Wise County Christian School

Curricula Guide 2010/2011

Pre-K

Our goal is to provide a child-centered program with developmentally appropriate practices to enhance the cognitive, linguistic, social, emotional, and physical developmental levels of each student.

Bible

To educate young children in the Christian way of life with:

· The Old Testament lessons of Creation, Adam and Eve, Noah, Abraham and Lot, Isaac, Joseph, Moses, Samuel, David, Elisha, Naaman, Daniel, Queen Esther, and Jonah.

· The New Testament lessons of Jesus’ birth and boyhood, Jesus’ healing miracles, Heaven, Peter, Jesus’ love for the little children, Bartimaeus, Zacchaeus, and Resurrection Week.

ABC-123 Preschool Phonics and Numbers

To introduce number concepts and the writing of numbers from 1 to 20 by:

· Counting objects on number sheets with coloring activities.· Phonics pages providing guided activities with long and short vowel sounds,

simple consonant sounds, blending of consonants and vowels, and words containing one and two vowels.

ABC Writing Tablet, Manuscript

To help children see the formation of letters and aid the children in letter placement with:

· Illustration of letter houses with terms of upstairs, downstairs, and basement.· Introduction of capital and small letters.· Sample letters on every page as a visual example.

Writing with Phonics, Manuscript

To teach children basic phonics correlated with a writing workbook by:

· Practice with correct writing formation.· Coloring pages to be completed after writing seatwork practice.· Incentive awards for their best efforts.

Art Projects K4

To develop needed motor skills by:

· Monthly projects to introduce children with basic art and craft concepts.· Projects that correlate with academics, Bible teaching, and the seasons.· Delightful opportunities to draw, color, cut, and paste.

Language Development

To teach children new vocabulary words by:

· Increasing their listening skills as they listen to new information and then answer questions.

· To strengthen their motor skills as they practice in fun games and activities.· To develop an appreciation of God’s creation as they learn about the world

around them.

Growing Up with Amber Lamb

To teach good character traits and how to interact with others by:

· Amber Lamb and her friends teaching how to be kind, love God, share, obey, tell the truth, and to be helpers.

· Colorful illustrations and fun rhyming words help bring the stories alive.· Fun stories also include activities about making Christmas cookies, going fishing,

and family activities.· Amber’s friends include Button Bear, Katie Kitten, Lolly Lop-Ears, and Mickey

Mouse.

Health and Safety Visuals

Large cards designed to teach good health and safety habits:

· Health topics include clean and neat hair, care of teeth, drinking water, wearing proper clothing, and how to keep germs from spreading.

· Safety topics include obeying traffic signs, wearing seat belt, fire safety, playground safety and safety rules at home.

Extra daily activities include opportunities for each child to express creativity, to interact independently or with others, to develop decision-making choices, and assume responsibility for his or her actions by:

· Thematic centers including a building area, housekeeping /kitchen area, and sand table.

· Dramatic-play center include fantasy dress-up, plastic foods, telephone, and dolls.

Computer activities

· Manipulative activities with play dough, lacing boards, and simple art projects.

Classroom activities include:

· Music, poetry, seasonal and holiday recognition, puppets, or story-time when applicable to theme.

· Morning recess provides each child time for free play with other children.· Library is provided on Friday to enhance the pleasure and enjoyment from books.· Physical Education is provided Monday –Thursday with developmentally

appropriate exercises and fun games.· A nap and snack period is provided during the last part of the afternoon class

time.

Kindergarten

Bible

The Kindergarten Bible program focuses on familiar children’s stories of the Bible. The theme for K-5 is “God Loves Me”, with an emphasis on God’s care. The curriculum reflects the belief that God’s word provides all the answers needed for godliness and life. A number of life issues are addressed in the curriculum.

· Being obedient· Being honest· Sharing with others· Getting along with others· Taking turns· Being unselfish· Telling the truth

Bible Lessons

· God Made My World (creation) — Genesis 1:1-2:1· Adam and Eve—Genesis 2:15-3:24· Baby Samuel—1 Samuel 1:1-20; 3:1-19· Baby Isaac—Genesis 15:1-16; 21:1-7· Baby John the Baptist—Luke 1:5-25; 57-80· Mephibosheth—2 Samuel 9:1-13· Jesus Calms the Storm—Mark 4:35-41· Jesus Is the God Shepherd—Luke 15:3-7, John 10:1-18· Daniel—Daniel 6· The Fiery Furnace—Daniel 3· David—1 Samuel 16-17. 20; 2 Samuel 2· The Angels—Matthew 1:18-24; Luke 1:26-38· The Shepherds—Luke 2: 1-20· Simeon and Anna—Matthew 2:1-12; Luke 2:21-40· Jesus and the Children—Matthew 19:13-15; Mark 10:13-16; Luke 18:15-17· Parable of the Lost Sheep—Matthew 18:10-14; Luke 15:1-7; Luke 15:8-10· Zacchaeus meets Jesus—Luke 19:1-10· The Sower—Matthew 13:1-23; Mark 4:2-20; Luke 8:4-15· Peter’s Rescue—Acts 12:1-19· David’s Praise—Psalm 138; 145;150· Jonah—Jonah· The Good Samaritan—Luke 10:25-37· The Ten Lepers—Luke 17:11-19· David and Jonathan—1 Samuel 17:55— 20:42

· Jesus and the Disciples—Matthew 4:18-22; Mathew 26: 14-16, 69-75; Luke 9:12-17

· Jesus and His friends—John 11:1-44· The Last Week—Luke 19:35-44; 22:17-20; John 13:1-20; Matthew 26:36-46· Death, Burial and Resurrection—Matthew 26:47-56; John 18:28, 19:16; Luke 23:

25-49, 24:1-10· Samson—Judges 16:4-31· David and Goliath—1 Samuel 17· Paul and Silas—Acts 16:16-40· Paul and the Shipwreck—Acts 27:27-44; Matthew 14:22-33· Joseph—Genesis 37;39-45· Esther—Esther· Moses—Exodus 2-14

Readiness Skills

K-5 Readiness Skills is designed to aid the K5 student in the development of writing readiness, eye-hand coordination, visual perception, listening and thinking skills, and good character.

Writing

Students learn manuscript writing in a program that is correlated with their phonics. As they learn to recognize the letters of the alphabet and learn what sound they say. They also learn to write them. Later they learn to write numbers, blends, words, and sentences. Students are taught the proper formation of letters and numbers, as well as spacing between letters and words.

They are taught to strive for quality rather than quantity in their writing.

Phonics and Reading

K-5 students learn to read through the use of phonics. As soon as the short sounds of the vowels and the consonants are introduced, they are able to sound out their first words. Later, they learn to read many more words, including words with two vowels and words that contain special sounds. (Special sounds are letter combinations like sh and ar.) Their reading vocabulary naturally grows with each new sound learned.

· Recognize the short vowel and their sounds.· Recognize consonants and their sounds.· Learn blends (consonant and vowel combination, that makes the beginning sound

of a word- ta, te, ti, to, tu)· Learn to sound one-vowel words· Learn sounds of the long vowels· Learn to sound two-vowel words· Learn special sounds

Basic Phonics Readers Set

Book A is designed as a basic introduction to the sounding of one-vowel words. The set progresses to phonetic readers with more difficult consonant blend words. The Basic Phonics Reader Set contains 12 books. Students should be able to successfully read this set by the end of Kindergarten to have a smooth transition into First Grade.

Math

Classifying and Sorting

Students will develop analytical thinking through classifying and sorting activities.

· Top, middle, bottom· Before, after, between· Above, below· Left, right· Problem solving: deciding inside, outside· Naming attributes· Sorting by color· Sorting by shape· Alike and different

Exploring Patterns

Students will explore patterns for the purpose of developing skills in problem solving, visual discrimination, algebraic thinking, and sequencing.

· Copying patterns· Extending patterns· Predicting—problem solving· Similar patterns and different patterns· Making patterns· Finding patterns

Count and Match

Students will focus on counting and matching objects which is fundamental to understanding basic number concepts.

· Matching one-to-one objects· Same number

· More than, less than· Problem solving—comparing· Counting 1-10· One more, one less, the same· Counting forward and backward· Graphing

Numbers 0-31

Students will write and explore numbers 0-31. Graphs, number lines, and number charts will assist in the process of understanding number meaning.

· Identify and write 0-31· Problem solving: sequencing · Order numbers 0-10· Compare numbers 0-10· Number recognition 0-10· Graphing· Numbers before, after, between· Problem solving: estimating· Count on, count back· Two more, two less· Skip counting by 2’s, 5’s, and 10’s.

Shapes, Solids, and Equal Parts

Students will identify objects with a line of symmetry and learn the names of three-dimensional objects as well as find the plane shapes of the objects.

· Exploring, sorting, and finding shapes in solids· Problem solving: finding plane shapes, making patterns· Exploring square, rectangles, circles, triangles, equal parts· Making equal groups· Identifying halves, symmetry, slides, flips, and turns

Count Money

Coins, their attributes, and values will be introduced. Students will learn the value of money. Pennies, nickels, dimes, quarters and one-dollar bills will be discussed.

· Introduce and sort coins—pennies, nickels, dimes, quarters, and dollars· Compare values· Problem solving: combining values· Graphing

Tell Time

Students will be introduced to beginning time concepts. They will learn about analog and digital clocks and telling time to the hour.

· Time: before and after· Sequence events· Ordinal numbers· Positional words· Identify hours on a clock· Telling time: Analog and Digital· Daily schedule· More or less time· Problem solving: Counting on, counting back· Graphing

Discover Addition

Students will gain an understanding of the concept of addition. The skills of learning to add is taught by putting two “parts” together to make a “whole”. The students will act it out, draw pictures, write story problems, and use manipulative to build number sentences. This is preparatory before your child writes the actual numbers to make equations.

Discover Subtraction

Students will understand the concept of subtraction by acting and modeling subtraction problems, drawing pictures of story problems, using manipulative to represent subtraction facts, and counting backing using the number line. The children will practice writing subtraction sentences and solving a variety of problems.

· Acting it out· Modeling· Picture problems· Subtraction· Explore subtraction combinations· Problem solving: Drawing stories· Number line subtraction· Graphing

Measurement

Students will explore measuring tools and how to use them. They will find objects that are short or long, full or empty, and light or heavy. Temperature and how to read a thermometer will also be taught.

· Exploring measurement· Comparing length and height· Ordering length and height· Nonstandard measurements· Problem Solving: Identifying equal parts· Identifying Rulers· Exploring capacity· Exploring weight· Exploring temperature· Graphing

Science

Students will enjoy learning about the world around them. The Kindergarten Science curriculum stimulates young children’s interest in the world that God has made for them. They will see that God has a plan for each part of his creation and that he not only made each living thing, but he also cares for it.

Plants

· God’s plan for seeds

Animals

· God’s plan for animals· God’s plan for the seashore

Health and Human Biology

· God’s plan for Me

Earth and Space

· God’s plan for weather· God’s plan for seasons

Social Studies

The Kindergarten Social Studies provides and introduction to helpers in our community, beginnings of American history, and interesting features from countries around the world, and simple Geography.

· Community helpers· Children of the world· America: Our Great Country (map studies, famous Americans and places)

Art

K-5 Art introduces students to many of the basic concepts of art through a variety of art and craft projects. The month-to-month projects, which include coloring, painting, tracing, cutting, and gluing correlate with academics, Bible teaching, and the seasons.

First Grade

Bible

The ACSI Bible curriculum for first grade is designed in a unit structure. The study contains Bible lessons and practical living lessons that speak to the heart of the young student. The overall theme is “Thanks be to God for His indescribable gift.” Each unit is presented as a gift from God. The units and associated lessons are as follows:

God Gives Me a Place to Live

· Creation and My World· Adam and Eve and the Garden of Eden

God Gives Me a Family

· The First Family· Noah Saves His Family· Jacob Cheats His Brother· Joseph Forgives His Brothers· Lois and Eunice Teach Timothy

God Gives Me Leaders

· Joseph is a Leader· Moses and God’s People· Peter and the Early Church

God Gives Me Helpers

· Joshua and Caleb· Ruth Helps Naomi· John Mark Helps Paul

God Gives Me His Word

· The Ten Commandments· The Psalms· The Gospels

God Gives Me His Son

· The Birth of Christ· The Boyhood of Christ

God Gives Me a Way to Live

· How to Love Others (the woman at the well)· How to Share (Jesus feeds 5,000 and 4,000)· How to Care for Others (four friends bring the paralyzed man to Jesus)· How to Believe God (Mary and Martha trusted God)· How to Be Thankful (Jesus and the ten lepers)· How to Serve Him (Barnabas was faithful in his service to the Lord)

God Gives Me His Church

· The Church Begins· Giving to His Work (the widow’s mite)· Stephen and the Deacons· Philip and the Ethiopian· God’s Word (why God gave us His Word and our responsibility to it)· God’s Glory (what is Heaven and how to be able to go there)

God Gives Me Gifts and Abilities

· Reading God’s Word (Josiah, Ezra, and Jesus show the importance of reading God’s Word every day)

· Writing God’s Word (God’s Word was written through various writers; be careful to write in a manner pleasing to God)

· Singing to the Lord (the book of Psalms; purpose of music in worship; wise selection of the music we listen to)

· Using Art and Building Skills (God gave Solomon the privilege of building the first Temple; appreciation for church buildings)

· Serving Others (Dorcas’ example to serve one another)· Showing Hospitality

Each lesson includes the scripture reference and suggested memory verses. Students memorize a Bible verse each week that coincides with that week’s lesson. Students are encouraged to use their completed activity pages and projects as a witnessing tool to family and friends.

Language Arts

Language arts study in the first grade integrates four main areas: reading and comprehension; language and creative writing; phonics; and spelling. The extensive study of these four core subjects will aid the student in their ability to read, write, and comprehend the English language.

Reading and Comprehension

Students will achieve reading success by incorporating group reading, class reading, and individual reading. Reading groups are determined primarily by, but are not limited to:

· kindergarten performance· knowledge of phonics as revealed in phonics class during the first week of school· individual reading evaluation at various times throughout the year· results of placement test administered to new students.

The ABeka Book readers used in first grade are as follows:

· Fun With Pets· Tiptoes· Stepping Stones· Secrets and Surprises· The Bridge Book· Animals in the Great Outdoors· Kind and Brave· Aesop’s Fables· Strong and True· Down by the Sea

These readers follow the rules and special sounds learned in phonics class. The reading curriculum is a phonics-based program that incorporates Christian virtues and character traits. Students are evaluated based on their ability to read and decode words, sentences, stories, and poems based on their phonics knowledge. They learn to read with smoothness, speed, accuracy, expression, and an alertness to punctuation. Comprehension is determined by asking questions during and after reading sessions. Discussion questions are also used to help the students apply the lessons to their own life. The use of flashcards is helpful in teaching students any sight words used in the reading text. Students supplement the class reading books with books from home, libraries, or the classroom bookshelf. Outside reading is encouraged. Students benefit from reading in their other textbooks as well (i.e. science, math, history, community helpers, etc.).

Language and Creative Writing

Students will develop creative writing skills and other basic language skills necessary to successfully write and understand the English language. This study consists of grammar, creative writing techniques, and reading comprehension. Using the ABeka Book Language 1 curriculum, students will master the following skills:

· Write in complete sentences.

· Capitalize the first word of a sentence, the days of the week, the months of the year, I, and proper names.

· Use correct punctuation at the end of a sentence.· Know and use suffixes and prefixes.· Recognize and work with rhyming words, opposite words, same-meaning words,

same-sounding words, compound words, and contractions.· Put words in alphabetical order.· Write original sentences, paragraphs, and short stories on given topics.· Comprehend reading material on a first-grade level or above.

Pages in the Language 1 Seatwork Text are completed independently after each language lesson is taught. This is a valuable practice and review tool. Many opportunities for creative writing are included in this text, as well as various assignments as determined by the teacher.

Phonics

Students will use the phonics curriculum as a tool to logically and orderly learn to read the English language. Phonics is taught mainly by oral lessons and the review of phonics charts and flashcards. Students memorize the sounds and learn to apply these sounds to quickly sound out, or decode, new or difficult words. They also learn to put these sounds together to form words. The ABeka Book Letters and Sounds 1 program includes:

· vowel sounds (short, long, and silent)· consonant sounds· blends (i.e. ma, no, chu, bre, etc.)· special sounds (i.e. ch, wh, st, ar, thr, igh, etc.) as presented on charts 1-13· one- and two-vowel rules and related words· beginning and ending sounds of words· use of u with q· use of k or c before a vowel· use of double consonants at the end of a word· root words, suffixes, and prefixes· spelling rules related to adding suffixes and prefixes· syllables and proper word division· recognizing and writing contractions· alphabetical order· other spelling-related rules as they pertain to phonics (i.e. doubling consonants,

dropping silent e, changing y to i,etc.)· homonyms (introduced but not mastered in the first grade)

The Letters and Sounds 1 Seatwork Text provides written practice of the phonics material presented in class. Students complete these pages independently after each lesson is taught. Supplementary written work may be necessary to achieve success in phonics, as determined and assigned by the teacher. The Letters and Sounds 1 Test Book is used to

indicate how well the students use phonics to read and write words. Each test contains a written and an oral section. Other testing may be given by the teacher to assess a student’s understanding.

Spelling

Spelling is taught using the Purposeful Design Publications (ACSI) curriculum. Spelling is approached as a critical literacy skill that strengthens reading and writing ability. Strategies such as word sorting by phonetic pattern, developing vocabulary through word study, and using the writing process to compose original stories are employed. Specific lessons include:

· review of all consonants· words containing the short vowel sounds· words ending with double consonants· words ending with ck, st, nd, nt, mp, ng, nk, all, alk· plural words with –s and –es· words containing the long vowel sounds· short and long oo· consonant blends with l, r, and s· digraphs sh, ch, th, wh· words with or, ar, er, ir, ur· action words ending with –s, -ing, -ed· compound words· nonphonetic, high-frequency words

Lessons 1-5 are used to review all the consonants, their sounds, and proper formation of both upper- and lowercase letters. Weekly word lists begin with lesson 6. After five weeks of word list lessons, the sixth lesson is a review lesson. The word list lessons are taught using the say-spell-say method. Students are assessed using weekly written tests of the word lists. Practice sheets and word enforcement drills are contained in the blackline masters as well as the worktext.

