| CCAT
MIDDLE SCHOOL CURRICULUM |
CCAT
HIGH
SCHOOL CURRICULUM |
| Language Arts Mathematics Sciences Social Studies |
Advanced
Placement Joint Enrollment Language Arts Mathematics Sciences Social Studies |
| CCAT
CURRICULUM BY SUBJECT AREAS |
STANDARD 1:
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.
GEORGIA PERFORMANCE
STANDARDS
- The student reads for comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (ELA6R1, ELA7R1, ELA8R1)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELA6RC1, ELA7RC1, ELA8RC1)
- The student establishes a context for information acquired by reading across the subject areas. (ELA6RC4, ELA7RC4, ELA8RC4)
- The student participates in student-to-teacher, student-to-student, and group verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. (ELA6LSV2, ELA7LSV2, ELA8LSV2)
- The student demonstrates competence in a variety of genres (ELA6W2, ELA7W2, ELA8W2)
PERFORMANCE
BASED OBJECTIVES
- Students will develop an
individual reading study technique,
which may include underlining, annotating, responding, rereading,
summaries
etc.
- Students will learn the
differences among different types
of reading such as: skimming, scanning,
general, analytical and study reading. This
will enable the student to increase flexibility.
- Students will learn the
four types of composition: narration,
description, argumentation and
exposition and their specific purposes. Included
in this discussion will be the three purposes for
composition: to inform, to persuade and
to entertain. The students will be able
to routinely identify these areas on any given written document.
STANDARD 2:
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.
GEORGIA PERFORMANCE
STANDARDS
- The
student reads for comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational
texts.
(ELA6R1, ELA7R1, ELA8R1)
- The student reads aloud, accurately (in the range of 95%), familiar materials in a variety of genres of the quality and complexity illustrated in the appropriate grade sample reading list, in a way that makes meaning clear to listeners. (ELA6R3, ELA7R3, ELA8R3)
- The
student reads a minimum of 25 grade level appropriate books or book
equivalents
(approximately 1,000,000 words) per year from a variety of subject
disciplines.
The student reads both informational and fictional texts in a variety
of genres
and modes of discourse, including technical texts related to various
subject
areas. (ELA6RC1, ELA7RC1, ELA8RC1)
- The student establishes a
context for information acquired by
reading across the subject areas. (ELA6RC4, ELA7RC4, ELA8RC4)
- The
student participates in student-to-teacher, student-to-student and
group
verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to and views various forms of text and media in order
to gather
and share information, persuade others and express and understand
ideas. The
student will select and critically analyze messages using rubrics as
assessment
tools. (ELA6LSV2, ELA7LSV2, ELA8LSV2)
- The student demonstrates competence in a variety of genres. (ELA6W2, ELA7W2, ELA8W2)
- Every nine weeks students will choose two books from the core list and three additional books or book equivalents. Students will write daily responses to that book. Students will participate using the book for examples in group discussion (This may be book specific, several people reading the same book or a generic literary discussion -- such as characterization, theme etc.). Students will every nine weeks choose a book or work of literature on which to base a project (newscast, poster, multi-media presentation etc.).
- The students will each
nine-week period read 3 or more other
forms of literature such as short stories, epic poems, myths and
legends,
drama, essays etc. These readings will
be included in group discussions.
- Students will read a book, create a
readers' theater or watch a video and be able to explain the
differences in
the translation process. (Examples that
may be used: The Chronicles of
Narnia, Walk Two Moons, and The Diary of Anne Frank)
- Students will read fiction
relating to their community,
their country and the world during different time periods.
- Students will listen to,
read and respond to literature
from a variety of cultures. This
literature may include fiction, non-fiction, poetry and drama.
- Students will choose a
passage from a work of fiction,
non-fiction, poetry or drama to perform for an audience.
- Students will demonstrate a
knowledge of the characteristics
of different genres and literary forms by naming and discussing them in
generic
literary discussions.
