety and related behaviors.

LEARNING CONTINUUM


LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD

2.2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.


Learning Priority: Identify how influences can impact health behaviors.


2.2.A. Identify influences.

LEARNING CONTINUUM

2:2:A1. Describe external factors, including family, peers, culture, media, technology, school environments, and physical environments which can influence health behaviors.


CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM


LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM



CONTENT STANDARD

6.2. Students will demonstrate the ability to use goal-‐setting skills to enhance health.


Learning Priority: Apply goal-‐setting skills to improving health.


6.2.B. Practice appropriate goal-‐setting skills to achieve a personal health goal.

LEARNING CONTINUUM

6:2:B1. Choose a personal health goal.

LEARNING CONTINUUM

6:2:B2. Identify the steps needed to achieve that goal.

LEARNING CONTINUUM

6:2:B3. Track progress towards goal achievement.


CONTENT STANDARD






LEARNING CONTINUUM

7:2:B1.


LEARNING CONTINUUM

7:2:B2. Demonstrate behaviors that reduce health risks.


CONTENT STANDARD





1.2.A. Refines skill development.

LEARNING CONTINUUM

1.2.A2. Throws overhand with mature form.

LEARNING CONTINUUM

1.2.A3. Catches a fly ball using mature form.

LEARNING CONTINUUM

1.2.A5. Balances while moving in control through locomotor and non-‐locomotor skills.

LEARNING CONTINUUM

1.2.A6. Balances with control on a variety of objects.


CONTENT STANDARD





1.2.B. Refines skill application.

LEARNING CONTINUUM

1.2.B1. Performs a combination of movement, sport, or leisure skills. Examples include: dribble, pass, receive, shoot; juggling; rhythm patterns; jump rope front cross

LEARNING CONTINUUM

1.2.B3. Throws a ball overhand and hits a moving target.


CONTENT STANDARD

2.2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


Learning Priority: Develops the ability to transfer complex motor skills they have learned into new skills/games.


2.2.B. Utilizes skill application.

LEARNING CONTINUUM

2.2.B4. Explains how appropriate practice improves performance.


CONTENT STANDARD






LEARNING CONTINUUM

3.2.A1. Identifies physical and psychological benefits that result from long-‐term participation in physical education.

LEARNING CONTINUUM


LEARNING CONTINUUM

3.2.A3. Chooses to participate in structured and purposeful activity.

LEARNING CONTINUUM

3.2.A4. Monitors his or her physical activity by using a pedometer to count the number of steps taken or the distance traveled.

LEARNING 3.2.A5. Maintains a physical activity log (e.g., ActivityGram) or calendar

CONTINUUM by participating in a school/community-‐based fitness program.


CONTENT STANDARD






LEARNING CONTINUUM

3.2.B1. Identifies one personal movement goal for use outside of physical education class.

LEARNING CONTINUUM



CONTENT STANDARD






LEARNING CONTINUUM


LEARNING CONTINUUM

4.2.A2. Recognizes that physiological responses to exercise are associated with their own levels of fitness.

LEARNING CONTINUUM

4.2.A4.



CONTENT STANDARD





4.2.B. Manages healthy physical activity.

LEARNING CONTINUUM

4.2.B3. Identifies his or her strengths and weaknesses based upon the results of physical fitness testing and sets goals to show improvement in at least two fitness tests.


CONTENT STANDARD






LEARNING CONTINUUM


Language Arts

Grade: 4


CONTENT STANDARD







4.1.4.







CONTENT A.4.2. Read, interpret, and critically analyze literature.

STANDARD




4.2.3.





CONTENT STANDARD







CONTENT STANDARD





CONTENT STANDARD



4.1.3. Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre.

DOMAIN WI.C. Oral Language: Students in Wisconsin will listen to understand

and will speak clearly and effectively for diverse purposes.

CONTENT STANDARD

C.4.1. Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.