Penmanship

Writing With Phonics 1, by ABeka Book, is used as the first-grade manuscript writing workbook. It correlates with the basic phonics rules taught in phonics class. Students learn to write in a script that can be read quickly and with ease. Proper hand position and paper alignment are stressed in order to achieve penmanship success. Correct formation of upper- and lowercase letters is reviewed. Students learn to write letters together to form words and sentences. The worktext includes the writing of many Bible verses. Also included are 32 writing tests used to assess each student’s ability. Students are graded on the following:

· correct letter formation· neatness

· proper word spacing· ability to correctly copy words, sentences, and Bible verses

Math

Students will develop a strong number sense and analytical thinking skills during the study of mathematics in the first grade. The skills learned will prepare them to solve real-life problems, establish number patterns that will aid in multiplication and division in the future, and build knowledge to be used in algebra and geometry. The student worktext is supplemented using blackline masters, manipulatives, and transparencies that expand each concept that is being taught. Lessons include:

Patterns

· sorting, identifying, and classifying objects based on various attributes· identifying, copying, extending, and naming patterns· patterns in numbers and counting (skip-counting; odd and even numbers)· symmetry (including slide symmetry, spin symmetry, and mirror symmetry)· informational patterns (morse code, nautical flags)

Numbers

· proper formation of numerals 0-12· counting (oral and written) to 100· number order to 100· greater than, less than, and equal to – comparisons and signs· ordinal numbers through 10th

· place value (ones, tens, and hundreds)· numbers before, after, and between/proper order of these numbers

Addition

· basic addition facts to 12· adding three addends· adding two-digit numbers· adding doubles and near doubles to 18· addition using:

o place valueo ten frameso base ten blockso tens matso counting on

· adding money· finding missing addends· exploring addition in both vertical format and number sentences

· calculator addition

Subtraction

· basic subtraction facts to 12· subtracting two-digit numbers· subtracting with doubles to 18· subtraction using:

o place valueo ten frameso base ten blockso tens matso counting back

· exploring subtraction in both vertical format and number sentences· calculator subtraction

Time

· time to the nearest hour, half hour, and quarter hour· analog and digital clocks· elapsed time/time intervals· months of the year, seasons, and calendars

Money

· value of coins: penny, nickel, dime, and quarter· counting money using pennies, nickels, dimes, and quarters· counting money to equal one dollar· comparing amounts of money

Measurement

· use of US Customary and Metric units to determine length, capacity, and weight· use of nonstandard units of measurement· use of cubits (Bible measurement)· estimation and comparison of measurements regarding different objects

Fractions

· identifying one half, one third, and one fourth· reading and writing fractions· identifying fractional parts of objects

Geometry

· open and closed figures· plane figures: circles, hexagons, rectangles, squares, and triangles· three-dimensional shapes: cones, cubes, cylinders, and spheres· use of geoboards

Problem Solving

· solve problems by use of positional words, directional words, drawing a picture, and following directions

· recognizing pertinent information in story problems· introduction to calculator use to solve problems

Graphing and Advanced Mathematical Concepts

· making and reading graphs (bar graphs and pictographs)· coordinates and mapping· exploring multiplication by making equal groups· exploring sharing-type division· exploring probability by collecting and organizing data: making and reading tally

charts· exploring area· exploring Venn diagrams· introduction to the computer keyboard

Science

The first grade science curriculum is taught in an explicitly Christian manner by focusing on the design of creation. Students explore God’s amazing and complex creation through the study of four distinct units

Unit 1: Life Science – Animals

· Living and Nonliving Things· Habitats· Mammals· Fish· Birds· Insects

Unit 2: Physical Science

· Movement – the way things move and movement as related to sound· Machines – wheel, inclined plane, lever, and pulley

Unit 3: Life Science – Human Body

· Teeth· Bones and Muscles· Heart and Blood· Lungs and Air· Stomach and Food

Unit 4: Earth and Space Science

· Seasonso seasons and plantso seasons and animalso seasons and peopleo seasons and the eartho seasons and weather

· Spaceo day and nighto sun, planets, moon, and starso exploring space

The Purposeful Design Science Worktext, various transparencies, lesson-related posters, and blackline masters enhance each lesson. Several classroom experiments are suggested in the book and are directed by the teacher. Manipulatives are also introduced to expand the concept being taught.

History/Geography

Students use the ABeka Book text, My America and My World for the study of history and geography in the first grade. Students learn about their country, see it on a map, and learn how it relates to the entire world. Their interest in our great nation is stimulated through the study of important symbols, historical facts, and places of interest in the United States. They are also introduced to other countries in our world and the people who live there. Lessons are divided in two separate units.

“This is My America”, unit one, presents many interesting facts about our nation and encourages a strong sense of patriotism and pride in America. This unit contains the following lessons:

· our country (number of states; our state and location in the country; location of our country in the world)

· America’s flag (what it stands for, symbolism, and the Pledge of Allegiance)· America’s freedoms (freedom of worship, speech, press, and assembly)· symbols of America (the flag, the Great Seal of the United States, the American

Eagle, the Liberty Bell, Uncle Sam, and the Statue of Liberty)

· important American documents (The Declaration of Independence, The Constitution, and The Bill of Rights)

· coins of the United States· great people of America (the pilgrims and the first Thanksgiving; George

Washington; Paul Revere; Benjamin Franklin; and Abraham Lincoln)· America’s growth, emphasizing communication and transportation· America’s beauty is explored by “visiting” 19 different locations across the

United States: Plymouth Rock; Plymouth Plantation; Niagara Falls; the Statue of Liberty; Fort McHenry; Washington, D.C.; Williamsburg, VA; the Mississippi River; the Great Plains; Mount Rushmore; Yellowstone National Park; Grand Teton National Park; the Rocky Mountains; the Grand Canyon; the Navajo Indians; Death Valley; Yosemite National Park; San Francisco, CA; and the Pacific coast.

· America’s songs

“This is My World”, unit two, is an imaginery trip around the world with students “visiting” the following countries: Mexico, Peru, Virgin Islands, Puerto Rico, Bahamas, England, The Netherlands, Norway, France, Germany, Switzerland, Italy, Israel, Egypt, Kenya, India, China, Australia, Guam, and American Samoa. In this unit they explore not only the geography of the country but also the people that inhabit the land.

Beginning geography skills are taught using a large United States map, a large world map, and globes. Students are introduced to map directions (north, south, east, west, northeast, southeast, northwest, southwest), as well as continents, oceans, and the equator. Emphasis is placed on the relationship of the United States to the rest of the world. Students are encouraged to share personal items such as books, magazines, postcards, souvenirs, etc., to enhance the study of America and our world.

Community Helpers

Students will learn how people work together to make their community a pleasant place to live; what specific community helpers do; rules for safety and personal care; relationships between people and places; respect for authority; the importance of helping and praying for others in our community and world; and a basic understanding of maps and globes. The ABeka Book Community Helpers Activity Book includes the following specific lessons:

· An introduction to a community, maps, globes, and community helpers· Pastors· Firefighters· Police Officers· Teachers· Doctors· Nurses· Dentists· Farmers

· Bakers· Waiters and Waitresses· Mayor· Postal Employees· What I Want to Be· Comparing Communities

Supplemental activities may include periodic visits from helpers within our own community to discuss their jobs and importance to the community.

Second Grade

Bible

Students will study the lives of Bible characters from both the Old and New Testaments. Each lesson reveals or relates a character trait that students need in their own lives. Students will memorize Bible Verses related to the concepts.

· Moses-humility, courage, diligence.· Joshua-obedience, commitment, love for God’s Word.· Daniel-confidence, faithfulness, success.· Job-patience, control of tongue.· Esther-unselfishness, listening to good advice.· Elijah-trust, boldness.· Jesus-merciful, compassionate.· Ruth-loyalty, love for others.· David-boldness, repentance for sin.· Nehemiah-cooperation, right choices.· Miriam-responsibility, praise, respect for authority.· Abraham-listening to God, honesty, praying for others.· Martha-belief in Jesus.· Peter-self-control, acceptance of others.· Paul and Barnabas-encourage others.· Paul and Silas-witnessing.

Language

Students should master the following concepts.

· Recognize and write a complete declarative sentence, interrogative sentence, and exclamatory sentence.

· Be able to capitalize the first word in a sentence, days of the week, months of the year, special holidays, word “I”, and names of people.

· Put correct punctuation at the end of a sentence (period, question mark, or exclamation point).

· Be able to read and comprehend sentences and short stories.· Write interesting sentences and short stories.· Know and use suffixes and prefixes.· Recognize and work with compound words, rhyming words, opposite words,

synonyms, singular and plural words, and contractions.· Alphabetize words.

Use the following words correctly: sit, sat, set; to, too, two; may, can; learn, teach; write, right; blue, blew.

Phonics and Reading

Students should have already mastered the Kindergarten and First Grade phonics rules and charts. They should be using them to sound out words as they read.

Phonics-2nd Grade

· Review the Large Phonics Teaching Charts 10-18.· Complete the Phonics Workbook for 2nd grade.

Reading

· Oral reading with emphasis on accuracy, smoothness, volume, and speed. · Oral and silent reading with emphasis on comprehension.· Vocabulary development.· Use of phonics to decode unfamiliar words.· Exposure to varying types of literature which includes fiction, animal tales,

poetry, and Scripture reading.

Students are reading the following books in Second Grade.

· Story Tree· Treasure Chest· Hidden Treasure· No Longer a Nobody· Paths of Gold· Sunshine Meadows· Silver Sails· Open Skies· Growing Up Where Jesus Lived· All Kinds of Animals

Spelling

Students will be learning how to spell words through phonetic approach.

Activities include:

· Introduction of new words· Phonetic study of new words· Usage of new words in sentences or paragraphs· Proofreading

Lessons Include:

· Short vowel sounds and spellings· Double consonants· Hard and soft sounds of “c”, and “g”· Long vowel sounds and spellings· Words with “oo”, “oi”, “oy”, “ou”, and “ow”· Words with “sh”, “th”, “ch”, “tch”, and “wh”· Contractions· Consonant blends with “I”, “v”, “s”· Singular and plural nouns· Verbs with “-es”, “-ed”, and “-ing”· Prefixes, suffixes· Syllables· Compound words· Words with “ar”, “or”, “er”, “ir” and “ur”

Penmanship

Students will be learning cursive writing skills in second grade. These include:

· Individual lower case letters· Individual upper case letters· Connection of two or more letters into words.· Emphasis on correct letter size and formation.· Emphasis on neatness.

Math

Patterns and Place Value

Students will develop analytical thinking skills through the study of number patterns,time and order.

· Classifying, grouping· Calendar activities-holidays, seasons, problem solving· Counting by 2’s, 5’s, and 10’s· Comparing and ordering numbers· Graphing· Identifying same and different· Pennies, nickels, and dimes· Patterns· Even and odd numbers· Place Value (tens and ones)· Making tens and ones

· Two digit numbers· Problem solving

Addition and Subtraction Facts

Students will use a variety of strategies to learn addition and subtraction facts to 18.

· Counting on to add· Adding in any order (order property in addition)· Adding doubles· Adding doubles plus one · Addition facts to 18· Counting backward to subtract· Subtraction facts to 18· Doubles minus one· Fact families· Problem solving-Addition and Subtraction· Solving picture problems· Adding 3 numbers

Geometry and Measurement

Students will study geometry and measurement as it relates to their environment.

· Classifying shapes· Circles and spheres· Triangles· 4 sided shapes—square, rectangle, parallelogram, trapezoid, quadrilateral· Angles· Patterns and shapes in our world· Measurement—inches, feet, yards· Metric measurement—centimeters, decimeters, meters

Place Value to 999

Students will understand and identify place value of ones, tens, and hundreds.

· Identify 3 digit numbers from 100 to 999· Write 3 digit numbers from 100 to 999· Compare numbers between 100 and 999 (greater than, less than)· Write number words between 100 and 999· Before and after numbers· Problem solving with 3 digit numbers

Place Value to 9,999

Students will be reading, writing, and comparing the values of numbers up to 9,999.

· Write four digit numbers· Expand four digit numbers· Before, between, and after numbers from 1,000 to 9,999.· Comparing 4 digit numbers using <, > signs· Graphing 4 digit numbers

Time and Money

Students will learn the practical everyday applications of telling time and using money.

· Tell time to the hour and half-hour on standard and digital clocks· Tell time in 5 and 15 minute intervals· Problem solving with time· Counting mixed money using dimes, nickels, pennies, quarters, half dollars, and

dollars· Exchanging coins for dollars· Problem solving with money

Two and three digit Addition

Students will learn to add 2-digit and 3-digit numbers.

Two-digit Addition

· Two-digit addition (plain) · Using regrouping two-digit addition trading ones for tens· Rounding 2-digit numbers· Estimating sums· Column addition· Adding money· Checking addition with subtraction· Problem solving (written problems)· Reading tables and graphs

Three-digit Addition

· Adding 3-digit numbers (plain) no regrouping· Adding 3-digit numbers regrouping ones· Adding 3-digit numbers regrouping tens· Adding 3-digit numbers regrouping ones and tens

Two and three-digit Subtraction

Students will learn to subtract 2 and 3-digit numbers.

Two-digit Subtraction

· Two-digit subtraction (plain)· Regrouping tens and ones· Using regrouping to subtract· Two-digit subtraction using regrouping· Subtracting from zero ones

Three-digit Subtraction

· Subtracting 3-digit numbers not regrouping· Subtracting 3-digit numbers regrouping tens· Subtracting 3-digit numbers regrouping hundreds· Subtracting 3-digit numbers regrouping tens and hundreds· Checking subtraction with addition· Estimating differences· Subtracting money· Problem solving (written problems)· Problem solving—graphing

Fractions and Measurement

Students will study fractions as a part of a whole. They will study customary and metric measurement.

· Symmetry and equal parts· Writing fractions· Halves, thirds, and sixths· Coloring fractions· Comparing Fractions · Fractions as part of a group· Liquid measurement (cup, pint, quart, gallon)· Comparing containers· Fahrenheit temperature· Weight—ounces and pounds· Weight—Grams and kilograms

Multiplication and Division

Students will be introduced to multiplication through repeated addition. Division will be introduced through equal groups.

· Multiplication is repeated addition (addition sentences)· Multiplication by 2, 3, 4, 5, 10· Division concept by equal groups· Relate division to subtraction· Relate division to multiplication· Problem solving with multiplication and division· Problem solving using graphs

Science

Students will study the following scientific concepts through a Biblical world view.

Life Science

Students will study plants and animals and their surroundings.

Plants

· God’s design of plants· Seeds, roots, stem, leaves, and flowers· How plants grow· Plant parts that are edible

Vertebrates (backbone)

· Mammals-dogs, cats· Reptiles-Iguana· Amphibians-frogs and salamanders· Fish· Birds

Invertebrates (no backbone)

· Earthworms· Spiders· Ants· Snails· Insects

Habitats (where animals live)

· Yards and gardens· Forest· Freshwater Region· Wetlands· Deserts· Polar Regions· Tropical Rain Forrest· Protecting Habitats· Endangered animals

Physical Science

Students will study the concepts of energy, light, and heat.

Energy

· Energy is all around us· Energy of motion· Stored energy· Energy moves and changes.· Sun and solar energy

Light

· Seeing light· Reflection· Transparent, translucent, opaque· How light travels· Lenses bend light· Uses of light

Heat

· Molecules in motion· Conducting heat· Conductors and insulation· Radiating heat· Absorbing heat energy· Convection· Heat changes things.

Human Body

Students will study the five senses seeing, hearing, tasting, smelling, and touching and its relation to the human body.

Sight

· Eyes-parts· Vision· Correcting poor vision· Good habits for protecting eyes

Hearing

· Parts of the ear· Sound waves· Correcting poor hearing· Good habits to protect hearing

Tasting

· Tongue· Tastes (different)· Nose· Keeping a healthy mouth

Smelling

· Nose· Different smells· Protecting your nose

Touching

· Skin· Fingerprints· Protecting your skin

Earth Science

Students will study weather and ocean.

Weather

· 4 elements of weather

· Temperature· Evaporation and condensation· Dew and fog· Water cycle· Clouds· Storms· Weather maps

Oceans

· God’s design of the ocean· Ocean facts · Saltwater· Ocean movement· Ocean floor· Ocean habitats· Coral reefs· Underwater exploration

History

Students will learn about our home country America.

· Location of America in the world—continents, oceans.· America’s flag· America’s freedoms· America’s patriotic holidays· America’s songs· 50 states

Students will study the people who built America.

· The Separatists· American Indians· The Colonists· American Pioneers· American Cowboys· The New Americans

Students will discuss America’s future.

Third Grade

Bible

Students will study the life of Jesus from His beginning in Heaven to His ascension back to Heaven. Students will also study His first church. Students will memorize related Bible verses.

· Jesus in the beginning· Jesus’ birth and childhood· Jesus prepares for ministry· Jesus chooses his disciples· Jesus equips his workers· Jesus’ teaching· Jesus overcomes nature· Jesus overcomes hunger· Jesus overcomes blindness· Jesus’ death· Jesus’ resurrection· Jesus’ ascension· Holy Spirit empowers the disciples· Persecution of the first church· Paul as a missionary

Language

Students should master the following concepts:

· Recognize and write complete declarative, interrogative, and exclamatory sentences.

· Recognize and use the following capital letter rules: First word in a sentence, I, days of the week, months of the year, holidays, names for God, proper nouns, initials, titles of respect, titles of books and songs.

· Use periods at the end of declarative sentences, initials, and abbreviations.· Use commas to set off yes/no at the beginning of a sentence, set off names in a

direct address, separate cities/towns from states, separate words in a series, and separate parts of a date.

· Use an apostrophe and “s” to show possession.· Use quotation mark/end punctuation in direct quotations.· Recognizing and using the following plural rules: add “s” or “es” to the root

word, change “f” / “ fe” to “v” and add “es”, change “y” to “i” and add “es”, change the entire word, and use same singular word as a plural word.

· Recognize and form contractions.· Recognize and write synonyms, antonyms, and homonyms.

· Use the following words correctly (word usage), a, an, is are, was, were, has, have, may, can, teach, learn, sit, sat, set, to, two, too, there, their, they’re, himself, themselves, its, and it’s.

· Recognize and use three parts of speech: nouns, verbs, and adjectives.· Memorize and use 7 helping verbs: is, are, was, were, have, has, and had.· Recognizing and using subjects and verbs in a sentence.· Diagram subject/verb in a simple sentence.· Write friendly/thank you letters; address envelopes.· Write stories, journal entries, and book reports using good descriptive sentences.· Write events in chronological order.· Use a dictionary to look up words.

Reading

Students are encouraged and instructed to become independent readers through the following activities.

· Oral reading with emphasis on accuracy, enunciation, smoothness, expression, volume, speed, and poise

· Silent reading with emphasis on comprehension.· Vocabulary development· Exposure to varying types of children’s literature which includes fiction, animal

tales, poetry, novels, Scripture reading, and biographical stories

Students are reading the following books in third grade:

· Paths of Adventure· Footprints· Crossroads· Pilgrim Boy (Novel)· Secret in the Maple Tree· Better Bridges· Worlds of Wonder· Pilgrim’s Progress

Spelling

Students will be learning how to spell words through the phonetic approach.