STANDARD 3:
GEORGIA
PERFORMANCE STANDARDS
- The student reads for comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (ELA6R1, ELA7R1, ELA8R1)
- The
student understands and acquires new vocabulary and uses it correctly
in
reading and writing. (ELA6R2, ELA7R2, ELA8R2)
- The
student reads aloud, accurately (in the range of 95%), familiar
materials in a
variety of genres of the quality and complexity illustrated in the
appropriate
grade sample reading list, in a way that makes meaning clear to
listeners.
(ELA6R3, ELA7R3, ELA8R3)
- The
student acquires
new vocabulary in each content area and uses it correctly. (ELA6RC3,
ELA7RC3,
ELA8RC3)
- The student establishes a context for information acquired by reading across the subject areas. (ELA6RC4, ELA7RC4, ELA8RC4)
- The
student demonstrates understanding and control of the rules of the
English
language, realizing that usage involves the appropriate applications of
conventions and grammar in both written and spoken formats. (ELA6C1,
ELA7C1,
ELA8C1)
- The student demonstrates competence in a variety of genres. (ELA6W2, ELA7W2, ELA8W2)
PERFORMANCE BASED
OBJECTIVES:
- Students will demonstrate a
knowledge of the characteristics
of different genre (poetry and its elements, for example), story
development,
author’s purposes, point of view, character’s actions, motives,
emotions, traits,
and feelings and sequence of events by naming and discussing them in
generic
literary discussions. Students will
respond and interpret in their Response Journal literal, inferential
and
evaluative questions on these topics.
- Students will choose a
passage from a work of fiction,
non-fiction, poetry or drama to perform with fluency and expression for
an
audience.
- Students will be able to
distinguish various patterns of
organization (cause/effect, comparison/contrast, definition,
example/illustration),
and recognize explicit/implicit main ideas, details, sequence of events
and be
able to recognize bias.
- Students will choose three
target words a week (taken from context
of their fiction or nonfiction reading). They
will prepare a card to study these words which tell the
part of
speech, and roots, prefixes or suffixes and any synonyms, antonyms and
homophones. The cards will also include
a definition and a sentence using the word properly.
- Students will participate in
regular study of the three areas of language structure:
Phonetics (may include strategies to apply
phonetic rules); Semantics (may include strategies to determine
meaning, such
as context clues, prior knowledge etc.); and Syntax (may include
strategies of sentence
structure and organization).
- Students will develop an
individual reading study technique,
which may include underlining, annotating, responding, rereading,
summaries
etc.
STANDARD 4:
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.
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELA6R2, ELA7R2, ELA8R2)
- The
student reads aloud,
accurately (in the range of 95%), familiar materials in a variety of
genres of
the quality and complexity illustrated in the appropriate grade sample
reading
list, in a way that makes meaning clear to listeners. (ELA6R3, ELA7R3,
ELA8R3)
- The
student participates in discussions related to curricular learning in
all
subject areas. (ELA6RC2, ELA7RC2, ELA8RC2)
- The
student establishes a context for information acquired by reading
across the
subject areas. (ELA6RC4, ELA7RC4, ELA8RC4)
- The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate applications of conventions and grammar in both written and spoken formats. (ELA6C1, ELA7C1, ELA8C1)
- The
student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a focus
throughout,
and provides a satisfying closure. (ELA6W1, ELA7W1, ELA8W1)
- The student participates in student-to-teacher, student-to- student, and group verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. (ELA6LSV2, ELA7LSV2, ELA8LSV2)
- Students will choose a
passage from a work of fiction,
non-fiction, poetry or drama to perform for an audience.
- Students will participate
daily in academic discussions and,
in these discussions, will persuasively share information.
- In their book-based
nine-week projects, students will
effectively relate book experiences and stories so as to influence
other
students to read the book.
- Given imaginary scenarios,
students will demonstrate their
ability to change their words and demeanor to fit their audience.