4.1.7. Distinguish between fact and opinion and provide evidence to support opinions.


CONTENT STANDARD







CONTENT STANDARD







4.3.4. Reflect on the ideas and opinions of others and respond thoughtfully.


CONTENT STANDARD




PERFORMANCE 4.2.2. Describe and give examples of variations in American English that


appear in different social, cultural, regional, and professional environments.

DOMAIN WI.E.


CONTENT STANDARD




DOMAIN WI.E.


CONTENT STANDARD

E.4.3. Create products appropriate to audience and purpose.


4.3.1. Write news articles appropriate for familiar media.


CONTENT STANDARD






Grade: 5


CONTENT STANDARD



8.1.3. Establish purposeful reading and writing habits by using texts to find information, gain understanding of diverse viewpoints, make

LEARNING PRIORITY

decisions, and enjoy the experience of reading.




CONTENT STANDARD







CONTENT STANDARD









CONTENT STANDARD







CONTENT STANDARD

C.8.1. Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.


8.1.4. Prepare and conduct interviews.


8.1.7. Observe the appropriate etiquette when expressing thanks and receiving praise.


CONTENT STANDARD



8.2.5.



CONTENT STANDARD





8.3.2. Explain and advance opinions by citing evidence and referring to sources.




8.3.6. Establish and maintain an open mind when listening to others' ideas and opinions.

PERFORMANCE 8.3.7. Summarize the main points of a discussion, orally and in writing,


specifying areas of agreement and disagreement and paraphrasing contributions.








8.3.11. Distinguish between supported and unsupported statements.


CONTENT STANDARD

D.8.1. Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.


8.1.1. Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations.


CONTENT STANDARD



8.2.1. Describe how American English is used in various public and private contexts, such as school, home, and work.


8.2.2. Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication.

DOMAIN WI.E.


CONTENT E.8.1. Use computers to acquire, organize, analyze, and communicate

STANDARD information.









DOMAIN WI.E.


CONTENT STANDARD

E.8.3. Create media products appropriate to audience and purpose.


8.3.1. Write informational articles that target audiences of a variety of publications.


CONTENT STANDARD



8.1.2.

Use multiple sources to identify and locate information pertinent to research including encyclopedias, almanacs, dictionaries, library catalogs, indexes to periodicals, and various electronic search engines.

Science

Grade: 4

DOMAIN WI.A.

Science Connections: Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines.

CONTENT STANDARD

A.4.2. When faced with a science-‐related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now.

DOMAIN WI.B.


CONTENT STANDARD

B.4.1.

Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-‐related questions and plan investigations.

DOMAIN WI.C.


CONTENT STANDARD


CONTENT STANDARD


CONTENT STANDARD

C.4.3. Select multiple sources of information to help answer questions selected for classroom investigations.

CONTENT STANDARD

C.4.4.

Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations.

DOMAIN WI.D.

Physical Science: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact.

CONTENT STANDARD

D.4.6. Position and Motion of Objects: Observe and describe physical events in objects at rest or in motion.

CONTENT STANDARD

D.4.7.

Position and Motion of Objects: Observe and describe physical events involving objects and develop record-‐keeping systems to follow these events by measuring and describing changes in their properties, including: position relative to another object, motion over time, and position due to forces.

CONTENT STANDARD

D.4.8.

Light, Heat, Electricity, and Magnetism: Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism).

DOMAIN WI.G.


CONTENT STANDARD

G.4.1. Identify the technology used by someone employed in a job or position in Wisconsin and explain how the technology helps.

CONTENT STANDARD



CONTENT STANDARD

H.4.1.

Describe how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care.

CONTENT STANDARD

H.4.2. Using the science themes, identify local and state issues that are helped by science and technology and explain how science and technology can also cause a problem.

CONTENT STANDARD


Grade: 5

DOMAIN WI.B.


CONTENT STANDARD


DOMAIN WI.C.


CONTENT STANDARD

C.8.2. Identify data and locate sources of information including their own records to answer the questions being investigated.

CONTENT STANDARD


CONTENT STANDARD

C.8.8. Use computer software and other technologies to organize, process, and present their data.