Activities include:

· Introduction of new words· Phonetic study of new words· Usage of new words in sentences or paragraphs· Proofreading

Lessons include:

· Long vowel sounds and spellings· Consonant blends and silent letters· Consonant digraphs (ch, ph, etc.)· Diphthongs (oi, oo, etc)· R-controlled vowels· Contractions· Compound words· Prefixes· Suffixes· Plurals· Schwa before “N” syllables· Homophones· Syllables

Penmanship

Students will continue to develop cursive writing skills learned in second grade. They will also be developing research skills in this class.This includes:

· Copying cursive writing paragraphs· Copying manuscript writing paragraphs into cursive writing· Using the dictionary (in the penmanship book) to answer questions and writing

the answers in cursive· Copying information about each of the 50 states in cursive· Emphasis is on correct letter formation, size of letters, neatness, and speed

Math

Addition and Subtraction Facts

Students will add and subtract basic facts up to 18.

· Addition facts to 18 using memorization, order property, counting on, doubles, making a ten

· Adding 3 addends· Problem solving using addition· Subtraction facts to 18 using memorization, counting back or up, making a ten· Related subtraction families· Fact families· Problem solving using subtraction

Place Value

Students will read, write, and identify the place values of numbers up to six-digits.

· Place value of numbers up to 999,999· Counting by 1’s, 2’s, 3’s, 4’s, 5’s, 10’s, and 100’s· Comparing numbers through 1,000’s· Ordinal numbers· Rounding to the nearest 10 and 100· Expanded form on numbers to 999,999

Addition

Students will add 2, 3, and 4-digit numbers.

· Adding without regrouping· Adding, regrouping ones· Adding, regrouping tens· Adding, regrouping ones and tens· Mental addition· Estimating sums· Column addition· Word problems involving addition

Subtraction

Students will subtract 2, 3, and 4-digit numbers.

· Subtraction without regrouping· Subtraction, regrouping tens· Subtraction, regrouping hundreds· Subtraction, regrouping tens and hundreds· Subtraction, regrouping 10’s, 100’s, and 1,000’s· Subtracting across zero· Estimating difference· Problem solving using subtraction· Checking subtraction by addition

Geometry

Students are introduced to several geometric shapes and objects seen in their daily lives.

· Identify line and line segments· Identify angles· Identify plane figures

· Identify lines of symmetry· Identify parallel and intersecting lines· Identify congruent figures· Identify solid figures· Locating ordered pairs· Recognizing slides, flips, and turns

Multiplication

Students are introduced to multiplication facts and meaning through addition. Students will learn facts 0 through 10.

· Connecting addition and multiplication· Multiplication using number line· Multiplying with 0,1,2,3,4,5,6,7,8,9,10 as factors· Multiplying 100’s· Multiplying 2 digit numbers, no regrouping· Multiplying 2-digit and 3-digit numbers by a 1-digit number, regrouping ones· Multiplying 2-digit and 3-digit numbers by a 1-digit number regrouping ones and

tens· Multiplying 2-digit and 3-digit numbers by a 1-digit number, regrouping hundreds· Problem solving using estimation

Division

Students will recognize division as a subtraction process and as the inverse of multiplication. Students will learn to divide by 0 to 9.

· Dividing 3-digit numbers· Dividing 4-digit numbers· Checking division with multiplication· Averages· Problem Solving using multiplication and division

Time and Money

Students will study time and money as it relates to their everyday activities.

· Telling time to the minute, quarter hour, half hour, and hour· Tell time before and after the hour· Find elapsed time· Read a calendar· Use a schedule· Count bills and coins· Find equivalent amounts of money

· Add and subtract money· Make change

Measurement

Students will study measurements in both the standard units and metric system.

· Measuring lengths in metric units (cm, mm, m, km)· Measuring lengths in customary system of measurement (in., feet, yard, mile)· Finding area, perimeter· Measuring weight in metric units (g, kg)· Measuring weight in customary system (oz., lb.)· Measuring capacity in metric unit (liters)· Measuring capacity in customary system (cups, pints, quarts, gallons)· Finding volume (cubic units)· Temperature in metric (Celsius)· Temperature in customary (Fahrenheit)

Fractions

Students will explore fractions.

· Identifying fractions· Writing fractions· Writing fractions as part of a set· Identifying equivalent fractions· Comparing fractions· Equivalent fractions· Subtracting fractions· Adding fractions· Writing whole numbers and mixed numbers (1 ½)· Finding fractions on a number line

Decimals

Students will relate fractions to decimals.

· Decimal place value to tenths and hundredths· Relating fractions to decimals· Comparing and ordering decimals· Reading and writing decimals· Adding and subtracting decimals

Graphing, Probality, and Algebra

Students will learn to collect, present, and interpret data.

· Conducting a survey· Designing a pictograph· Designing a bar graph· Designing a line graph· Analyzing information in a graph· Probability· Predicting· Algebra—Solving for missing numbers· Written equations· Using variables

Science

Students will study the following scientific concepts with an integrated Biblical world view in the instruction. Students will be encouraged to use the Scientific Method to answer questions.

Life Science

Students will study the ecosystem which is the interaction of living and nonliving things in the environment. This includes:

· Ecology· Food chains · Balance of nature· Animal roles and survival· Animal adaptation

Students will study the Life of Plants. This includes:

· Botany· Plant chemistry· Plant cells· Plant parts· Plant propagation· Plant heredity

Students will study Plant Variety. This includes:

· Plant biology

· Parts of a plant-roots, stems, leaves, flowers· Simple plants· Plant classification

Physical Science

Students will study the concepts of matter, motion and force, electricity and magnets.

Matter is anything that occupies space.

· Linear and angular motion· Friction and gravity· Work and power· Newton’s laws of motion· Simple machines

Electricity

· Static electricity· Electric discharge· Electric current· Types of circuits· Electricity in your home· Electricity safety

Magnets

· Magnetic objects· Magnetic force· Make a magnet· Magnetic fields· Earth as a magnet· Use of magnets

Human Body

Students will study musculoskeletal system, nervous system, and good health habits for protecting the body.

Musculoskeletal System

· Bones· Joints· Muscles· Prosthesis

Nervous System

· Nervous system and nerves· Brain· Autonomic nervous system· Uniqueness of man

Healthy Living

· Good health habits· Nutrients· Vitamins and minerals· Diet· Sleep and exercise

Earth and Space Science

Students will study the Earth and Solar System.

Rocks and Soils

· Rocks· Rock cycle· Minerals· Soil· Uses of rocks and soils

Earth’s Surface and changes in its surface

· Planet Earth· Mountains· Valleys· Plains· Lakes and rivers· Coastlines and oceans· Landform changes· Sudden changes· Volcanoes, earthquakes, and tsunamis

Solar System

· Space exploration · Sun and the Solar System· Planets

· Earth’s moon· Space travel

Stars and Constellations

· Astronomy· Asteroids, comets, and meteors· Stars· Galaxies· Constellations

History

Students will study the history of America by studying the lives of important people who contributed to her development.

· Christopher Columbus-discovered the New World· John Smith-Jamestown· Pocahontas-saved John Smith’s life· Miles Standish-Pilgrim· Squanto-helped Pilgrims· William Penn-Quakers· Benjamin Franklin-Inventor, scientist, etc…· George Washington-First President (Revolutionary War)· Thomas Jefferson-Declaration of Independence· Daniel Boone-Wilderness Trail· Noah Webster-American Dictionary· John Greenleaf Whittier-Poet “Snowbound”· Robert E. Lee-Civil War· Abraham Lincoln-President during Civil War· Clara Barton-Red Cross· Ulysses S. Grant-Civil War· Louisa May Alcott- Writer· Booker T. Washington-Black history month· George Washington Carver-Scientist developed uses for peanuts· Laura Ingalls Wilder-Writer· Billy Sunday-Evangelist· Martin Luther King Jr.-Black history month

Students will study the following Geography/map skills:

· Continents · Oceans· Map Key· Directions/compass · Grid· Distance scale· 50 states

Fourth Grade

Language

Composition: Recognize and write good sentences

· Recognize/correct sentence fragments· Recognize/ write declarative, interrogative, exclamatory, and imperative

sentences.· Review all capitalization/punctuation rules learned in 3rd grade, as well as

learning additional rules.· Learn and use the writing process.· Write/give book reports· Write friendly letters, thank-you notes, and post cards.· Develop good paragraphs· Write with detail· Use the encyclopedia· Write an encyclopedia report· Write a library research report· Complete creative writing assignments · Write dialogue

Grammar

· Master subjects and predicates-simple/compound· Recognize/use all eight parts of speech· Verbs-action, state of being, helping, linking; compound, verbs’ verb phrases;

principal parts of verbs (regular/ irregular)· Nouns- common, proper, compound; plurals of nouns· Pronouns- subjective, objective, possessive cases; compound pronouns;

demonstrative and interrogative pronouns· Adjectives- predicate adjectives; comparisons· Adverbs- distinguishing from adjectives· Prepositions-prepositional phrases· Conjunctions· Interjections· Sentence diagramming· Recognize complements- direct objects, indirect objects, predicate nominative,

and predicate adjective.

Word Usage

· Use the best words· Use antonyms, synonyms, homonyms· Use the dictionary

· Use the thesaurus· Make subjects/verbs agree· Use troublesome words· Use modifiers well

Literature

· Read to improve comprehension and fluency· Decode the written language easier· Read the Bible with more understanding· Read stories and accounts containing good character traits· Expand speaking and listening vocabulary· Recall facts more easily· Organize prior knowledge using a variety of strategies (e.g., webbing, mapping,

brainstorming)· Identify and analyze plot, setting, theme characterizations, climax, conflict, and

resolutions within a given text· Read grade appropriate material and complete book reports.

Spelling

Fourth grade spelling works to expand visual memory skills as well as the meanings and uses of words and review phonetic principles.

· The student will review the following phonetic principles:· Short vowel sounds· schwa sound· Long and short vowel sounds· Variant ou sounds· Variant sounds of ea· Vowel digraphs ow, ou, our, au· Schwa plus l· Schwa r· Short vowels plus r· R controlled vowels· Suffixes· Prefixes· Accented and unaccented syllables· Consonant blend and silent letters· Hard and soft C and G sounds· Variant spelling for k· Expand vocabulary and writing skills· Proof read entries as well as their own work

Math

Addition

Students will estimate sums and add using· Whole numbers· Decimals· Fractions· Mixed numbers

Subtraction

Students will estimate differences and add subtract using · 5 digit numbers with regrouping· Decimals· Fractions· Mixed numbers

Multiplication

Students will multiply up to four digit numbers by one and two digit numbers.

Division

Students will divide· Up to four digit numbers by one digit numbers, with and without remainders· Divide by two-digit divisors · Find averages

Patterns

Students will identify and use patterns to solve problems· Describe, extend, and design patterns· Identify sequences· Identify square, prime, and composite numbers

Number theory

Students will write numbers in expanded form through millions and round whole numbers and decimals

Place Value

Students will read and write· Whole numbers to hundred millions· Decimals to hundredths

Fractions and decimals

Students will · Find equivalent fractions· Reduce fractions to simplest terms· Solve problems with like and unlike denominators· Find greatest common factors

Measurement

The students will use both customary and metric units of measurement to find: length, capacity, weight, temperature, perimeter, area and volume

Time

The students will compare and use units of time and tell time· To the nearest minute· A.M. and P.M. time· Elapsed time

Money

Students will compare money amounts, make change, as well as, add, subtract, multiply, and divide money amounts.

Geometry

Students will use different geometric methods to solve problems· Identify points, rays, lines, angles, triangles, polygons, and quadrilaterals· Identify solid figures· Use congruence and symmetry

Algebra

Students will use the basics to solve equations· Writing equations · Zero, order and grouping properties· Grouping numbers with parentheses

Probability and Statistics

The students will organize, compare, and contrast data sets using statistical techniques· Collect, organize, and analyze data· Make and interpret graphs, charts, and tables· Conduct surveys

Science

Physical Science

Students should develop an understanding of · Properties of objects and materials · Position and motion of objects · Light, heat, electricity, and magnetism

Life Science

Students should develop an understanding of · Properties of objects and materials · Position and motion of objects · Light, heat, electricity, and magnetism

Earth and Space Science

Students should develop an understanding of · Properties of earth materials · Objects in the sky · Changes in earth and sky

Science and Technology

Students should develop · Abilities of technological design · Understanding about science and technology · Abilities to distinguish between natural objects and objects made by humans

Human Health

Students should develop understanding of · Personal health · Characteristics and changes in populations · Types of resources · Changes in environments

History

The student will develop skills for historical and geographical analysis including the ability to;

· Identify and interpret artifacts and primary and secondary source documents to understand events in history;

· Determine cause and effect relationships;· Compare and contrast historical events;· Draw conclusions and make generalizations;· Make connections between past and present;· Sequence events in Virginia history;· Interpret ideas and events from different historical perspectives;· Evaluate and discuss issues orally and in writing;· Analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events.

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by;

· Locating Virginia and its bordering states on maps of the United States;· Locating and describing Virginia's Coastal Plain (Tidewater), Piedmont, Blue

Ridge Mountains, Valley and Ridge, and Appalachian Plateau;· Locating and identifying water features important to the early history of Virginia

(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);

· Locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;

· Describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

The student will demonstrate knowledge of the first permanent English settlement in America by;

· Explaining the reasons for English colonization;· Describing how geography influenced the decision to settle at Jamestown;· Identifying the importance of the charters of the Virginia Company of London in

establishing the Jamestown settlement;· Identifying the importance of the Virginia Assembly (1619) as the first

representative legislative body in English America;· Identifying the importance of the arrival of Africans and women to the Jamestown

settlement;· Describing the hardships faced by settlers at Jamestown and the changes that took

place to ensure survival;· Describing the interactions between the English settlers and the Powhatan people,

including the contributions of the Powhatans to the survival of the settlers.

The student will demonstrate knowledge of life in the Virginia colony by; · Explaining the importance of agriculture and its influence on the institution of

slavery;· Describing how European (English, Scotch-Irish, German) immigrants, Africans,

and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;

· Explaining how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg to Richmond;

· Describing how money, barter, and credit were used.

The student will demonstrate knowledge of the role of Virginia in the American Revolution by;

· Identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence;

· Identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry;

· Identify the importance of the American victory at Yorktown.

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by ;

· Explaining why George Washington is called the ''Father of our Country'' and James Madison is called the ''Father of the Constitution'';

· Identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;

· Explaining the influence of geography on the migration of Virginians into western territories.

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by ;

· Identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;

· Describing Virginia's role in the war, including identifying major battles that took place in Virginia.

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by;

· Identifying the effects of Reconstruction on life in Virginia;· Identifying the effects of segregation and ''Jim Crow'' on life in Virginia;· Describing the importance of railroads, new industries, and the growth of cities to

Virginia's economic development.

The student will demonstrate knowledge of twentieth century Virginia by; · Describing the economic and social transition from a rural, agricultural society to

a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;

· Identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;

· Identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

The student will demonstrate knowledge of government, geography, and economics by; · Identifying the three branches of Virginia government and the function of each;· Describing the major products and industries of Virginia's five geographic

regions;· Explaining how advances in transportation, communications, and technology have

contributed to Virginia's prosperity and role in the global economy.

Fifth Grade

Language

Composition

· Recognize/ write good sentences· Recognize/correct sentence fragments· Recognize/ write declarative, interrogative, exclamatory, and imperative

sentences.· Review all capitalization/punctuation rules learned in 4th grade, as well as

learning additional rules for commas, apostrophes, hyphens and semicolons.· Learn and use the writing process.· Write/give book reports· Write friendly letters, thank-you notes, and post cards.· Develop good paragraphs· Write with detail· Use the encyclopedia· Write an encyclopedia report· Write a library research report· Complete creative writing assignments · Write dialogue

Grammar

· Master subjects and predicates-simple/compound· Recognize/use all eight parts of speech· Verbs-action, state of being, helping, linking; compound, verbs’ verb phrases;

principal parts of verbs (regular/ irregular)· Nouns- common, proper, compound; plurals of nouns· Pronouns- subjective, objective, possessive cases; compound pronouns;

demonstrative and interrogative pronouns· Adjectives- predicate adjectives; comparisons· Adverbs- distinguishing from adjectives· Prepositions-prepositional phrases· Conjunctions· Interjections· Sentence diagramming· Recognize complements- direct objects, indirect objects, predicate nominative,

and predicate adjective.

Word Usage

· Use the best words· Use antonyms, synonyms, homonyms· Use the dictionary· Use the thesaurus· Make subjects/verbs agree· Use troublesome words· Use modifiers well

Literature

· Read to improve comprehension and fluency· Decode the written language easier· Read the Bible with more understanding· Read stories and accounts containing good character traits· Expand speaking and listening vocabulary· Recall facts more easily· Organize prior knowledge using a variety of strategies (e.g., webbing, mapping,

brainstorming)· Identify and analyze plot, setting, theme characterizations, climax, conflict, and

resolutions within a given text· Recognize various literary genres and their characteristics· Make inferences and recognize unstated assumptions· Understand figurative language in context (I.e., similes, metaphors,

personifications, hyperbole)· Read grade appropriate material and complete book reports.

Spelling

Fifth grade spelling works to expand visual memory skills as well as the meanings and uses of words and review phonetic principles.

· The student will review the following phonetic principles:· Long vowel· Vowel digraphs Long u and oo· Schwa r· R-controlled vowels· Schwa o· Schwa plus L· Words with ti and si· Words with I and U after consonants· Spelling and sounds of Y· Long vowels in accented and unaccented syllables· Suffixes

· Homographs· Homophones· Consonant digraphs, clusters and silent letters· Prefixes

Math

Addition

Students will estimate sums and add using· Whole numbers· Decimals· Fractions with like and unlike denominators· Mixed numbers· Estimate sums

Subtraction

Students will estimate differences and add subtract using · 5 digit numbers with regrouping· Decimals· Fractions· Mixed numbers

Multiplication

Students will multiply up to four digit numbers by one and two digit numbers.

Division

Students will divide· Whole numbers with two-digit divisors· Decimals· Fractions and mixed numbers· Find averages

Patterns

Students will identify and use patterns to solve problems· Describe, extend, and design patterns· Identify sequences· Identify square, prime, and composite numbers

Number theory

Reading, writing and problem solving with integers, rational numbers, and real numbers

Place Value

Students will read and write· Whole numbers to hundred billions· Decimals to thousandths

Fractions and decimals

Students will · Find greatest common factors· Compare and order fractions and mixed numbers· Find ratios, proportions, and percent

Measurement

The students will use both customary and metric units of measurement to find: length, capacity, weight, temperature, perimeter, area circumference and volume

Time

· The students will compare and use units of time and tell time· To the nearest minute· Gain an understanding of timetables, schedules, and time zones· Elapsed time

Money

Students will compare money amounts, make change, as well as, add, subtract, multiply, and divide money amounts.