- Students will prepare an
oral presentation (complete with
substantiating evidence such as posters, multi-media presentations
etc.) to
teach others.
- Students will routinely take
notes on lectures, multi-media
presentations and during research.
- Students will demonstrate
ability to formulate and defend
informed opinions and new ideas orally and in writing.
- Students will participate in
simulated debate situations to
demonstrate a understanding of the basic rules of formal debate and the
techniques of group discussion.
STANDARD 5
GEORGIA PERFORMANCE
STANDARDS
- The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a focus throughout, and provides a satisfying closure. (ELA6W1, ELA7W1, ELA8W1)
- The student demonstrates
competence in a variety of genres.
(ELA6W2, ELA7W2, ELA8W2)
- The
student uses research and technology to support writing. (ELA6W3,
ELA7W3,
ELA8W3)
- The
student consistently uses the writing process to develop, revise and
evaluate
writing. (ELA6W4, ELA7W4, ELA8W4)
- The student participates in student-to-teacher, student-to- student, and group verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to and
views various forms of text and media in order to gather and share
information,
persuade others, and express and understand ideas. The student will
select and
critically analyze messages using rubrics as assessment tools.
(ELA6LSV2,
ELA7LSV2, ELA8LSV2)
- The
student
demonstrates understanding and control of the rules of the English
language,
realizing that usage involves the appropriate applications of
conventions and
grammar in both written and spoken formats. (ELA6C1, ELA7C1, ELA8C1)
PERFORMANCE
BASED OBJECTIVES
- Students will write daily in
their reading response
journals, and also as a part of the research and development of their
chosen
writing projects.
- Students will participate in
writing process workshops
daily. These works will be both peer and
teacher edited. Attention at this phase
will be in refining the writer’s skills in areas such as:
cohesion, diction and transitions.
Final copies will be published in the
students’ online portfolios. Students
will use word processing and publishing
software that will allow them to publish their work.
This will encourage the students to
participate in the complete spectrum of writing, from conception to
publication.
- Students must include
various types of writing in their
writing portfolios (narration, description, argumentation and
exposition).
STANDARD 6:
GEORGIA PERFORMANCE
STANDARDS
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELA6R2, ELA7R2, ELA8R2)
- The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a focus throughout, and provides a satisfying closure. (ELA6W1, ELA7W1, ELA8W1)
- The student demonstrates
competence in a variety of genres.
(ELA6W2, ELA7W2, ELA8W2)
- The
student uses research and technology to support writing. (ELA6W3,
ELA7W3,
ELA8W3)
- The
student consistently uses the writing process to develop, revise and
evaluate
writing. (ELA6W4, ELA7W4, ELA8W4)
- The student participates in student-to-teacher, student-to- student, and group verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to and
views various forms of text and media in order to gather and share
information,
persuade others, and express and understand ideas. The student will
select and
critically analyze messages using rubrics as assessment tools.
(ELA6LSV2,
ELA7LSV2, ELA8LSV2)
- The
student demonstrates understanding and control of the rules of the
English
language, realizing that usage involves the appropriate applications of
conventions and grammar in both written and spoken formats. (ELA6C1,
ELA7C1,
ELA8C1)
PERFORMANCE BASED
OBJECTIVES
- Students will participate in
writing process workshops
daily. These works will be both peer and
teacher edited. Attention at this phase
will be in refining the writer’s skills in areas such as:
cohesion, diction and transitions.
Final copies will be published in the
students’ online portfolios. Students
will use word processing and publishing
software that will allow them to publish their work.
This will encourage the students to
participate in the complete spectrum of writing, from conception to
publication.
- During the writing process
workshops, the students will
participate in an editing process which will include applying standard
conventions of the American English language (including spelling,
grammar,
mechanics, usage, capitalization, and punctuation.