DOMAIN WI.D.

Physical Science: Students in Wisconsin will demonstrate an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact.

CONTENT STANDARD

D.8.5. Motions and Forces: While conducting investigations, explain the motion of objects by describing the forces acting on them.

CONTENT STANDARD

D.8.6.

Motions and Forces: While conducting investigations, explain the motion of objects using concepts of speed, velocity, acceleration, friction, momentum, and changes over time, among others, and apply these concepts and explanations to real-‐life situations

outside the classroom.

CONTENT STANDARD

D.8.8.

Transfer of Energy: Describe and investigate the properties of light, heat, gravity, radio waves, magnetic fields, electrical fields, and sound waves as they interact with material objects in common situations.

DOMAIN WI.G.


CONTENT STANDARD

G.8.2. Explain how current scientific and technological discoveries have an influence on the work people do and how some of these discoveries also lead to new careers.

CONTENT STANDARD

G.8.3. Illustrate the impact that science and technology have had, both good and bad, on careers, systems, society, environment, and quality of life.

CONTENT STANDARD

G.8.6.

Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant sources to identify examples of how scientific discoveries have resulted in new technology.


CONTENT STANDARD


Social Studies

Grade: 4

DOMAIN WI.B.


CONTENT STANDARD

B.4.1.

Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.

DOMAIN WI.C.


CONTENT STANDARD


Grade: 5

DOMAIN WI.B.


CONTENT STANDARD

B.8.1.

Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.

Junior: Financial Literacy & Cookie Business Badges Summary: Juniors can earn two additional badges each year to support entrepreneurship. Financial Literacy badges are: Business Owner and Savvy Shopper. Cookie Business badges are: Cookie CEO and Customer Insights.


Health and PE

Grade: 4


CONTENT STANDARD






LEARNING CONTINUUM


Grade: 5


CONTENT STANDARD






LEARNING CONTINUUM


Language Arts

Grade: 4


CONTENT STANDARD







4.1.4.







CONTENT STANDARD





4.2.3.





CONTENT STANDARD







CONTENT STANDARD





CONTENT STANDARD



4.1.5. Use a variety of writing technologies, including pen and paper as well as computers.


CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD






DOMAIN WI.E.


CONTENT STANDARD



4.1.1. Operate common computer hardware and software.


4.1.2. Use basic word-‐processing, graphics, and drawing programs.


4.1.3. Create, store, and retrieve electronic files.




4.1.5. Generate, send, and retrieve electronic messages.


CONTENT STANDARD







4.1.4. Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids.

Grade: 5


CONTENT STANDARD







CONTENT STANDARD







CONTENT STANDARD









CONTENT STANDARD







CONTENT STANDARD



8.1.6. Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation.

PERFORMANCE STANDARD / LEARNING

8.1.7. Use a variety of writing technologies including pen and paper as well as computers.

PRIORITY


CONTENT STANDARD



8.2.5.



CONTENT STANDARD














DOMAIN WI.E.


CONTENT STANDARD



8.1.1. Demonstrate efficient word-‐processing skills.










CONTENT STANDARD



8.1.6.

Produce an organized written and oral report that presents and reflects on findings, draws sound conclusions, adheres to the conventions for preparing a manuscript, and gives proper credit to sources.

Mathematics

Grade: 4

DOMAIN WI.A.

Mathematical Processes: Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-‐world and non-‐routine problems.

CONTENT STANDARD

A.4.2. Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models.

CONTENT STANDARD

A.4.3.

Connect mathematical learning with other subjects, personal experiences, current events, and personal interests see relationships between various kinds of problems and actual events; use mathematics as a way to understand other areas of the curriculum (e.g., measurement in science, map skills in social

studies).

CONTENT STANDARD

A.4.4. Use appropriate mathematical vocabulary, symbols, and notation with understanding based on prior conceptual work.

DOMAIN WI.B. Number Operations and Relationships: Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving.