Geometry

Students will use different geometric methods to solve problems· Identify points, rays, lines, angles, triangles, polygons, and quadrilaterals· Identify solid figures· Use congruence and symmetry

Algebra

Students will use the basics to solve equations· Writing equations · Zero, order and grouping properties· Grouping numbers with parentheses

Probability and Statistics

The students will organize, compare, and contrast data sets using statistical techniques· Collect, organize, and analyze data· Make and interpret graphs, charts, and tables· Understanding mean, median and mode· Conduct surveys

Science

Physical Science

Students should develop an understanding · Properties and changes of properties in matter · Motions and forces · Transfer of energy

Life Science

Students should develop understanding · Structure and function in living systems · Reproduction and heredity · Regulation and behavior · Populations and ecosystems

Earth and Space

Students should develop an understanding · Structure of the earth system · Earth's history · Earth in the solar system

Science and Technology

Students should develop--· Abilities of technological design · Understandings about science and technology

Human Health

Students should develop understanding · Personal health · Populations, resources, and environments · Natural hazards · Risks and benefits · Science and technology in society

History

The student will demonstrate knowledge of ancient river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by:

· locating these civilizations in time and place;· describing the development of social, political, and economic patterns, including

slavery;· explaining the development of religious traditions;· describing the origins, beliefs, traditions, customs, and spread of Judaism;· explaining the development of language and writing.

The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by:

· describing Persia, with emphasis on the development of an imperial bureaucracy;· describing India, with emphasis on the Aryan migrations and the caste system;· describing the origins, beliefs, traditions, customs, and spread of Hinduism;· describing the origins, beliefs, traditions, customs, and spread of Buddhism;· describing China, with emphasis on the development of an empire and the

construction of the Great Wall;· describing the impact of Confucianism, Taoism, and Buddhism

The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by:

· assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies;

· identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta;

· evaluating the significance of the Persian and Peloponnesian Wars;· characterizing life in Athens during the Golden Age of Pericles;

· citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle;

· explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great..

The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by:

· assessing the influence of geography on Roman economic, social, and political development;

· describing Roman mythology and religion;· explaining the social structure and role of slavery, significance of citizenship, and

the development of democratic features in the government of the Roman Republic;

· sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas;

· assessing the impact of military conquests on the army, economy, and social structure of Rome;

· assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs;

· explaining the economic, social, and political impact of the Pax Romana;· describing the origin, beliefs, traditions, customs, and spread of Christianity;

· explaining the development and significance of the Church in the late Roman Empire;

· listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law;

· citing the reasons for the decline and fall of the Western Roman Empire

The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by:

· explaining the establishment of Constantinople as the capital of the Eastern Roman Empire;

· identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy;

· characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions;

· explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church;

· mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe.

The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by:

· describing the origin, beliefs, traditions, customs, and spread of Islam;· assessing the influence of geography on Islamic economic, social, and political

development, including the impact of conquest and trade;· identifying historical turning points that affected the spread and influence of

Islamic civilization, with emphasis on the Sunni-Shi’a division and the Battle of Tours;

· citing cultural and scientific contributions and achievements of Islamic civilization.

The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by:

· sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe;

· explaining the structure of feudal society and its economic, social, and political effects;

· explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire;

· sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings.

The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by:

· locating major trade routes;· identifying technological advances and transfers, networks of economic

interdependence, and cultural interactions;· describing Japan, with emphasis on the impact of Shinto and Buddhist traditions

and the influence of Chinese culture;· describing east African kingdoms of Axum and Zimbabwe and west African

civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.

The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by:

· describing geographic relationship, with emphasis on patterns of development in terms of climate and physical features;

· describing cultural patterns and political and economic structures.

The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by

· describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each

· explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople;

· identifying patterns of crisis and recovery related to the Black Death (Bubonic plague);

· explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.

The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by:

· identifying the economic foundations of the Italian Renaissance;· sequencing events related to the rise of Italian city-states and their political

development, including Machiavelli’s theory of governing as described in The Prince;

· citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch;

· comparing the Italian and the Northern Renaissance, and citing the contributions of writers.

Sixth Grade

Language/Literature

· Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

· Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

· Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

· Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

· Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

· Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

· Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

· Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

· Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

· Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

· Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

· Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Math

Numbers and Operations

· Understand numbers, ways of representing numbers, relationships among numbers, and number systems

· Understand meanings of operations and how they relate to one another· Compute fluently and make reasonable estimates

Algebra

· Understand patterns, relations, and functions· Represent and analyze mathematical situations and structures using algebraic

symbols· Use mathematical models to represent and understand quantitative relationships· Analyze change in various contexts

Geometry

· Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

· Specify locations and describe spatial relationships using coordinate geometry and other representational systems

· Apply transformations and use symmetry to analyze mathematical situations· Use visualization, spatial reasoning, and geometric modeling to solve problems· Measurement:· Understand measurable attributes of objects and the units, systems, and processes

of measurement· Apply appropriate techniques, tools, and formulas to determine measurements

Data Analysis and Probability

· Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

· Select and use appropriate statistical methods to analyze data· Develop and evaluate inferences and predictions that are based on data· Understand and apply basic concepts of probability

Problem Solving

· build new mathematical knowledge through problem solving· solve problems that arise in mathematics and in other contexts· apply and adapt a variety of appropriate strategies to solve problems· monitor and reflect on the process of mathematical problem solving

Reasoning and Proof

· recognize reasoning and proof as fundamental aspects of mathematics· make and investigate mathematical conjectures· develop and evaluate mathematical arguments and proofs· select and use various types of reasoning and methods of proof

Communication

· organize and consolidate their mathematical thinking through communication· communicate their mathematical thinking coherently and clearly to peers,

teachers, and others· analyze and evaluate the mathematical thinking and strategies of others· use the language of mathematics to express mathematical ideas precisely

Connections

· recognize and use connections among mathematical ideas· understand how mathematical ideas interconnect and build on one another to

produce a coherent whole· recognize and apply mathematics in contexts outside of mathematics

Representation

· create and use representations to organize, record, and communicate mathematical ideas

· select, apply, and translate among mathematical representations to solve problems

· use representations to model and interpret physical, social, and mathematical phenomena

Science

Scientific Investigation, Reasoning, and Logic

The student will plan and conduct investigations in which:

· observations are made involving fine discrimination between similar objects and organisms;

· a classification system is developed based on multiple attributes; · precise and approximate measurements are recorded; · scale models are used to estimate distance, volume, and quantity; · hypotheses are stated in ways that identify the independent (manipulated) and

dependent (responding) variables; · a method is devised to test the validity of predictions and inferences; · one variable is manipulated over time, using many repeated trials; · data are collected, recorded, analyzed, and reported using appropriate metric

measurements; · data are organized and communicated through graphical representation (graphs,

charts, and diagrams); · models are designed to explain a sequence; and · an understanding of the nature of science is developed and reinforced.

Force, Motion, and Energy

The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include

· potential and kinetic energy; · the role of the sun in the formation of most energy sources on Earth; · nonrenewable energy sources (fossil fuels including petroleum, natural gas, and

coal); · renewable energy sources (wood, wind, hydro, geothermal, tidal, and solar); and · energy transformations (heat/light to mechanical, chemical, and electrical energy).

The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on the Earth’s surface. Key concepts include:

· the Earth’s energy budget; · the role of radiation and convection in the distribution of energy; · the motion of the atmosphere and the oceans; · cloud formation; and

· the role of heat energy in weather-related phenomena including thunderstorms and hurricanes.

Matter

The student will investigate and understand that all matter is made up of atoms. Key concepts include:

· atoms are made up of electrons, protons, and neutrons; · atoms of any element are alike but are different from atoms of other elements; · elements may be represented by chemical symbols; · two or more atoms may be chemically combined; · compounds may be represented by chemical formulas; · chemical equations can be used to model chemical changes; and · a limited number of elements comprise the largest portion of the solid Earth,

living matter, the oceans, and the atmosphere.

The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include:

· water as the universal solvent; · the properties of water in all three states; · the action of water in physical and chemical weathering; · the ability of large bodies of water to store heat and moderate climate; · the origin and occurrence of water on Earth; · the importance of water for agriculture, power generation, and public health; and · the importance of protecting and maintaining water resources.

The student will investigate and understand the properties of air and the structure and dynamics of the Earth’s atmosphere. Key concepts include:

· air as a mixture of gaseous elements and compounds; · air pressure, temperature, and humidity; · how the atmosphere changes with altitude; · natural and human-caused changes to the atmosphere; · the relationship of atmospheric measures and weather conditions; · basic information from weather maps including fronts, systems, and basic

measurements; and · the importance of protecting and maintaining air quality.

Living Systems

The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include

· the health of ecosystems and the abiotic factors of a watershed; · the location and structure of Virginia’s regional watershed systems; · divides, tributaries, river systems, and river and stream processes; · wetlands; · estuaries; · major conservation, health, and safety issues associated with watersheds; and · water monitoring and analysis using field equipment including hand-held

technology.

Interrelationships in Earth/Space Systems

The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include:

· the sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets;

· relative size of and distance between planets; · the role of gravity; · revolution and rotation; · the mechanics of day and night and the phases of the moon; · the unique properties of Earth as a planet; · the relationship of the Earth’s tilt and the seasons; · the cause of tides; and · the history and technology of space exploration.

Resources

The student will investigate and understand public policy decisions relating to the environment. Key concepts include:

· management of renewable resources (water, air, soil, plant life, animal life); · management of nonrenewable resources (coal, oil, natural gas, nuclear power,

mineral resources); · the mitigation of land-use and environmental hazards through preventive

measures; and · cost/benefit tradeoffs in conservation policies.

Health

Knowledge and Skills

The student will apply critical-thinking skills and personal-management strategies to address issues and concerns related to personal health and wellness. Key concepts/skills include:

· the importance of significant friends or adult mentors; · the relationship between self-image and gang-related behaviors; · the effects of environmental influences on personal health; · refusal strategies related to alcohol, tobacco, and other drugs; · prevention of communicable and non-communicable diseases.

The student will use knowledge of the body’s structures and functions to make sound decisions related to personal health. Key concepts/skills include:

· relationships of the United States Department of Health and Human Services Dietary Guidelines for Americans to personal eating habits;

· the interconnection of the body systems; · the effects of disease on the functions of the body; · the relationship of drugs, alcohol, tobacco, inhalants, and other harmful

substances to body functioning; · the positive and negative effects of prescription and over-the-counter medications

on body functioning.

The student will describe the connections between mental and physical development as they relate to adolescence. Key concepts/skills include:

· the effects of stress; · respect for individual differences; · positive and negative responses to criticism; · the effects of peer pressure; · the effects of bullying; · issues related to body image and weight management.

The student will analyze the consequences of personal choices on health and wellness. Key concepts/skills include:

· the relationships among personal actions, self-image, and personal success; · the importance of accepting responsibility for personal actions; · the use of resistance skills to avoid violence, gangs, weapons, and drugs; · identification and avoidance of risk-taking behaviors.

The student will demonstrate injury prevention and management skills to promote personal and family health. Key concepts/skills include:

· safety habits in vehicles and public areas; · first-aid and safety practices; · strategies to prevent accidents and injuries; · the need for and use of protective gear; · awareness of behaviors that can result in violent acts.

Information Access and Use

The student will access and analyze information for the purpose of improving personal and family health. Key concepts/skills include:

· assessment of personal and family wellness; · analysis of the reliability of health information; · recognition of the persuasive tactics used by various types of media; · interpretation of the contraindications for prescription drugs and over-the-counter

medicines.

Community Health and Wellness

The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include

· involvement in community and family projects; · increased participation as a leader; · development of conflict-resolution skills; · respect for the opinions and beliefs of other individuals; · respect for rules and regulations.

World History

Era 1- The Beginnings of Human Society

· The beginnings· The processes that led to the emergence of agricultural societies around the world

Era 2- Early Civilizations and the Emergence of Pastoral Peoples 4000 to 1000 B.C.

· The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley

· How agrarian societies spread and new states emerged in the third and second millennia BC

· The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BC

· Major trends in Eurasia and Africa from 4000-1000 BC

Era 3- Classical Traditions Major Religions, and Giant Empires 1000 B.C. to 300 A.D.

· Innovation and change from 1000-600 BC horses, ships, iron, and monotheistic faith

· The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BC

· How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BC-300 AD

· The development of early agrarian civilizations in Mesoamerica · Major global trends from 1000 BC-300 AD

Era 4- Expanding Zones of Exchange and Encounter -300 to 1000 AD

· Imperial crises and their aftermath, 300-700 AD· Causes and consequences of the rise of Islamic civilization in the 7th-10th

centuries · Major developments in East Asia and Southeast Asia in the era of the Tang

dynasty, 600-900 AD· The search for political, social, and cultural redefinition in Europe, 500-1000 AD· The development of agricultural societies and new states in tropical Africa and

Oceania · The rise of centers of civilization in Mesoamerica and Andean South America in

the first millennium AD· Major global trends from 300-1000 AD

Era 5- Hemispherical Interactions -1000-1500 AD

· The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion

· The redefining of European society and culture, 1000-1300 CE · The rise of the Mongol empire and its consequences for Eurasian peoples, 1200-

1350 · The growth of states, towns, and trade in Sub-Saharan Africa between the 11th

and 15th centuries · Patterns of crisis and recovery in Afro-Eurasia, 1300-1450 · The expansion of states and civilizations in the Americas, 1000-1500 · Major global trends from 1000-1500 CE

Era 6- The Emergence of the First Global Age, 1450-1700

· How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations

· How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750

· How large territorial empires dominated much of Eurasia between the 16th and 18th centuries

· Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750

· Transformations in Asian societies in the era of European expansion · Major global trends from 1450-1770

Era 7-An Age of Revolutions: 1750-1914

· The causes and consequences of political revolutions in the late 18th and early 19th centuries

· The causes and consequences of the agricultural and industrial revolutions, 1700-1850

· The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870

· Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914

· Patterns of global change in the era of Western military and economic domination, 1800-1914

· Major global trends from 1750-1914

Era 8-A half-century of Crises and Achievement-1900-1945

· Reform, revolution, and social change in the world economy of the early century · The causes and global consequences of World War I · The search for peace and stability in the 1920s and 1930s · The causes and global consequences of World War II · Major global trends from 1900 to the end of World War II

Era 9- The 20th Century Since 1945: Promises and Paradoxes

· How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up

· The search for community, stability, and peace in an interdependent world · Major global trends since World War II

World History Across the Eras

· Long-term changes and recurring patterns in world history

Seventh Grade

Language

Grammar

· Recognize and use the eight parts of speech· Nouns – plurals, possessives, common, proper, count, noncount, compound· Verbs – transitive, intransitive, linking, principle parts, simple tense, perfect tense· Pronouns – personal, demonstrative, interrogative, reflexive, intensive, indefinite· Adjectives – comparing, articles, possessives, proper· Adverbs – positions of adverbs, comparing· Prepositions, Conjunctions, and Interjections – prepositions phrases, joining

phrases and words

Composition/Word Usage

· Recognizing and writing good sentences (e.g., clause structure)· Subject and Verb agreement· Pronoun and antecedent agreement· Using pronouns correctly (e.g., subjective and objective case)· Using adjective and adverbs correctly· Capitalization (e.g., proper nouns, titles, proper adjectives)· Reviewing punctuation rules (e.g., end marks, comma, semicolon)· Spelling rules· Library skills and dictionary skills (e.g., find, pronouncing, and using the word)· The proper was to develop a paragraph (planning, drafting, revising, and

publishing)· How to writing a research paper using MLA format

Math

Number and Number Sense

· compare, order, and determine equivalent relationships between fractions, decimals, and percents, including use of scientific notation for numbers greater than 10.

· simplify expressions that contain rational numbers (whole numbers, fractions, and decimals) and positive exponents, using order of operations, mental mathematics, and appropriate tools.

· identify and apply the following properties of operations with real numbers:o the commutative and associative properties for addition and

multiplication;o the distributive property;o the additive and multiplicative identity properties;

o the additive and multiplicative inverse properties; ando the multiplicative property of zero.

Computation and Estimation

· solve practical problems using rational numbers (whole numbers, fractions, decimals)and percents; and

· solve consumer-application problems involving tips, discounts, sales tax, and simple interest.

· formulate rules for and solve practical problems involving basic operations (addition, subtraction, multiplication, and division) with integers.

· use proportions to solve practical problems, which may include scale drawings, that contain rational numbers (whole numbers, fractions, and decimals) and percents.

Measurements

· given appropriate dimensions, o estimate and find the area of polygons by subdividing them into rectangles

and right triangles; ando apply perimeter and area formulas in practical situations.

· investigate and solve problems involving the volume and surface area of rectangular prisms and cylinders, using concrete materials and practical situations to develop formulas.

Geometry

· compare and contrast the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid. Deductive reasoning and inference will be used to classify quadrilaterals.

· identify and draw the following polygons: pentagon, hexagon, heptagon, octagon, nonagon, and decagon.

· determine if geometric figures — quadrilaterals and triangles — are similar and write proportions to express the relationships between corresponding parts of similar figures.

· identify and graph ordered pairs in the four quadrants of a coordinate plane.· given a polygon in the coordinate plane, represent transformations — rotation and

translation — by graphing the coordinates of the vertices of the transformed polygon and sketching the resulting figure.

Probability and Statistics

· investigate and describe the difference between the probability of an event found through simulation versus the theoretical probability of that same event.

· identify and describe the number of possible arrangements of several objects, using a tree diagram or the Fundamental (Basic) Counting Principle.

· create and solve problems involving the measures of central tendency (mean, median, mode) and the range of a set of data.

· given a problem situation, collect, analyze, display, and interpret data, using a variety of graphical methods, including

o frequency distributions;o line plots;o histograms;o stem-and-leaf plots;o box-and-whisker plots; ando scattergrams.

· make inferences, conjectures, and predictions based on analysis of a set of data.

Patterns, Functions, and Algebra

· represent, analyze, and generalize a variety of patterns, including arithmetic sequences and geometric sequences, with tables, graphs, rules, and words in order to investigate and describe functional relationships.

· write verbal expressions as algebraic expressions and sentences as equations.· use the following algebraic terms appropriately: equation, inequality, and

expression.· solve one-step linear equations and inequalities in one variable with strategies

involving inverse operations and integers, using concrete materials, pictorial representations, and paper and pencil; and

· solve practical problems requiring the solution of a one-step linear equation.

Science

The student will plan and conduct investigations in which:

· data are organized into tables showing repeated trials and means; · variables are defined; · metric units (SI—International System of Units) are used; · models are constructed to illustrate and explain phenomena; · sources of experimental error are identified; · dependent variables, independent variables, and constants are identified; · variables are controlled to test hypotheses, and trials are repeated; · continuous line graphs are constructed, interpreted, and used to make predictions; · interpretations from a set of data are evaluated and defended; and · an understanding of the nature of science is developed and reinforced.