It will also include a routine examination of
the work for fragments and run-on sentences, diction and word choice)
- Students will choose three
target words each week (taken from context
of their fiction or nonfiction reading). They
will prepare a card to study these words which tell the
part of
speech, and roots, prefixes or suffixes and any synonyms, antonyms and
homophones. The cards will also include
a definition and a sentence using the word properly.
- Students will participate in
regular study seminars which
will include the three areas of language structure:
Phonetics (may include strategies to apply
phonetic rules); Semantics (may include strategies to determine
meaning, such
as context clues, prior knowledge etc.); and Syntax (may include
strategies of
sentence structure, types of sentences or various sentence patterns and
organization).
STANDARD 7:
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 purposes and
audiences.
GEORGIA PERFORMANCE
STANDARDS
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELA6R2, ELA7R2, ELA8R2)
- The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a focus throughout, and provides a satisfying closure. (ELA6W1, ELA7W1, ELA8W1)
- The student demonstrates
competence in a variety of genres.
(ELA6W2, ELA7W2, ELA8W2)
- The
student uses research and technology to support writing. (ELA6W3,
ELA7W3, ELA8W3)
- The
student consistently uses the writing process to develop, revise and
evaluate
writing. (ELA6W4, ELA7W4, ELA8W4)
- The
student listens to and
views various forms of text and media in order to gather and share
information,
persuade others, and express and understand ideas. The student will
select and
critically analyze messages using rubrics as assessment tools.
(ELA6LSV2,
ELA7LSV2, ELA8LSV2)
- The
student demonstrates understanding and control of the rules of the
English
language, realizing that usage involves the appropriate applications of
conventions and grammar in both written and spoken formats. (ELA6C1,
ELA7C1,
ELA8C1)
PERFORMANCE BASED
OBJECTIVES
- Students will decide on an
area of exploration. Students will
research that topic using a
variety of sources (both fact and fiction): newspapers,
multi-media, books, reference materials etc. Students
will reread and combine these
materials for presentation.
- Students will participate in
writing process workshops
daily. These works will be both peer and
teacher edited. The paper developed on
their areas of exploration will include a multiple sources and a works
cited done in one of the standard formats (MLA, APA or Chicago Style).
- While writing their areas of
exploration paper, students will
demonstrate an ability to paraphrase, summarize, discuss and synthesize
information. They will cite all
information that they learn from a source other than themselves.
- Students will learn how to
locate and use various resource and reference materials, both primary
and
secondary sources.
STANDARD 8:
Students
use a variety of
technological and informational resources (e.g., libraries, databases,
computer
networks, videos) to gather and synthesize information and to create
and
communicate knowledge.
- The
student participates in
student-to-teacher, student-to- student and group verbal interactions.
(ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to and views various forms of text and media in order
to gather
and share information, persuade others and express and understand
ideas. The
student will select and critically analyze messages using rubrics as
assessment
tools. (ELA6LSV2, ELA7LSV2, ELA8LSV2)
- The student uses research and technology to support writing. (ELA6W3, ELA7W3, ELA8W3)
PERFORMANCE BASED
OBJECTIVES
- Students will develop
keyboarding skills to facilitate their
writing.
- Students will be able to
find desired information from
multiple sources in references materials available in the media center
and on
technological sources (both CD-ROM and Internet).
- Students will create an
online portfolio and personal web
page.
- Students will routinely use
the media center and its
technology as a source of information on topics of interest to them.
STANDARD 9:
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.
- The student reads for
comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and
informational texts. (ELA6R1, ELA7R1, ELA8R1)
- The
student participates in discussions related to curricular learning in
all
subject areas. (ELA6RC2, ELA7RC2, ELA8RC2)
- The
student establishes a
context for information acquired by reading across the subject areas.
(ELA6RC4,
ELA7RC4, ELA8RC4)
- The
student participates in student-to-teacher, student-to- student, and
group
verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to
and views various forms of text and media in order to gather and share
information, persuade others, and express and understand ideas. The
student
will select and critically analyze messages using rubrics as assessment
tools.