CONTENT STANDARD

B.4.7. In problem-‐solving situations involving money, add and subtract decimals.

DOMAIN WI.E. Statistics and Probability: Students in Wisconsin will use data collection and analysis, statistics and probability in problem-‐solving situations, employing technology where appropriate.

CONTENT STANDARD

E.4.1.

Work with data in the context of real-‐world situations by formulating questions that lead to data collection and analysis; determining what data to collect and when and how to collect them; collecting, organizing, and displaying data; drawing reasonable conclusions based on data.

Grade: 5

DOMAIN WI.A.

Mathematical Processes: Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-‐world and non-‐routine problems.

CONTENT STANDARD

A.8.4.

Develop effective oral and written presentations that include appropriate use of technology; the conventions of mathematical discourse (e.g., symbols, definitions, labeled drawings); mathematical language; clear organization of ideas and procedures; understanding of purpose and audience.

CONTENT STANDARD

A.8.5. Explain mathematical concepts, procedures, and ideas to others who may not be familiar with them.

CONTENT STANDARD

A.8.6. Read and understand mathematical texts and other instructional materials and recognize mathematical ideas as they appear in other contexts.

DOMAIN WI.E. Statistics and Probability: Students in Wisconsin will use data collection and analysis, statistics and probability in problem-‐solving situations, employing technology where appropriate.

CONTENT STANDARD

E.8.1.

Work with data in the context of real-‐world situations by formulating questions that lead to data collection and analysis; designing and conducting a statistical investigation; using technology to generate displays, summary statistics, and presentations.

CONTENT STANDARD

E.8.2.

Organize and display data from statistical investigations using appropriate tables, graphs, and/or charts (e.g., circle, bar or line for multiple sets of data); appropriate plots (e.g., line, stem-‐and-‐leaf, box, scatter).

Social Studies

Grade: 4

DOMAIN WI.B.


CONTENT STANDARD

B.4.1.

Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.

DOMAIN WI.C.


CONTENT STANDARD


DOMAIN WI.D.


CONTENT STANDARD

D.4.3. Identify local goods and services that are part of the global economy and explain their use in Wisconsin.

CONTENT STANDARD

D.4.5.

Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).

CONTENT STANDARD

D.4.6. Identify the economic roles of various institutions, including households, businesses, and government.

CONTENT STANDARD

D.4.7.

Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.

DOMAIN WI.E.


CONTENT STANDARD


Grade: 5

DOMAIN WI.B.


CONTENT STANDARD

B.8.1.

Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.

DOMAIN WI.D.


CONTENT STANDARD

D.8.1. Describe and explain how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

CONTENT STANDARD

D.8.8. Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive.

CONTENT STANDARD

D.8.11. Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.

DOMAIN WI.E.


CONTENT STANDARD

E.8.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.

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Unit Advancement Summary Boy Scouts of America This summary of youth member ranks, merit badges, and awards only shows those items

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1146 Layout 1 · Boy Scouts of America Public Safety Merit Badge Camp On July 10-12, 2018; registered boy scouts will earn badges in the public safety career field. Scouts will work

INTEREST BADGES - SCOUTS South Africa · Interest badges are great fun to earn because you choose the ones that interest you most. ... Write an article for your Pack Log book using

DAISY BADGES & JOURNEYS - Girl Scouts · 2019-09-24 · Welcome to the Daisy Flower Garden It’s Your World–Change it! ... BADGES Awards and badges are a great way for girls to

Guide to Cub Scout Personal Achievement Badges · Cub Scouts pursuing Personal Achievement badges so that they can be worked on with the Cubs’ parents/guardians. Below is a more

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GIRLS ON A MISSION - Girl Scouts · 10/1/2016 · its Electrician and Flyer badges—the very first STEM-related badges. Girl Scouts’ unique approach to girls and ... Total Packages

Volume 65 January 2011 Number 1 Boy Scouts of America At DSC jan/January 2011 PK .pdf · Volume 65 January 2011 Number 1 ... scouts in the troop earned a total of 146 merit badges

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