The student will investigate and understand that all living things are composed of cells. Key concepts include:

· cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast);

· similarities and differences between plant and animal cells; · development of cell theory; and · cell division (mitosis and meiosis).

The student will investigate and understand that living things show patterns of cellular organization. Key concepts include:

· cells, tissues, organs, and systems; and · life functions and processes of cells, tissues, organs, and systems (respiration,

removal of wastes, growth, reproduction, digestion, and cellular transport).

The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include:

· plant needs (light, water, gases, and nutrients); · animal needs (food, water, gases, shelter, space); and · factors that influence life processes.

The student will investigate and understand how organisms can be classified. Key concepts include:

· the distinguishing characteristics of kingdoms of organisms; · the distinguishing characteristics of major animal and plant phyla; and · the characteristics of the species.

The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include

· energy transfer between sunlight and chlorophyll; · transformation of water and carbon dioxide into sugar and oxygen; and · photosynthesis as the foundation of virtually all food webs.

The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include:

· the carbon, water, and nitrogen cycles; · interactions resulting in a flow of energy and matter throughout the system; · complex relationships within terrestrial, freshwater, and marine ecosystems; and · energy flow in food webs and energy pyramids.

The student will investigate and understand that interactions exist among members of a population. Key concepts include:

· competition, cooperation, social hierarchy, territorial imperative; and · influence of behavior on a population.

The student will investigate and understand interactions among populations in a biological community. Key concepts include:

· the relationships among producers, consumers, and decomposers in food webs; · the relationship between predators and prey; · competition and cooperation; · symbiotic relationships; and · niches.

The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include:

· differences between ecosystems and biomes; · characteristics of land, marine, and freshwater ecosystems; and · adaptations that enable organisms to survive within a specific ecosystem.

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). Key concepts include:

· phototropism, hibernation, and dormancy; · factors that increase or decrease population size; and · eutrophication, climate changes, and catastrophic disturbances.

The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include:

· food production and harvest; · change in habitat size, quality, or structure; · change in species competition; · population disturbances and factors that threaten or enhance species survival; and · environmental issues (water supply, air quality, energy production, and waste

management).

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include:

· the role of DNA; · the function of genes and chromosomes;

· genotypes and phenotypes;· factors affecting the expression of traits; · characteristics that can and cannot be inherited; · genetic engineering and its applications; and · historical contributions and significance of discoveries related to genetics.

The student will investigate and understand that organisms change over time. Key concepts include:

· the relationships of mutation, adaptation, natural selection, and extinction; · evidence of evolution of different species in the fossil record; and · how environmental influences, as well as genetic variation, can lead to diversity

of organisms.Health

Knowledge and Skills

The student will use knowledge of health concepts to make decisions related to personal safety and wellness. Key concepts/skills include:

· alternatives to gang-related behaviors and acts of violence; · recognition of harmful and risky behaviors; · the benefits of stress management and stress-reduction techniques; · development of strategies for coping with disappointment; · factors that affect school success; · the impact of difficult family situations; · development of healthy interpersonal relationships.

The student will describe and exhibit the behaviors associated with a physically active and healthy lifestyles. Key concepts/skills include:

· the effects of nutrition on daily performance; · the importance of participating in recreational and leisure activities; · strategies for avoiding drugs, alcohol, tobacco, inhalants, and other harmful

substances; · the health benefits of regular physical activity and fitness; · the impact of sleep and rest on physical and mental performance.

Information Access and Use

The student will investigate and analyze the various factors that guide an individual’s decisions about health and wellness. Key concepts/skills include:

· the types of advertising techniques used to influence adolescents’ decisions; · the validity of information from different resources;

· family practices and customs.

Community Health and Wellness

The student will describe how family and community priorities influence an individual’s ability to reduce diseases and other health problems. Key concepts/skills include:

· the relationship of social and environmental factors to individual and community health;

· the community’s financial resources dedicated to promoting health; · the community’s support of health services and partnerships; · the availability of emergency response systems and services; · the community’s support of recreational and leisure activities.

The student will work cooperatively with others to support and promote healthy schools, families, and communities. Key concepts/skills include:

· implementation of safe and healthy practices and behaviors; · advocacy and use of appropriate methods of expressing opinions on health issues; · the benefits of community service.

Social Studies

The Following defines the ten thematic strands that form the basis of the social studies standards.

· Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.

· Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.

· People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.

· Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity.

· Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions

· Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

· Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

· Science, Technology, and Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

· Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

· Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Eighth Grade

Language

The eighth-grade student will learn and apply interviewing techniques. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. The student will plan, draft, revise, and edit writing, with emphasis on exposition and persuasion. The student will apply reading and writing skills in all subjects, as well as respond critically to literature. The student will continue development of vocabulary, and the understanding of root words. The student will become a skillful interpreter of the persuasive strategies. The student will continue to develop an appreciation for literature through a study of a wide variety of selections. The student will describe themes or inferred main ideas, interpret cause-effect relationships, and draw conclusions from a variety of literary and informational selections.

Oral Language

The student will use interviewing techniques to gain information.· Prepare and ask relevant questions for the interview.· Make notes of responses.· Compile and report responses.· Evaluate the effectiveness of the interview.

The student will develop and deliver oral presentations in groups and individually.· Choose topic and purpose appropriate to the audience.· Choose vocabulary and tone appropriate to the audience, topic, and purpose.· Use appropriate verbal and nonverbal presentation skills.· Respond to audience questions and comments.· Use grammatically correct language.· Critique oral presentations.· Use appropriate audio/visual aids to enhance the effectiveness of the presentation.

The student will analyze mass media messages.· Evaluate the persuasive technique being used.· Describe the possible cause-effect relationships between mass media coverage

and public opinion trends.· Evaluate sources, including advertisements, editorials, and feature stories, for

relationships between intent and factual content.

Reading

The student will apply knowledge of word origins, derivations, inflections, analogies, andfigurative language to extend vocabulary development.

· Identify simile, metaphor, personification, hyperbole, and analogy.

· Use context, structure, root words, and connotations to determine meaning of words and phrases.

The student will read and analyze a variety of narrative and poetic forms.· Explain the use of symbols and figurative language.· Describe inferred main ideas or themes, using evidence from the text as support.· Describe how authors use characters, conflict, point of view, and tone to create

meaning.· Compare and contrast the use of the poetic elements of word choice, dialogue,

form, rhyme, rhythm, and voice.· Compare and contrast authors’ styles.

The student will read, comprehend, and analyze a variety of informational sources.· Draw on background knowledge and knowledge of text structure to understand

selections.· Analyze the author’s credentials, viewpoint, and impact.· Analyze the author’s use of text structure and word choice.· Analyze details for relevance and accuracy.· Read and follow instructions to complete an assigned task.· Summarize and critique text.· Evaluate and synthesize information to apply in written and oral presentations.· Draw conclusions based on explicit and implied information.· Make inferences based on explicit and implied information.

Writing

The student will write in a variety of forms, including narrative, expository, persuasive, and informational.

· Use prewriting strategies to generate and organize ideas.· Organize details to elaborate the central idea.· Select specific vocabulary and information.· Revise writing for word choice, sentence variety, and transitions among

paragraphs.· Use available technology.

The student will edit writing for correct grammar, capitalization, punctuation, spelling,sentence structure, and paragraphing.

· Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

· Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

· Choose the correct case and number for pronouns in prepositional phrases with compound objects.

· Maintain consistent verb tense across paragraphs.· Use comparative and superlative degrees in adverbs and adjectives.

Pre-Algebra

Number and Number Sense

· simplify numerical expressions involving positive exponents, using rational· numbers, order of operations, and properties of operations with real numbers;· recognize, represent, compare, and order numbers expressed in scientific

notation; and· compare and order decimals, fractions, percents, and numbers written in

scientificnotation.

Computation and Estimation

· solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data,such as finding a discount and discount prices and balancing a checkbook.

· apply the order of operations to evaluate algebraic expressions for givenreplacement values of the variables. Problems will be limited to positive exponents.

· given a whole number from 0 to 100, will identify it as a perfect square or find the two consecutive whole numbers between which the square root lies.

Measurement

· verify by measuring and describe the relationships among vertical· angles, supplementary angles, and complementary angles and will measure

and draw angles of less than 360°.· investigate and solve practical problems involving volume and surface area of

rectangular solids (prisms), cylinders, cones, and pyramids.

Geometry

· apply transformations (rotate or turn, reflect or flip, translate or slide, and dilate or scale) to geometric figures represented on graph paper.

· identify applications of transformations, such as tiling, fabric design, art, and scaling.

· construct a three-dimensional model, given the top, side, and/or bottom views.· verify the Pythagorean Theorem, using diagrams, concrete materials, and

measurement; and · apply the Pythagorean Theorem to find the missing length of a side of a right

triangle when given the lengths of the other two sides.

Probability and Statistics

· analyze problem situations, including games of chance, board games, or grading scales, and make predictions, using knowledge of probability.

· make comparisons, predictions, and inferences, using information displayed in frequency distributions; box-and-whisker plots; scattergrams; line, bar, circle, and picture graphs; and histograms.

· use a matrix to organize and describe data.

Patterns, Functions, and Algebra

· describe and represent relations and functions, using tables, graphs, and rules; and relate and compare tables, graphs, and rules as different forms of representation for relationships.

· solve two-step equations and inequalities in one variable, using concrete materials, pictorial representations, and paper and pencil.

· graph a linear equation in two variables, in the coordinate plane, using a table of ordered pairs.

· create and solve problems, using proportions, formulas, and functions.· use the following algebraic terms appropriately: domain, range, independent

variable, and dependent variable.

Science

The student will plan and conduct investigations in which:· data are organized into tables showing repeated trials and means; · variables are defined; · metric units (SI—International System of Units) are used; · models are constructed to illustrate and explain phenomena; · sources of experimental error are identified; · dependent variables, independent variables, and constants are identified; · variables are controlled to test hypotheses, and trials are repeated; · continuous line graphs are constructed, interpreted, and used to make predictions; · interpretations from a set of data are evaluated and defended; and · an understanding of the nature of science is developed and reinforced.

The student will investigate and understand that all living things are composed of cells. Key concepts include:

· cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast);

· similarities and differences between plant and animal cells; · development of cell theory; and · cell division (mitosis and meiosis).

The student will investigate and understand that living things show patterns of cellular organization. Key concepts include:

· cells, tissues, organs, and systems; and · life functions and processes of cells, tissues, organs, and systems (respiration,

removal of wastes, growth, reproduction, digestion, and cellular transport).

The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include:

· plant needs (light, water, gases, and nutrients); · animal needs (food, water, gases, shelter, space); and · factors that influence life processes.

The student will investigate and understand how organisms can be classified. Key concepts include:

· the distinguishing characteristics of kingdoms of organisms; · the distinguishing characteristics of major animal and plant phyla; and · the characteristics of the species.

The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include:

· energy transfer between sunlight and chlorophyll; · transformation of water and carbon dioxide into sugar and oxygen; and · photosynthesis as the foundation of virtually all food webs.

The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include:

· the carbon, water, and nitrogen cycles; · interactions resulting in a flow of energy and matter throughout the system; · complex relationships within terrestrial, freshwater, and marine ecosystems; and · energy flow in food webs and energy pyramids.

The student will investigate and understand that interactions exist among members of a population. Key concepts include:

· competition, cooperation, social hierarchy, territorial imperative; and · influence of behavior on a population.

The student will investigate and understand interactions among populations in a biological community. Key concepts include:

· the relationships among producers, consumers, and decomposers in food webs; · the relationship between predators and prey; · competition and cooperation; · symbiotic relationships; and · niches.

The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include:

· differences between ecosystems and biomes; · characteristics of land, marine, and freshwater ecosystems; and · adaptations that enable organisms to survive within a specific ecosystem.

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). Key concepts include:

· phototropism, hibernation, and dormancy; · factors that increase or decrease population size; and · eutrophication, climate changes, and catastrophic disturbances.

The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include:

· food production and harvest; · change in habitat size, quality, or structure; · change in species competition; · population disturbances and factors that threaten or enhance species survival; and · environmental issues (water supply, air quality, energy production, and waste

management).

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include:

· the role of DNA; · the function of genes and chromosomes; · genotypes and phenotypes; · factors affecting the expression of traits; · characteristics that can and cannot be inherited; · genetic engineering and its applications; and · historical contributions and significance of discoveries related to genetics.

The student will investigate and understand that organisms change over time. Key concepts include:

· the relationships of mutation, adaptation, natural selection, and extinction; · evidence of evolution of different species in the fossil record; and · how environmental influences, as well as genetic variation, can lead to diversity

of organisms.

Heath

Knowledge and Skills

The student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and wellness during the adolescent years. Key concepts/skills include:

· the pathogenic, genetic, age, cultural, environmental, and behavioral factors that influence the degree of risk for contracting specific diseases;

· the roles of preventive health measures, immunization, and treatment in disease prevention;

· the short- and long-term health issues related to alcohol abuse and tobacco use; · the impact of failing to recognize issues related to emotional and mental health; · the health risks associated with feelings of immortality and invincibility; · the consequences of involvement in potentially dangerous situations; · the health risks of a sedentary lifestyle; · the risk factors associated with communicable and non-communicable diseases.

The student will apply health concepts and skills to the management of personal and family health. Key concepts/skills include:

· the risks associated with gang-related activities; · the benefits of using resistance, problem-solving, and decision-making skills for

addressing health issues; · the importance of developing relationships that are positive and promote wellness; · the benefits of developing and implementing short- and long-term health and

fitness goals that are achievable and purposeful.

The student will make choices that demonstrate an understanding of the relationship between nutrition and emotional and physical health. Key concepts/skills include:

· causes and effects of compulsive behaviors, such as eating disorders; · the relationship between personal health and cognitive performance.

Information Access and Use

The student will interpret and evaluate how health information, products, services, and agencies target adolescents. Key concepts/skills include

· a personal system for reviewing appropriateness of print, audiovisual, and electronic media images;

· the influence of multiple media resources on personal choices; · consumer rights related to health products and services.

Community Health and Wellness

The student will investigate and evaluate ways in which peers, families, and other community groups can work together to build a safe and healthy community. Key concepts/skills include:

· methods used to reduce health hazards and risks; · the health risks associated with yielding to negative peer pressure; · practices associated with healthy environments;

· opportunities for community service.

US History

United States History

Three World’s Meeting- Beginning in 1620

· Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450

· How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples

Colonization and Settlement (1585-1763)

· Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean

· How political, religious, and social institutions emerged in the English colonies · How the values and institutions of European economic life took root in the

colonies, and how slavery reshaped European and African life in the America

Revolution and the New Nation (1754-1820s)

· The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory

· The impact of the American Revolution on politics, economy, and society · The institutions and practices of government created during the Revolution and

how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights

Expansion and Reform (1801-1861)

· United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans

· How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions

· The extension, restriction, and reorganization of political democracy after 1800 · The sources and character of cultural, religious, and social reform movements in

the antebellum period

Civil War and Reconstruction (1850-1877)

· The causes of the Civil War · The course and character of the Civil War and its effects on the American people

· How various reconstruction plans succeeded or failed

The Development of the Industrial United States (1870-1900)

· How the rise of corporations, heavy industry, and mechanized farming transformed the American people

· Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity

· The rise of the American labor movement and how political issues reflected social and economic changes

· Federal Indian policy and United States foreign policy after the Civil War

The Emergence of Modern America (1890-1930)

· How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption

· The changing role of the United States in world affairs through World War I · How the United States changed from the end of World War I to the eve of the

Great Depression

The Great Depression and World War II (1929-1945)

· The causes of the Great Depression and how it affected American society · How the New Deal addressed the Great Depression, transformed American

federalism, and initiated the welfare state · The causes and course of World War II, the character of the war at home and

abroad, and its reshaping of the U.S. role in world affairs

Postwar United States (1945- early 1970s)

· The economic boom and social transformation of postwar United States · How the Cold War and conflicts in Korea and Vietnam influenced domestic and

international politics · Domestic policies after World War II · The struggle for racial and gender equality and the extension of civil liberties

Contemporary United States (1968-to the present)

· Recent developments in foreign and domestic politics · Economic, social, and cultural developments in contemporary United State

Ninth Grade

Language

The ninth-grade student will plan, present, and critique dramatic readings of literary selections. Knowledge of advanced vocabulary, root words, and literary terms will be applied in the student’s own writing and in the analysis of literature. The student will be introduced to significant literary works. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, onlineresources, and a standard style sheet method to cite reference sources. The student will distinguish between reliable and questionable Internet sources. Writing will encompass narrative, literary, expository, and informational forms, with particular attention to analysis. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

Oral Language

The student will plan, present, and critique dramatic readings of literary selections.· Choose a literary form for presentation, such as a poem, monologue, scene from a

play, or story.· Adapt presentation techniques to fit literary form.· Use verbal and nonverbal techniques for presentation.· Evaluate impact of presentation.

The student will make planned oral presentations.· Include definitions to increase clarity.· Use relevant details to support main ideas.· Illustrate main ideas through anecdotes and examples.· Cite information sources.· Make impromptu responses to questions about presentation.· Use grammatically correct language, including vocabulary appropriate to the

topic, audience, and purpose.

Reading Analysis

The student will read and analyze a variety of literature.· Identify format, text structure, and main idea.· Identify the characteristics that distinguish literary forms.· Use literary terms, advanced vocabulary, and root words in describing and

analyzing selections.· Explain the relationships between and among elements of literature: characters,

plot, setting, tone, point of view, and theme.· Explain the relationship between the author’s style and literary effect.· Describe the use of images and sounds to elicit the reader’s emotions.

· Explain the influence of historical context on the form, style, and point of view of a written work.

The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.

· Identify a position/argument to be confirmed, disproved, or modified.· Evaluate clarity and accuracy of information.· Synthesize information from sources and apply it in written and oral

presentations.· Identify questions not answered by a selected text.· Extend general and specialized vocabulary through speaking, reading, and

writing.· Read and follow instructions to complete an assigned project or task.

The student will read dramatic selections.· Identify the two basic parts of drama: staging and scripting.· Compare and contrast the elements of character, setting, and plot in one-act plays

and full-length plays.· Describe how stage directions help the reader understand a play’s setting, mood,

characters, plot, and theme.

Writing

The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain.

· Generate, gather, and organize ideas for writing.· Plan and organize writing to address a specific audience and purpose.· Communicate clearly the purpose of the writing.· Write clear, varied sentences.· Use specific vocabulary and information.· Arrange paragraphs into a logical progression.· Revise writing for clarity.· Proofread and prepare final product for intended audience and purpose.

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

· Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective.

· Use parallel structures across sentences and paragraphs.· Use appositives, main clauses, and subordinate clauses.· Use commas and semicolons to distinguish and divide main and subordinate

clauses.