(ELA6LSV2, ELA7LSV2, ELA8LSV2)
PERFORMANCE BASED
OBJECTIVES
- Students will read, watch
and listen to materials which
show diversity in language use across cultures, ethnic groups,
geographic
regions and social roles.
- In conjunction with social
studies, students will simulate
other cultures by experiencing their literature, food, dances, music
and art.
STANDARD 10:
GEORGIA PERFORMANCE
STANDARDS
None
PERFORMANCE BASED
OBJECTIVES
- Students will read or listen
to a folk-tale or other writing
in their first language and exchange content information with each
other. The non-English speaker will
communicate in
English. The English speaker will
communicate in the target language.
- Students will be able to
complete activities where the
answers are in one language and the clues or questions are in another.
- Students will be able to
write a short paragraph
paraphrasing a story or other writing in their target language.
STANDARD 11:
Students
participate as
knowledgeable, reflective, creative and critical members of a variety
of
literacy communities.
GEORGIA PERFORMANCE
STANDARDS
- The
student participates in discussions related to curricular learning in
all
subject areas. (ELA6RC2, ELA7RC2, ELA8RC2)
- The
student establishes a context for information acquired by reading
across the
subject areas. (ELA6RC4, ELA7RC4, ELA8RC4)
- The
student participates in student-to-teacher, student-to- student, and
group
verbal interactions. (ELA6LSV1, ELA7LSV1, ELA8LSV1)
- The
student listens to and views various forms of text and media in order
to gather
and share information, persuade others and express and understand
ideas. The
student will select and critically analyze messages using rubrics as
assessment
tools. (ELA6LSV2, ELA7LSV2, ELA8LSV2)
PERFORMANCE BASED
OBJECTIVES
- Students will plan, organize
and orally present an area of exploration.
- Students will share
information, stories and experiences.
- Students will prepare for
and participate in various academic
competitions, such as Creative Problem Solving, Essay competition, and
Literary
events.
- Students will demonstrate an
ability to formulate and defend
informed opinions and new ideas orally and in writing.
- Students will participate in
simulated debate situations to
demonstrate an understanding of the basic rules of formal debate and
the techniques
of group discussion.
- Students will be available
to participate in programs for
various community organizations.
- Students will choose a
passage from a work of fiction,
non-fiction, poetry or drama to perform for an audience.
This may include performance in a larger
dramatic production, or development of a puppet show, readers' theater,
etc.
STANDARD 12:
Students
use spoken, written,
and visual language to accomplish their own purposes (e.g., for
learning,
enjoyment, persuasion and the exchange of information).
GEORGIA PERFORMANCE
STANDARDS
- The
student reads a minimum of
25 grade level appropriate books or book equivalents (approximately
1,000,000
words) per year from a variety of subject disciplines. The student
reads both
informational and fictional texts in a variety of genres and modes of
discourse, including technical texts related to various subject areas.
(ELA6RC1, ELA7RC1, ELA8RC1)
- The student participates in
discussions related to curricular
learning in all subject areas. ELA6RC2, ELA7RC2, ELA8RC2)
- The student acquires new
vocabulary in each content area and
uses it correctly. (ELA6RC3, ELA7RC3, ELA8RC3)
- The
student establishes a
context for information acquired by reading across the subject areas.
(ELA6RC4,
ELA7RC4, ELA8RC4)
PERFORMANCE BASED
OBJECTIVES
- Students will select books
they are interested in to read and
share with peers, faculty and family.
- Students will write in
response journals to express their
ideas, feelings and knowledge.
- Students will choose topics
of personal interest as areas of
exploration for nine-week area of focus topics.
LANGUAGE ARTS
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.