Research

The student will credit the sources of both quoted and paraphrased ideas.· Define the meaning and consequences of plagiarism.· Distinguish one’s own ideas from information created or discovered by others.· Use a style sheet, such as that of the Modern Language Association (MLA) or the

American Psychological Association (APA), for citing sources.

The student will use print, electronic databases, and online resources to access information.

· Identify key terms specific to research tools and processes.· Narrow the focus of a search.· Scan and select resources.· Distinguish between reliable and questionable Internet sources and apply

responsible use of technology.

Algebra I

Equations

Students will solve linear equations and inequalities in one variable and use these skills to solve practical problems

· literal equations (formulas)· practical problems include simple interest, uniform motion, and mixtures· represent verbal quantitative situations · evaluate expressions using replacement variables· justify steps of equations and simplified expressions with properties of real

numbers, equality, and inequality

Relations and Functions

Students will analyze a set of data for the existence of a pattern and use patterns to find values. Students will determine if such relations are functions.

· find equations representing a given pattern· determine domain and range· find functional values· find zeros of a function algebraically and from a graph· determine if a relation represents direct or inverse variation

Matrices

Students will use matrices to organize and manipulate data.· matrix addition, subtraction· scalar multiplication

Linear Equations and Their Graphs

Students will write linear equations from given information, identify information from linear equations, graph linear equations using appropriate methods and use the information to solve practical problems.

· find slope from standard form, using slope formula, and from a graph, positive verses negative

· standard form, point-slope form, slope-intercept form· equation and slope of horizontal and vertical lines

Systems

Students will solve systems of two linear equations in two variables algebraically and graphically and use these methods to solve practical problems.

· algebraic methods include substitution and elimination

Polynomials

Students will simplify, operate with , and factor polynomials.

· apply the laws of exponents including using scientific notation· add, subtract, multiply and divide polynomials· factor first and second degree polynomials in one or two variables

Radicals

Students will express the square root of a whole number in simplest radical form.

Quadratic Equation

Students will solve quadratic equations algebraically and graphically.

· solve by factoring and the quadratic formula

Statistics

Students will organize, compare, and contrast data sets using statistical techniques.

· measures of central tendency· range

· stem-and-leaf plots· box-and-whisker plots· write an equation of and make predictions from a line of best fit

Physical Science

The student will plan and conduct investigations in which· chemicals and equipment are used safely;· length, mass, volume, density, temperature, weight, and force are accurately

measured and reported using metric units (SI—International System of Units);· conversions are made among metric units, applying appropriate prefixes;· triple beam and electronic balances, thermometers, metric rulers, graduated

cylinders, and spring scales are used to gather data;· numbers are expressed in scientific notation where appropriate;· research skills are utilized using a variety of resources;· independent and dependent variables, constants, controls, and repeated trials are

identified;· data tables showing the independent and dependent variables, derived quantities,

and the number of trials are constructed and interpreted;· data tables for descriptive statistics showing specific measures of central

tendency, the range of the data set, and the number of repeated trials are constructed and interpreted;

· frequency distributions, scattergrams, line plots, and histograms are constructed and interpreted;

· valid conclusions are made after analyzing data;· research methods are used to investigate practical problems and questions;· experimental results are presented in appropriate written form; and· an understanding of the nature of science is developed and reinforced.

The student will investigate and understand the basic nature of matter. Key concepts include

· the particle theory of matter;· elements, compounds, mixtures, acids, bases, and salts;· solids, liquids, and gases;· characteristics of types of matter based on physical and chemical properties;· physical properties (shape, density, solubility, odor, melting point, boiling point,

color); and· chemical properties (acidity, basicity, combustibility, reactivity).

The student will investigate and understand the modern and historical models of atomic structure. Key concepts include

· the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and

· the modern model of atomic structure.

The student will investigate and understand the organization and use of the periodic table of elements to obtain information. Key concepts include

· symbols, atomic number, atomic mass, chemical families (groups), and periods;· classification of elements as metals, metalloids, and nonmetals; and· simple compounds (formulas and the nature of bonding).

The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include

· physical changes;· nuclear reactions (products of fusion and fission and the effect of these products

on humans and the environment); and· chemical changes (types of reactions, reactants, and products; and balanced

equations).

The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include

· potential and kinetic energy;· mechanical, chemical, and electrical energy; and· heat, light, and sound.

The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include

· Celsius and Kelvin temperature scales and absolute zero;· phase change, freezing point, melting point, boiling point, vaporization, and

condensation;· conduction, convection, and radiation; and· applications of heat transfer (heat engines, thermostats, refrigeration, and heat

pumps).

The student will investigate and understand characteristics of sound and technological applications of sound waves. Key concepts include

· wavelength, frequency, speed, and amplitude;· resonance;· the nature of mechanical waves; and· technological applications of sound.

The student will investigate and understand the nature and technological applications of light. Key concepts include

· the wave behavior of light (reflection, refraction, diffraction, and interference);· images formed by lenses and mirrors; and· the electromagnetic spectrum.

The student will investigate and understand scientific principles and technological applications of work, force, and motion. Key concepts include

· speed, velocity, and acceleration;· Newton’s laws of motion;· work, force, mechanical advantage, efficiency, and power; and· applications (simple machines, compound machines, powered vehicles, rockets,

and restraining devices).

The student will investigate and understand basic principles of electricity and magnetism. Key concepts include

· static electricity, current electricity, and circuits;· magnetic fields and electromagnets; and· motors and generators.

Health

Knowledge and Skills

The student will apply health knowledge and skills to the development and analysis of personal goals to achieve and maintain long-term health and wellness. Key concepts/skills include

· the use of current research and scientific study to interpret nutritional principles; · a decision-making process for selecting health and wellness products; · development of personal standards regarding the use of alcohol, tobacco, and

other harmful substances; · maintenance of health habits that promote personal wellness; · implementation of a fitness and lifelong physical activity plan; · establishment of personal parameters for appropriate and inappropriate health

behaviors; · utilization of a personal system for coping with distress and stress; · peaceful resolution of conflicts.

The student will analyze and evaluate the relationships among healthy behaviors, disease prevention and control, and comprehensive wellness. Key concepts/skills include

· participation in activities that improve the cardiovascular system; · development of a personal plan for remaining free of communicable diseases; · recognition of the value of proper nutrition, rest, and regular activity.

The student will analyze, synthesize, and evaluate the relationships among positive health behaviors, prevention and treatment of injury, and premature death. Key concepts/skills include

· risky behaviors that may result in permanent disability for self or others; · the consequences of using weapons in acts of violence; · identification of situations involving risks;

· use of universal precautions and appropriate application of first aid, CPR, and other emergency procedures;

· the effects of alcohol and other drug use.

Information Access and Use

The student will use various sources of information to evaluate global health issues. Key concepts/skills include

· the connections between personal health goals and state or national health issues (e.g., as found in the Report of the Surgeon General);

· the benefits of information provided by recognized sources, such as state and local health departments, the United States Department of Agriculture (USDA), the Food and Drug Administration (FDA), the American Dietetic Association (ADA), the National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).

Community Health and Wellness

The student will evaluate the benefits of collaboration in relation to community health and wellness initiatives. Key concepts/skills include

· the impact of developing positive relationships among health, wellness, and safety professionals for promotion of healthy communities;

· promotion of community projects; · development of school and community health programs for citizens of all ages; · the need for community services; · the awareness of health-related social issues such as organ donation,

homelessness, underage drinking, and substance abuse.

Geography

The geographically informed person knows and understands...

THE WORLD IN SPATIAL TERMS

· How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

· How to use mental maps to organize information about people, places, and environments in a spatial context.

· How to analyze the spatial organization of people, places, and environments on Earth's surface.

PLACES AND REGIONS

· The physical and human characteristics of places.· That people create regions to interpret Earth's complexity.· How culture and experience influence people's perceptions of places and regions.

PHYSICAL SYSTEMS

· The physical processes that shape the patterns of Earth's surface.· The characteristics, distribution, and migration of human populations on Earth's

surface.

HUMAN SYSTEMS

· The characteristics and spatial distribution of ecosystems on Earth's surface. · The characteristics, distribution, and complexity of Earth's cultural mosaics.· The patterns and networks of economic interdependence on Earth's surface.· The How the forces of cooperation and conflict among people influence the

division and control of Earth's surface. · How human actions modify the physical environment.

ENVIRONMENT AND SOCIETY

· How physical systems affect human systems.· The changes that occur in the meaning, use, distribution, and importance of

resources.

THE USES OF GEOGRAPHY

· How to apply geography to interpret he past.· How to apply geography to interpret the present and plan for the future

Tenth Grade

Language

The tenth-grade student will become a skilled communicator in small-group learning activities. The student will read and critique literary works from a variety of eras and cultures. Attention will be given to the analysis of consumer information, such as labels, owners. manuals, warranties, and contracts. The student will critique the writing of peers and professionals, using analysis to improve writing skills. The student will continue to build research skills by crediting sources and presenting information in a format appropriate for content. Grammar and vocabulary knowledge will be expanded as the student presents, writes, and edits materials, applying the conventions of language.

Oral Language

The student will participate in and report on small-group learning activities.· Assume responsibility for specific group tasks.· Participate in the preparation of an outline or summary of the group activity.· Include all group members in oral presentation.· Use grammatically correct language, including vocabulary appropriate to the

topic, audience, and purpose.

The student will critique oral reports of small-group learning activities.· Evaluate one’s own role in preparation and delivery of oral reports.· Evaluate effectiveness of group process in preparation and delivery of oral

reports.

Reading Analysis

The student will read, comprehend, and critique literary works.· Identify text organization and structure.· Identify main and supporting ideas.· Make predictions, draw inferences, and connect prior knowledge to support

reading comprehension.· Explain similarities and differences of techniques and literary forms

represented in the literature of different cultures and eras.· Identify universal themes prevalent in the literature of different cultures.· Examine a literary selection from several critical perspectives.· Identify literary terms and advanced vocabulary within literature.

The student will read and interpret informational materials.· Analyze and apply the information contained in warranties, contracts, job

descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks.

· Skim manuals or informational sources to locate information.· Compare and contrast product information contained in advertisements with

that found in instruction manuals and warranties.

The student will read and analyze a variety of poetry.· Compare and contrast the use of rhyme, rhythm, and sound to convey a

message.· Compare and contrast the ways in which poets use techniques to evoke

emotion in the reader.· Interpret and paraphrase the meaning of selected poems.

The student will read and critique dramatic selections.· Explain the use of asides, soliloquies, and monologues in the development of

a single character.· Compare and contrast character development in a play to characterization in

other literary forms.

Writing

The student will develop a variety of writing, with an emphasis on exposition.· Generate, gather, plan, and organize ideas for writing.· Elaborate ideas clearly through word choice and vivid description.· Write clear, varied sentences.· Organize ideas into a logical sequence.· Revise writing for clarity of content and presentation.· Proofread and prepare final product for intended audience and purpose.

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

· Use a style manual, such as that of the Modern Language Association (MLA) or the

· American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

· Apply rules governing use of the colon.· Distinguish between active and passive voice.

The student will critique professional and peer writing.· Analyze the writing of others.· Describe how the author accomplishes the intended purpose of a writing.· Suggest how writing might be improved.

The student will use writing to interpret, analyze, and evaluate ideas.· Explain concepts contained in literature and other disciplines.· Translate concepts into simpler or more easily understood terms.

Research

The student will collect, evaluate, organize, and present information.· Organize information from a variety of sources.· Develop the central idea or focus.· Verify the accuracy and usefulness of information.· Credit sources for both quoted and paraphrased ideas.· Present information in an appropriate format, such as an oral presentation,

written report, or visual product.· Use technology to access information, organize ideas, and develop writing.

SPANISH I

Vocabulary

§ Greetings§ Introductions and Farewells§ Questions and Answers§ Favors and Courtesies§ School: People, Things, Buildings, Grounds, Courses§ Days of the Week§ Numbers 1 – 10§ Times and Time Expressions§ Weather§ Months§ Actions and Activities§ When? Where? How? And Why?§ Clothing§ Shopping§ Family§ Personal history§ The House: Rooms, Parts, Garden, Furniture, Pastimes, Housework,

Characteristics and Conditions§ The Meal: Table Service, Beverages, Basic food groups, Breakfast, Lunch, and

Dinner, Restaurant, § Creation: The Universe§ Head and Body

§ Health and Mind§ Religion and Worship§ Vacation: Recreation and Relaxation, Travel and Sightseeing§ Transportation§ The City: Buildings, Places, Businesses, Merchants§ Directions and Distance

Grammar

§ Nouns and Gender§ Definite Article§ And, Or, But§ Indefinite Article§ Plurals of Nouns§ Ser vs Estar§ Prepositions: de, a§ Contractions: del, al§ Subject pronouns§ Present tense of –AR verbs§ Asking and answering verbs with transitive verbs§ Asking and answering verbs with pronouns§ Descriptive adjectives: gender and number§ Irregular Verbs: Dar, Ir§ Hay§ Present tense of –ER verbs§ Present tense of –IR verbs§ Possessive Adjectives§ Demonstrative Adjectives§ Adjectives of Nationality§ Personal A§ Irregular Z, G, I, IE, UE verbs§ Relative Pronoun Que§ Saber vs Conocer§ Direct Object Pronouns§ Lo Que§ Indefinite and Negative Terms§ Comparison of Adjectives tan…como§ Comparisons of Quantitiy§ Past tense of regular –AR, -ER, -IR verbs§ Por vs Para§ Irregular Past Tense: Ver, Dar, Oir, Leer, Creer§ Past Tense of stem-changing –IR verbs§ Past Tense of Ser and Ir

The Bible

Verses: · John 14:6, 14:2, 3:3, 9:5, 5:12, 9:4, 4:19· Ephesians 4: 5,6; 6:2· James 3:6, 1:20· Leviticus 17:11· Hebrews 13:8, 4:12,· I John 3:8, 2:25· Matthew 7:17, 8:27· 2 Corinthians 6:16· Acts 16:31· Philippians 1:21· Romans 8:28, 3:23, 8:31· 2 Timothy 2:3· Luke 8:21, 12:23· 1 Timothy 2:5, 1:15· Psalms 51:7· Genesis 1:1, 2:7, 3:6· 1 Corinthians 15:3

Readings:· What the Christian Needs· Natural Man vs Spiritual Man· A Transformed Life· Articles of Faith· This Life and the Next· Spiritual Conflict· In Order to be Saved· History of the Old Testatment· History of the New Testatment· The Plan of Salvation· God Loves Us· Heroes of Faith

Geometry

Points, Lines, and Angles

Students will use the basic undefined terms of geometry: point, line, and plane and utilize their representations, symbols, related terms and postulates.

· Segments – midpoints, bisector, segment addition, congruent· Rays - opposite

· Angles – bisector, angle addition, complementary, supplementary, vertical, right, acute, obtuse, straight, congruent, adjacent

Inductive and Deductive Reasoning

Students will construct and judge validity of logical arguments.· Conditional statements – hypothesis, conclusion, inverse, converse, contrapositve,

bi-conditional, · Syllogism and detachment· Identify and use inductive reasoning to find patterns· indirect proof· counterexamples

Parallel and Perpendicular Lines

Students will distinguish between intersecting, parallel, perpendicular, and skew lines and use related theorems and postulates to prove that lines have such relationships.

· Transversals· Special pairs of angles such as corresponding, alternate interior, same-side interior

Polygons

Students will use interior and exterior angles of polygons to solve problems

· Convex vs. Concave· Tessellations

Triangles

Students will identify and describe types of triangles and specific parts of triangles. They will use these and related theorems and postulates to solve problems and prove statements about triangles.

· identify triangles – acute, right, obtuse, isosceles, scalene, equilateral, equiangular· identify parts of triangles and use theorems relating altitudes, medians, angle

bisectors, perpendicular bisectors· prove triangles congruent and use corresponding parts· inequalities in one and two triangles including the triangle inequality and hinge

theorem

Right Triangles

Students will solve problems and formulate proofs involving right triangles by using theorems, properties and trigonometry.

· Pythagorean Theorem· Special right triangles – 30-60-90; 45-45-90· Altitude to the hypotenuse· Use sine, cosine, and tangent to solve right triangles

Quadrilaterals

Students will use properties to identify quadrilaterals, solve problems involving sides and angles, and formulate proofs.

· parallelograms· rectangles· rhombi· squares · trapezoids including isosceles· kites

Circles

Students will use properties to investigate and solve problems involving circles.

· Radius· Diameter· Circumference· Arcs· Arc length· Chords· Tangents· Secants· Sectors

Similarity

Students will use postulates and theorems to identify and prove polygons similar.

· Ratio and proportion· Effect on area and volume

Area and Volume

Students will use formulas to find volumes surface areas and areas of plane figures including regular polygons.

Constructions

Students will use a straight edge and compass to achieve the following constructions:· congruent segments· congruent angles· segment bisector· angle bisector· perpendicular to a line from a point not on the line· perpendicular to a line from a point on the line

Transformations and Symmetry

Students will identify types of symmetry and transformations and use them to solve problems and sketch figures.

· point and line symmetry· translations, rotations, reflections

Coordinate Geometry

Students will use the coordinate plane to solve problems involving slopes and polygons.

· parallel and perpendicular slopes· distance formula· midpoint formula· coordinate proof

Biology

The student will plan and conduct investigations in which· observations of living organisms are recorded in the lab and in the field;· hypotheses are formulated based on direct observations and information from

scientific literature;· variables are defined and investigations are designed to test hypotheses;· graphing and arithmetic calculations are used as tools in data analysis;· conclusions are formed based on recorded quantitative and qualitative data;· sources of error inherent in experimental design are identified and discussed;· validity of data is determined;· chemicals and equipment are used in a safe manner;· appropriate technology including computers, graphing calculators, and probeware,

is used for gathering and analyzing data and communicating results;· research utilizes scientific literature;· differentiation is made between a scientific hypothesis and theory;· alternative scientific explanations and models are recognized and analyzed; and· a scientific viewpoint is constructed and defended (the nature of science).

The student will investigate and understand the history of biological concepts. Key concepts include

· evidence supporting the cell theory;· scientific explanations of the development of organisms through time (biological

evolution);· evidence supporting the germ theory of infectious disease;· development of the structural model of DNA; and· the collaborative efforts of scientists, past and present.

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include

· water chemistry and its impact on life processes;· the structure and function of macromolecules;· the nature of enzymes; and· the capture, storage, transformation, and flow of energy through the processes of

photosynthesis and respiration.

The student will investigate and understand relationships between cell structure and function. Key concepts include

· characteristics of prokaryotic and eukaryotic cells;· exploring the diversity and variation of eukaryotes;· similarities between the activities of a single cell and a whole organism; and· the cell membrane model (diffusion, osmosis, and active transport).

The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals including humans. Key concepts include

· how their structures and functions vary between and within the kingdoms;· comparison of their metabolic activities;· analyses of their responses to the environment;· maintenance of homeostasis;· human health issues, human anatomy, body systems, and life functions; and· how viruses compare with organisms.

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

· cell growth and division;· gamete formation;· cell specialization;· prediction of inheritance of traits based on the Mendelian laws of heredity;· genetic variation (mutation, recombination, deletions, additions to DNA);· the structure, function, and replication of nucleic acids (DNA and RNA);· events involved in the construction of proteins;· use, limitations, and misuse of genetic information; and· exploration of the impact of DNA technologies.

The student will investigate and understand bases for modern classification systems. Key concepts include

· structural similarities among organisms;· fossil record interpretation;· comparison of developmental stages in different organisms;· examination of biochemical similarities and differences among organisms; and· systems of classification that are adaptable to new scientific discoveries.

The student will investigate and understand how populations change through time. Key concepts include

· evidence found in fossil records;· how genetic variation, reproductive strategies, and environmental pressures

impact the survival of populations;· how natural selection leads to adaptations;· emergence of new species; and· scientific explanations for the theory of biological evolution.

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

· interactions within and among populations including carrying capacities, limiting factors, and growth curves;

· nutrient cycling with energy flow through ecosystems;· succession patterns in ecosystems;· the effects of natural events and human activities on ecosystems; and· analysis of the flora, fauna, and microorganisms of Virginia ecosystems including

the Chesapeake Bay and its tributaries.

Health

Knowledge and Skills

The student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and wellness of self and others throughout life. Key concepts/skills include

· the impact of healthy and poor nutritional choices; · the effects of active and sedentary lifestyles; · the effects of tobacco, alcohol, inhalants, and other drug use; · behaviors that result in intentional and unintentional injury.

The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include

· the empowering effect of being assertive; · the impact of involvement in school and community activities; · the value of exercising self-control;

· the merits of goal setting; · the influence of emotions and peer approval on personal decision-making; · the influence of the environment on the individual; · family health habits and behaviors as they relate to promotion of health and

wellness; · the importance of support and encouragement from positive role models.

The student will implement personal-injury-prevention and self-management strategies that promote personal, family, and community health throughout life. Key concepts/skills include

· strategies to reduce and prevent violence; · peaceful resolution of conflicts; · administration of emergency care; · recognition of tendencies toward self-harm; · recognition of life-threatening situations; · crisis-management strategies; · methods of avoiding gang-related activity and the use of weapons to commit

violent acts of aggression; · recognition of when to seek support for self and others.

Information Access and Use

The student will synthesize and evaluate available health information, products, and services for the value and potential impact on his/her health and wellness throughout life. Key concepts/skills include

· marketing and advertising techniques to promote health and wellness; · the use of current technological tools to analyze health products and services; · involvement of local, state, and federal agencies in health-related issues; · the impact of technology on the health status of individuals, families,

communities, and the world; · employment opportunities in health-related careers and professions.

Community Health and Wellness

The student will evaluate how different types of behaviors impact the family and community. Key concepts/skills include

· the benefits of volunteering; · the outcome of drinking and driving; · the consequences of using acts of violence to settle disputes; · the need for organized efforts to address community health and wellness issues; · the responsibilities of citizens to promote the health and wellness goals of the

community; · the value of positive role models; · the negative influence of teenage drug and alcohol use on younger members of

the community

History

United States History

Era 1- Three World’s Meeting- Beginning in 1620· Comparative characteristics of societies in the Americas, Western Europe, and

Western Africa that increasingly interacted after 1450 · How early European exploration and colonization resulted in cultural and

ecological interactions among previously unconnected peoples

Era 2- Colonization and Settlement (1585-1763)· Why the Americas attracted Europeans, why they brought enslaved Africans to

their colonies, and how Europeans struggled for control of North America and the Caribbean

· How political, religious, and social institutions emerged in the English colonies · How the values and institutions of European economic life took root in the

colonies, and how slavery reshaped European and African life in the America

Era 3- Revolution and the New Nation (1754-1820s)· The causes of the American Revolution, the ideas and interests involved in

forging the revolutionary movement, and the reasons for the American victory· The impact of the American Revolution on politics, economy, and society · The institutions and practices of government created during the Revolution and

how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights

Era 4-Expansion and Reform (1801-1861)· United States territorial expansion between 1801 and 1861, and how it affected

relations with external powers and Native Americans · How the industrial revolution, increasing immigration, the rapid expansion of

slavery, and the westward movement changed the lives of Americans and led toward regional tensions

· The extension, restriction, and reorganization of political democracy after 1800 · The sources and character of cultural, religious, and social reform movements in

the antebellum period

Era 5- Civil War and Reconstruction (1850-1877)· The causes of the Civil War · The course and character of the Civil War and its effects on the American people · How various reconstruction plans succeeded or failed

Era 6-The Development of the Industrial United States (1870-1900)· How the rise of corporations, heavy industry, and mechanized farming

transformed the American people

· Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity

· The rise of the American labor movement and how political issues reflected social and economic changes

· Federal Indian policy and United States foreign policy after the Civil War

Era 7- The Emergence of Modern America (1890-1930)· How Progressives and others addressed problems of industrial capitalism,

urbanization, and political corruption · The changing role of the United States in world affairs through World War I · How the United States changed from the end of World War I to the eve of the

Great Depression

Era 8- The causes of the Great Depression and how it affected American society· How the New Deal addressed the Great Depression, transformed American

federalism, and initiated the welfare state · The causes and course of World War II, the character of the war at home and

abroad, and its reshaping of the U.S. role in world affairs

Era 9- Postwar United States (1945- early 1970s)· The economic boom and social transformation of postwar United States · How the Cold War and conflicts in Korea and Vietnam influenced domestic and

international politics · Domestic policies after World War II · The struggle for racial and gender equality and the extension of civil liberties

Era 10- Contemporary United States (1968-to the present)· Recent developments in foreign and domestic politics · Economic, social, and cultural developments in contemporary United States

Eleventh Grade

Language

The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of the history and culture. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar and vocabulary development will continue through the application of rules for sentence formation, usage, spelling, mechanics, writing, reading and speaking. The student will develop informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable information with careful attention to organization and accuracy.

Oral Language

The student will make informative and persuasive presentations.· Gather and organize evidence to support a position.· Present evidence clearly and convincingly.· Support and defend ideas in public forums.· Use grammatically correct language, including vocabulary appropriate to the

topic, audience, and purpose.

The student will analyze and evaluate informative and persuasive presentations.· Critique the accuracy, relevance, and organization of evidence.· Critique the clarity and effectiveness of delivery.

Reading Analysis

The student will read and analyze relationships among American literature, history, and culture.

· Describe contributions of different cultures to the development of American literature.

· Compare and contrast the development of American literature in its historical context.

· Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

· Describe how use of context and language structures conveys an author’s intent and

· viewpoint in contemporary and historical essays, speeches, and critical reviews.

The student will read and analyze a variety of informational materials.· Use information from texts to clarify or refine understanding of academic

concepts.· Read and follow directions to complete an application for college admission, for a· scholarship, or for employment.· Apply concepts and use vocabulary in informational and technical materials to

complete a task.· Generalize ideas from selections to make predictions about other texts.· Analyze information from a text to draw conclusions.

The student will read and critique a variety of poetry.· Analyze the poetic elements of contemporary and traditional poems.· Identify the poetic elements and techniques that are most appealing and that make

poetry enjoyable.· Compare and contrast the works of contemporary and past American poets.

The student will read and critique a variety of dramatic selections.· Describe the dramatic conventions or devices used by playwrights to present

ideas.· Compare and evaluate adaptations and interpretations of a script for stage, film, or

television.· Explain the use of verbal, situational, and dramatic irony.

Writing

The student will write in a variety of forms, with an emphasis on persuasion.· Generate, gather, plan, and organize ideas for writing.· Develop a focus for writing.· Evaluate and cite applicable information.· Organize ideas in a logical manner.· Elaborate ideas clearly and accurately.· Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.· Revise writing for accuracy and depth of information.· Proofread final copy and prepare document for intended audience and purpose.

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

· Use a style manual, such as that of the Modern Language Association (MLA) or the

· American Psychological Association (APA), for producing research projects.· Use verbals and verbal phrases to achieve sentence conciseness and variety.· Adjust sentence and paragraph structures for a variety of purposes and audiences.

The student will write, revise, and edit personal, professional, and informational correspondence to a standard acceptable in the workplace and higher education.

· Apply a variety of planning strategies to generate and organize ideas.· Organize information to support purpose and form of writing.· Present information in a logical manner.· Revise writing for clarity.· Use technology to access information, organize ideas, and develop writing.

Research

The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.

· Narrow a topic.· Develop a plan for research.· Collect information to support a thesis.· Evaluate quality and accuracy of information.· Synthesize information in a logical sequence.· Document sources of information, using a style sheet, such as that of the Modern

Language Association (MLA) or the American Psychological Association (APA).· Edit writing for clarity of content and effect.· Edit copy for grammatically correct use of language, spelling, punctuation, and

capitalization.· Proofread final copy and prepare document for publication or submission.· Use technology to access information, organize ideas, and develop writing.

Spanish II

Vocabulary

· In the City – Buildings, Places, Businesses, and Merchants· Directions and Distance· Taking a Trip· Communication· School – Class, Sports,· Clothes and Personal Effects· Shopping· Toiletry Articles· Getting Ready· Social Attitudes and Actions· Bodily Positions and Actions· Adjectives of Judgment· Verbs of Becoming· Household Items· Housecleaning and Time· In the Kitchen

· Cooking· Measurements and Quantities· Money and Finances· Garden and Adverbs of Place· On the Farm· At the Beach· Time and Important Days· Logic and Reasoning· The Church· State and Government· The Arts and Artists· Construction Materials

Grammar

· Past Tense – Irregular verbs· Indirect Object Pronouns· Double Object Pronouns· Nominalization· Imperfect Tense Regular and Irregular· Superlatives· Preterite vs. Imperfect· Reflexive Object Pronouns· Reflexive verbs· The Neuter Article Lo· The Neuter Demonstrative: Esto, Eso, Aquello· Compound Interrogatives· Indefinite and Negative Words· The Present Perfect Tense Regular and Irregular· Compound Relative Pronouns· The Relative Pronouns el que and el cual· Gustar· Por vs. Para· Forming Adverbs from Adjectives· The comparative and superlative of Adverbs· Future Tense – Regular and Irregular· The future with if clauses· The Conditional Tense – Regular and Irregular· The Passive Voice· Infinitive constructions· The present progressive· Commands· The Subjunctive

Culture

· Spain· Mexico· South America· The Spanish Language· Ancient Spanish civilizations· History of Spain· Rise and Fall of the Spanish Empire· Civilizations of ancient Mexico· Tenochtitlan

Bible

· The birth of Christ· The parable of the talents· The parable of the good Samaritan· The parable of the prodigal son· The rich man and Lazarus· The healing of the lame man· The freeing of the demon-possessed· The feeding of the 5,000· The arrest of Jesus· Jesus before Pilate· The crucifixion of Christ· The burial of Christ· The resurrection of Christ· The ascension of Christ

Algebra II

Polynomial Expressions, Functions and Equations

Students will extend their understanding of functions from linear settings to include polynomial functions, operations on these functions, and the solution of polynomial equations using complex numbers. Students will use polynomials, especially quadratics, to model situations with graphical and symbolic representations.

§ Add, subtract, and multiply polynomial expressions to solve problems§ Graphs of polynomial functions - intercepts, zeros, domain and range, and local

(turning points) and global (end) behavior§ Factoring and properties of exponents § Composition of functions

§ Identify, interpret, and translate among different representations of quadratic functions, realizing their graphs are parabolas

§ Domain and range values for quadratic functions within a context § Points of intersection of the graph of a quadratic equation of the form y = ax2 and

the graph of the form y = k § Sketch a quadratic function’s graph - shape, position, intercepts, zeros, maximum,

minimum, symmetry, vertex§ Solve quadratics by factoring, completing the square, technology and quadratic

formula and interpret solutions based on problem context and determine nature of roots

§ Solve quadratic inequalities in one and two variables, and represent their solutions graphically

§ Define and compute with complex numbers§ Apply associative, commutative, and distributive properties to complex numbers

Exponential, Logarithmic, and Other Functions

Students will develop exponential, logarithmic, and other nonlinear functions (rational, radical, absolute value, and piecewise-defined) to represent, investigate, and solve problems in mathematics and real-world contexts.

§ Properties of rational and real exponents§ Relate rational exponents to corresponding radical expression§ Recognize and translate exponential functions§ Exponential graphs and growth – effects of coefficient, base, and exponent§ Approximate solutions to exponential equations§ Compound interest, exponential growth and decay§ Define a logarithm and recognize inverse relationship to exponential expressions§ Properties of logarithms§ Direct, inverse, and joint variation§ Add, subtract, multiply, and evaluate rational functions and simplify rational

expressions with linear and quadratic denominators§ Graphs of rational function – limitations of domain and range, asymptotes§ Solve equations with properties of radicals and identify extraneous roots§ Piece-wise functions – domain and range§ Step functions§ Absolute value functions

Systems of Equations and Inequalities and Matrices

Students will construct, solve and interpret solutions to systems of linear equations in two variables. Students will represent cross-categorized data in matrices and perform operations on matrices to model and interpret problem situations.

§ Construct a system of equations or inequalities to represent a mathematical or real-world setting

§ Find and analyze solutions to systems algebraically and graphically§ Represent data in a matrix§ Find and analyze matrix sums§ Find and analyze matrix products§ Represent and solve a system using matrices

Conic Sections

Students will develop and represent conic sections from their locus descriptions, illustrating the major features and graphs. Students will use conic sections and their properties to model mathematical and real-world problem situations.

§ Recognize the graphs of the conic sections (parabola, ellipse, circle, and hyperbola)

§ Given an equation, identify the conic section§ Graph conic sections and identify major components of each

Permutations and Combinations

Students will solve ordering, counting, and related probability problems.

§ Use permutations, combinations and the multiplication rule for counting§ Characteristics of the normal distribution§ Empirical rule

Chemistry

The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include

· designated laboratory techniques;· safe use of chemicals and equipment;· proper response to emergency situations;· manipulation of multiple variables, using repeated trials;· accurate recording, organization, and analysis of data through repeated trials;· mathematical and procedural error analysis;· mathematical manipulations (SI units, scientific notation, linear equations,

graphing, ratio and proportion, significant digits, dimensional analysis);· use of appropriate technology including computers, graphing calculators, and

probeware, for gathering data and communicating results; and· construction and defense of a scientific viewpoint (the nature of science).

The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. The periodic table is a tool used for the investigations of

· average atomic mass, mass number, and atomic number;· isotopes, half lives, and radioactive decay;· mass and charge characteristics of subatomic particles;· families or groups;· series and periods;· trends including atomic radii, electronegativity, shielding effect, and ionization

energy;· electron configurations, valence electrons, and oxidation numbers;· chemical and physical properties; and· historical and quantum models.

The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include

· nomenclature;· balancing chemical equations;· writing chemical formulas (molecular, structural, and empirical; and Lewis

diagrams);· bonding types (ionic and covalent);· reaction types (synthesis, decomposition, single and double replacement,

oxidation-reduction, neutralization, exothermic, and endothermic); and· reaction rates and kinetics (activation energy, catalysis, and degree of

randomness).

The student will investigate and understand that quantities in a chemical reaction are based on molar relationships. Key concepts include

· Avogadro’s principle and molar volume;· stoichiometric relationships;· partial pressure;· gas laws;· solution concentrations;· chemical equilibrium; and· acid/base theory: strong electrolytes, weak electrolytes, and nonelectrolytes;

dissociation and ionization; pH and pOH; and the titration process.

The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of attraction between particles. Key concepts include

· pressure, temperature, and volume;· vapor pressure;· phase changes;· molar heats of fusion and vaporization;· specific heat capacity; and· colligative properties.

History

Era 1- Three World’s Meeting- Beginning in 1620· Comparative characteristics of societies in the Americas, Western Europe, and

Western Africa that increasingly interacted after 1450 · How early European exploration and colonization resulted in cultural and

ecological interactions among previously unconnected peoples

Era 2- Colonization and Settlement (1585-1763)· Why the Americas attracted Europeans, why they brought enslaved Africans to

their colonies, and how Europeans struggled for control of North America and the Caribbean

· How political, religious, and social institutions emerged in the English colonies · How the values and institutions of European economic life took root in the

colonies, and how slavery reshaped European and African life in the America

Era 3- Revolution and the New Nation (1754-1820s)· The causes of the American Revolution, the ideas and interests involved in

forging the revolutionary movement, and the reasons for the American victory· The impact of the American Revolution on politics, economy, and society · The institutions and practices of government created during the Revolution and

how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights

Era 4-Expansion and Reform (1801-1861)· United States territorial expansion between 1801 and 1861, and how it affected

relations with external powers and Native Americans · How the industrial revolution, increasing immigration, the rapid expansion of

slavery, and the westward movement changed the lives of Americans and led toward regional tensions

· The extension, restriction, and reorganization of political democracy after 1800 · The sources and character of cultural, religious, and social reform movements in

the antebellum period

Era 5- Civil War and Reconstruction (1850-1877)· The causes of the Civil War · The course and character of the Civil War and its effects on the American people · How various reconstruction plans succeeded or failed

Era 6-The Development of the Industrial United States (1870-1900)· How the rise of corporations, heavy industry, and mechanized farming

transformed the American people · Massive immigration after 1870 and how new social patterns, conflicts, and ideas

of national unity developed amid growing cultural diversity

· The rise of the American labor movement and how political issues reflected social and economic changes

· Federal Indian policy and United States foreign policy after the Civil War

Era 7- The Emergence of Modern America (1890-1930)· How Progressives and others addressed problems of industrial capitalism,

urbanization, and political corruption · The changing role of the United States in world affairs through World War I · How the United States changed from the end of World War I to the eve of the

Great Depression

Era 8- The causes of the Great Depression and how it affected American society· How the New Deal addressed the Great Depression, transformed American

federalism, and initiated the welfare state · The causes and course of World War II, the character of the war at home and

abroad, and its reshaping of the U.S. role in world affairs

Era 9- Postwar United States (1945- early 1970s)· The economic boom and social transformation of postwar United States · How the Cold War and conflicts in Korea and Vietnam influenced domestic and

international politics · Domestic policies after World War II · The struggle for racial and gender equality and the extension of civil liberties

Era 10- Contemporary United States (1968-to the present)· Recent developments in foreign and domestic politics · Economic, social, and cultural developments in contemporary United States

Twelfth Grade

Language

The twelfth-grade student will use organizational skills, audience awareness, appropriate vocabulary and grammar, and both verbal and nonverbal presentation skills to plan and deliver an effective 5 to 10 minute oral presentation. The student will analyze British literature and literature of other cultures, with attention to the many classic works which may be studied. Writing will include the production of informational and expository papers, which are organized logically and contain clear and accurate ideas. The student will also produce a well-documented major research paper, using a standard method of documentation. The student will demonstrate advanced knowledge of grammatical conventions and vocabulary through writing, editing, and speaking.

Oral Language

The student will make a 5 to 10 minute formal oral presentation.· Choose the purpose of the presentation: to defend a position, to entertain an

audience, or to explain information.· Use a well-structured narrative or logical argument.· Use details, illustrations, statistics, comparisons, and analogies to support

purposes.· Use visual aids or technology to support presentation.· Use grammatically correct language, including vocabulary appropriate to the

topic, audience, and purpose.

The student will evaluate formal presentations.· Critique relationships among purpose, audience, and content of presentations.· Critique effectiveness of presentations.

Reading Analysis

The student will read and analyze the development of British literature and literature of other cultures.

· Recognize major literary forms and their elements.· Recognize the characteristics of major chronological eras.· Relate literary works and authors to major themes and issues of their eras.

The student will read and analyze a variety of informational materials, including electronic resources.

· Identify formats common to new publications and information resources.· Recognize and apply specialized informational vocabulary.· Evaluate a product based on analysis of the accompanying warranty and

instruction manual.· Evaluate the quality of informational and technical materials.

The student will read and critique a variety of poetry.· Explain how the choice of words in a poem creates tone and voice.· Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition,

alliteration, assonance, and parallelism) supports the subject and mood.· Explain how imagery and figures of speech (personification, simile, metaphor)

appeal to the reader’s senses and experience.· Compare and contrast traditional and contemporary works of poets from many

cultures.

The student will read and critique dramatic selections from a variety of authors.· Describe the conflict, plot, climax, and setting.· Compare and contrast ways in which character, scene, dialogue, and staging

contribute to the theme and the dramatic effect.· Identify the most effective elements of selected plays.· Compare and contrast dramatic elements of plays from American, British, and

other cultures.

Writing

The student will develop expository and informational writings.· Generate, gather, and organize ideas for writing.· Consider audience and purpose when planning for writing.· Write analytically about literary, informational, and visual materials.· Elaborate ideas clearly and accurately.· Revise writing for depth of information and technique of presentation.· Apply grammatical conventions to edit writing for correct use of language,

spelling,· punctuation, and capitalization.· Proofread final copy and prepare document for publication or submission.

Research

The student will write documented research papers.· Identify and understand the ethical issues of research and documentation.· Evaluate the accuracy and usefulness of information.· Synthesize information to support the thesis.· Present information in a logical manner.· Cite sources of information, using a standard method of documentation, such as

that of the Modern Language Association (MLA) or the American Psychological Association (APA).

· Edit copies for correct use of language, spelling, punctuation, and capitalization.· Proofread final copy and prepare document for publication or submission.

PreCalculus

Properties of Families of Functions

Students will develop and apply properties of functions and families of functions and their related equations. Students will apply and interpret the results of various operations with functions in mathematical and real-world situations.

§ Find domain and range of functions§ Find and analyze significant points of a function (zeros, maximums, minimums),

their graphs, nature and number of zeros§ Find number and nature of solutions to polynomial equations§ Recognize and describe continuity, end behavior, asymptotes, symmetry (odd and

even), limits, and graphs of functions§ Compare and contrast characteristics of families of functions – polynomial,

rational, radical, power, exponential, logarithmic, trigonometric, and piece-wise§ Find and graph the sum, difference, product, and quotient (if it exists) of two

functions§ Find composition of two functions, find its domain and range and determine if

they are inverses§ Apply basic function transformations and recognize them graphically

Trigonometric Functions

Students will extend trigonometric ratios to functions of angle measure and of real numbers. They will develop these functions’ graphs, properties, and inverse functions. Students will solve trigonometric equations. They will develop more general trig functions and apply them to solve real-world problems.

§ From an angle in standard position, develop and apply the definition of sine and cosine functions and find degree measures of terminal side of such angle

§ Develop radian measure of angle and convert between degree and radians§ Develop and apply the value of trig functions at 0, π/6, π/4, π/3, π/2 radians and

their multiples§ Construct graphs of trig functions and describe behavior – periodicity, amplitude,

zeros, and symmetries§ Define and graph inverses of trig functions§ Develop basic Pythagorean identities, sum and difference identities, double-angle

identities, secant, tangent and cotangent functions and use them to simplify trig expressions

§ Apply the Law of Sines and Law of Cosines§ Solve trigonometric equations§ Use trig functions to model and solve problems

Polar Equations

Students will represent points in polar form and find equivalent polar and rectangular representations for points and curves.§ Express points in the plane in both rectangular and polar forms§ Find equivalent representations for points and curves in both rectangular and

polar forms

Structure of Sequences and Recursion

Students will analyze and represent sequences and series and investigate how recursive relationships and their associated sequences can model the long-term behavior of situations involving sequential change.

§ Characterize sequence as arithmetic, geometric, or neither§ Find the general term for arithmetic and geometric sequences, calculate sums of

terms for finite arithmetic and geometric sequences§ Develop recursive relationships for arithmetic and geometric growth situations§ Generate sequences from given recursive relationships

Vectors and Parametric Equations

Students will represent, investigate, and solve problems using two-dimensional vectors and parametric equations.

§ Define vectors in two dimensions as objects having magnitude and direction§ Apply properties of vector addition and scalar multiplication§ Use vectors to model physical situations to solve problems§ Use parametric equations to model motion in the plane – on a line, of a projectile,

of object in orbit§ Convert between a parametric equation and an equation in x and y§ Analyze planar curves

Bivariate Data and Trend-Line Models

Students will develop models for trends in bivariate data using both median-fit lines and least-squares regression lines. Students will use the correlation coefficient to measure linear association in scatterplots, and they examine the effects of outliers on the correlation and on models for trend. Students will investigate the effects of data transformations on measures of center, spread, association, and trend.

§ Find median-fit line to model relationship in a scatterplot and interpret slope and intercept

§ Generate least squares regression line using technology and interpret slope and intercept

§ Determine, interpret, and describe strength or weakness of correlation between two variables

§ Identify outliers§ Describe influence of outliers on a correlation coefficient§ Recognize outliers as potential errors for a set of data, as counterexamples, or as

unique cases

Physics

Mechanics

§ Defining Physics§ Mathematical Toolkit§ Describing Motion: Velocity§ Acceleration§ Forces§ Vectors§ Motion in Two Dimensions§ Universal Gravitation§ Momentum and Conservation§ Work, Energy, and Simple Machines§ Energy

States of Matter

§ Thermal Energy§ States of Matter§ Waves and Energy Transfer§ Sound§ Light§ Reflection and Refraction§ Mirrors and Lenses§ Diffraction and Interference of Light

Electricity

§ Static Electricity§ Electric Fields§ Current Electricity§ Series and Parallel Circuits§ Magnetic Fields§ Electromagnetic Induction§ Electric and Magnetic Fields

Modern Physics

§ Quantum Theory§ The Atom§ Solid State Electronics§ The Nucleus§ Nuclear Applications

Government

What are Civic Life, Politics, and Government?

· What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?

· What are the essential characteristics of limited and unlimited government? · What are the nature and purposes of constitutions? · What are alternative ways of organizing constitutional governments?

What are the Foundations of the American Political System?

· What is the American idea of constitutional government? · What are the distinctive characteristics of American society? · What is American political culture? · What values and principles are basic to American constitutional democracy?

How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?

· How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

· How is the national government organized and what does it do? · How are state and local governments organized and what do they do? · What is the place of law in the American constitutional system? · How does the American political system provide for choice and

opportunities for participation?

What is the Relationship of the United States to Other Nations and to World Affairs?

· How is the world organized politically? · How do the domestic politics and constitutional principles of the United

States affect its relations with the world? · How has the United States influenced other nations, and how have other

nations influenced American politics and society?

What are the Roles of the Citizen in American Democracy?

· What is citizenship? · What are the rights of citizens? · What are the responsibilities of citizens? · What civic dispositions or traits of private and public character are

important to the preservation and improvement of American constitutional democracy?

· How can citizens take part in civic life?

Kindergarten – Tenth Physical Education

Kindergarten

Skilled Movement

The student will demonstrate progress toward the mature form of selected locomotor, non- locomotor, and manipulative skills.

· Demonstrate the locomotor skills of walking, running, hopping, and jumping and landing.

· Demonstrate the non-locomotor movements of bending, pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking, and balancing.

· Demonstrate a minimum of two critical elements (small, isolated parts of the whole skill or movement) used in stationary manipulative skills (e.g., toss and throw to targets, bounce and catch, toss and catch, kick to target, strike with paddle, dribble, roll underhand, trap, volley with hand).

· Demonstrate a minimum of two critical elements used in manipulative skills while moving.

· Demonstrate moving to a beat, using basic locomotor and non-locomotor rhythmic patterns.

Movement Principles and Concepts

The student will demonstrate use of the movement concepts of directions, levels, pathways, and effort (force and speed) while performing locomotor skills.

Personal Fitness

The student will participate for short periods of time in moderate-to-vigorous physical activities that cause an increase in heart rate, breathing rate, and body temperature.

Responsible Behaviors

The student will use appropriate behaviors and safe practices in physical activity settings. · Demonstrate good listening skills when learning procedures and receiving

instructions. · Demonstrate ability to share and be cooperative and safe with others. · Demonstrate an understanding of general and personal space.

Physically Active Lifestyle

The student will participate in regular physical activity.

The student will explain why physical activity is good for health.

First Grade

Skilled Movement

The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.

· Demonstrate critical elements used in the locomotor skills of walking, running, hopping, jumping and landing, galloping, leaping, skipping, and sliding.

· Demonstrate critical elements used in non-locomotor skills (e.g., bending, pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking, balancing, and rolling).

· Demonstrate a minimum of two critical elements used in manipulative skills performed alone (e.g., toss and catch, dribble with hand in general space, dribble with foot, kick and strike with hand or equipment, throw underhand, and volley).

· Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking while moving.

· Demonstrate simple educational gymnastic sequences that contain a variety of balance, roll, transfer of weight, and flight.

· Demonstrate moving to a rhythm by keeping time to a simple beat, using a variety of locomotor and non-locomotor skills.

Movement Principles and Concepts

The student will demonstrate improvement in locomotor, non-locomotor, and manipulative skills while applying the movement concepts.

· Demonstrate pathways, levels, tempo (speed), force, directions, and relationships when performing locomotor skills.

· Demonstrate tempo (speed), levels, and flow when performing non-locomotor skills.

· Demonstrate force, levels, and direction when performing manipulative skills.

Personal Fitness

The student will participate regularly in moderate-to-vigorous physical activities that cause increased heart and breathing rates.

The student will identify changes in the body that occur during moderate-to-vigorous physical activity.

Responsible Behaviors

The student will demonstrate, with little or no adult intervention, safe and cooperative behaviors in physical activity settings.

· Work cooperatively with peers for short periods of time. · Incorporate safety rules learned in physical education.

Physically Active Lifestyle

The student will participate regularly in physical activities that require physical exertion and skill.

Second Grade

Skilled Movement

The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.

· Demonstrate individually and with a partner the manipulative skills of throwing, catching, kicking, striking, volleying, and dribbling.

· Demonstrate educational gymnastic sequences, including balance, roll, transfer of weight, and flight.

· Demonstrate moving to a rhythm by combining locomotor and non-locomotor skills to perform basic educational folk and creative dance sequences.

Movement Principles and Concepts

The student will apply the basic movement concepts to change performance of locomotor, non-locomotor, and manipulative skills.

· Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations.

· Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.

Personal Fitness

The student will identify and participate in physical activities that promote aerobic capacity, muscular strength, endurance, and flexibility.

· Identify that physical fitness is the ability to work and play with energy to spare.· Name and locate the large muscle groups. · Demonstrate activities that utilize specific muscle groups.

Responsible Behaviors

The student will exhibit, in physical activity settings, cooperative, respectful, and safe behaviors.

Physically Active Lifestyle

The student will identify opportunities to participate in regular physical activity outside of school.

Third Grade

Skilled Movement

The student will apply locomotor, non-locomotor, and manipulative skills in increasingly complex movement activities.

· Demonstrate most of the critical elements (small, isolated parts of the whole skill or movement) for manipulative skills (e.g., throw and catch a variety of objects, kick to stationary and moving partners/objects, dribble with dominant hand/foot, pass a ball to a moving partner).

· Use manipulative skills in movement combinations (e.g., perform manipulative tasks while dodging and moving in different pathways; catch a rolled ball while moving, and throw it back to a partner).

· Demonstrate moving to a rhythm (e.g., perform simple dances in various formations, develop and refine a creative educational dance sequence).

· Refine individual gymnastics skills, and perform educational gymnastic sequences with balance, transfer of weight, travel, and change of direction.

Movement Principles and Concepts

The student will apply movement principles in increasingly complex movement activities.

· Apply the concept of relationships while moving in space and using non-locomotor and manipulative skills.

· Apply the principles of relationships when working with a partner while moving (e.g., passing a ball in front of a moving partner).

Personal Fitness

The student will engage in a variety of moderate and vigorous physical activities and describe how and why the body responds to the activities (e.g., physiological changes such as sweating, increased heart rate, increased respiration).

Responsible Behaviors

The student will demonstrate an understanding of the purpose for rules, procedures, etiquette, and respectful behaviors while in various physical activity settings.

· Demonstrate independence and good use of time while engaging in physical activity.

· Provide input into establishing rules and guidelines for behavior in physical activity settings.

· Work cooperatively with peers.

Physically Active Lifestyle

The student will identify and participate regularly in physical activities to improve skills and personal health.

· Select and participate in physical activities during unscheduled times at home, at school, or in the community.

· Identify one physical activity that he/she participates in regularly for fitness, enjoyment, and/or social interaction.

Fourth Grade

Skilled Movement

The student will refine movement skills and demonstrate the ability to combine them in increasingly complex movement activities.

· Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a ball against a backboard or wall with an implement).

· Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different international and regional American formations; create educational dances with apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor patterns).

· Perform smooth flowing sequences that combine four or more of the following movements: traveling, balancing, rolling, and other types of weight transfer.

Movement Principles and Concepts

The student will understand and apply movement concepts and principles in complex motor skills.

· Recall and demonstrate movement principles and concepts for selected motor patterns and combination skills (e.g., trajectory, force, speed).

· Apply movement principles and concepts to basic game strategies. · Use movement principles to improve personal performance and provide feedback

to others. · Use feedback, including available technology, to improve performance.

Personal Fitness

The student will correlate regular participation in physical activity with various components of fitness and improvement in fitness and skill development.

· Identify the components of health-related fitness (e.g., aerobic capacity, muscular strength and endurance, flexibility, body composition).

· Apply data from a standardized health-related fitness assessment to determine personal fitness goals.

· Apply the FITT (Frequency, Intensity, Time, Type) principle of training to implement personal fitness goals.

Responsible Behaviors

The student will demonstrate positive interactions with others in cooperative and competitive physical activities.

· Work productively and respectfully with others in achieving a common group goal.

· Work toward positive solutions in resolving disagreements. · Demonstrate appropriate etiquette and application of rules and procedures. · Identify the contributions various cultures have made to sport, dance, and

recreational pursuits.·

Physically Active Lifestyle

4.5 The student will identify opportunities to participate in regular physical activity at school, at home, and in the community.

Fifth Grade

Skilled Movement

The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.

· Demonstrate proficiency in locomotor, non-locomotor, and manipulative skill combinations in more complex environments and modified sports activities.

· Perform educational gymnastic sequences, including travel, roll, balance, and weight transfer, with smooth transitions and changes of direction, shape, speed, and flow.

· Perform different types of rhythm/dance sequences including American and international dances.

Movement Principles and Concepts

The student will understand and apply movement principles and concepts in complex movement activities.

· Apply principles of accuracy, force, and follow-through when projecting objects. · Identify and demonstrate basic small-group offensive and defensive tactics and

strategies (e.g., body fakes, use of speed, change of direction, keeping body low while moving/guarding).

· Identify and apply principles of practice to enhance performance (e.g., form, consistency, repetition).

· Use feedback, including available technology, to improve performance.

Personal Fitness

The student will describe short- and long-term benefits of engaging in regular physical activity.

The student will use personal fitness assessment data to enhance understanding of physical fitness.

· Identify sources for data collection (e.g., print materials, community resources, heart rate monitors, Internet, pedometers, skinfold calipers).

· Analyze fitness data to describe and improve personal fitness levels (e.g., apply data to own plan for improvement in at least two components of health-related fitness).

Responsible Behaviors

The student will participate in establishing and maintaining a safe environment for learning physical activities.

· Work independently and with others to improve learning during physical activity. · Display appropriate cooperative and competitive behaviors.

Physically Active Lifestyle

The student will identify and participate regularly in physical activities based on personal abilities and interests (e.g., for improvement through practice, for enjoyment, for social interaction, for personal challenge).

Sixth Grade

Skilled Movement

The student will demonstrate competence in locomotor, non-locomotor, and manipulativeskill combinations and sequences in dynamic game, rhythmic, and fitness activities.

· Combine locomotor and manipulative skills into specialized sequences, and apply sequences to partner and small-group game-play.

· Demonstrate incorporating movement sequences into a rhythmic activity. · Demonstrate skill in a variety of individual and team activities representative of

different countries.

Movement Principles and Concepts

The student will apply movement principles and concepts to movement-skill performance.

· Refine and adapt individual and group activity skills by applying concepts of relationships, effort, spatial awareness, speed, and pathways.

· Use feedback, including available technology, to improve skill performance.

· Initiate skill practice to improve movement performance, and apply principles of learning (e.g., whole/part/whole, many short practices vs. one long practice, practice in game-like situations).

· Understand and apply basic offensive and defensive tactics in noncomplex, modified activities (e.g., partner or small-group cooperative or competitive activities).

Personal Fitness

The student will use personal fitness tools and data to improve physical fitness. · Use measurement and assessment tools and data (e.g., criterion-referenced health-

related fitness standards, Internet, software data-management systems, heart-rate monitors, pedometers, skinfold calipers) to develop goals for improvement in at least two fitness components.

· Describe and apply basic principles of training (e.g., FITT [Frequency, Intensity, Time, Type], overload, progression) and their relationship to implementing safe and progressive personal fitness programs.

Responsible Behaviors

The student will work independently and with others in physical activity settings. · Acknowledge and understand the positive and negative influence of peer pressure

on decisions and actions in physical activity settings. · Solve problems, accept challenges, resolve conflicts, and accept decisions with

reason and skill. · Follow rules and safety procedures. · Use practice time to improve performance.

Physically Active Lifestyle

The student will identify and seek opportunities to participate in regular physical activity at school, at home, and in the community.

Seventh – Tenth Grade

Curriculum Guide P.E. · Demonstrates competency in motor skills and movement patterns needed to

perform a variety of physical activities.

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

· Participates regularly in physical activity.

· Achieves and maintains a health-enhancing level of physical fitness.

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

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