- The student demonstrates comprehension by identifying evidence in
a variety of texts representative of different genres and using this as
the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2,
ELAWLRC1,ELAWLRC2,ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4,ELABLRC1,
ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3,ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3,ELABLRL5, ELABLRC1, ELABLRC4, ELA12W2, ELA12W4)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3,ELABLRL5, ELABLRC1, ELABLRC4, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRC1, ELABLRC4, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL1,ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- Every nine weeks students will choose two books from the core list and three additional books or book equivalents. Students will write daily responses to that book (essay map, poem map, story map, double entry journals, etc.). Students will participate using the book for examples in group discussion (This may be book specific, several people reading the same book or a generic literary discussion -- such as characterization, theme etc.). Students will write reader response essays, literary criticisms, research based essays and creative writing responses to their readings. Students will every nine weeks choose a book or work of literature on which to base a project (newscast, poster, multi-media presentation etc.) for presentation.
- Students will decide on an area of exploration based on their readings. Students will research that topic using a variety of sources (both fact and fiction): newspapers, multi-media, books, reference materials etc. Students will select and organize this data based on an original, arguable thesis.
- Students will demonstrate a knowledge of the characteristics of different genre (poetry and its elements, for example), story development, author’s purposes, point of view, character’s actions, motives, emotions, traits, and feelings and sequence of events by naming and discussing them in generic literary discussions. Students will respond and interpret in their double entry journals and/or their essays literal, inferential and evaluative questions on these topics.
- Students will develop an individual reading study technique, which may include underlining, annotating, responding, rereading, summaries etc.
- Students will keep a personal vocabulary list of words that they encounter in their reading. Students will write the sentence as a direct quotation using MLA style parenthetical citations leading to a work cited page. Students will then provide a contextual definition of the word.
- Students will read, listen to or watch literature in both fiction
and non-fiction in various genres as a whole class and participate in
whole class discussion, written responses in various genres.
STANDARD 2:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3,ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2,ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1, ELAWLRL1, ELAWLRL2, ELAWLRL3,ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4,ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRC1, ELABLRC4,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- Every nine weeks students will choose two books from the core list and three additional books or book equivalents. Students will write daily responses to that book (essay map, poem map, story map, double entry journals, etc.). Students will participate using the book for examples in group discussion (This may be book specific, several people reading the same book or a generic literary discussion -- such as characterization, theme etc.). Students will write reader response essays, literary criticisms, research based essays and creative writing responses to their readings. Students will every nine weeks choose a book or work of literature on which to base a project (newscast, poster, multi-media presentation etc.) for presentation.
- Students will decide on an area of exploration based on their readings. Students will research that topic using a variety of sources (both fact and fiction): newspapers, multi-media, books, reference materials etc. Students will select and organize this data based on an original, arguable thesis.
- Students will compare and contrast translations of writings as they are processed through different genres (videos, books, poetry, short stories, drama, etc.), through different cultural beliefs and time periods and through different languages.
- Students will read fiction and nonfiction relating to their lives, their country and the world from different literary periods.
- Students will listen to and read fiction and nonfiction from a
variety of cultures and lifestyles. They will demonstrate a
knowledge of these cultures and an ability to relate to the cultures
and lifestyles rather than reacting ethnocentrically.
- Students will demonstrate a knowledge of the characteristics of different genre (poetry and its elements, for example), story development, author’s purposes, point of view, character’s actions, motives, emotions, traits, and feelings and sequence of events by naming and discussing them in generic literary discussions. Students will respond and interpret in their double entry journals and/or their essays literal, inferential and evaluative questions on these topics.
- Students will develop an individual reading study technique, which may include underlining, annotating, responding, rereading, summaries etc.
- Students will keep a personal vocabulary list of words that they encounter in their reading. Students will write the sentence as a direct quotation with MLA style parenthetical citation leading to a work cited. Students will then provide a contextual definition of the word.
- Students will read, listen to or watch literature in both fiction and non-fiction in various genres as a whole class and participate in whole class discussion, written responses in various genres.
STANDARD 3:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1,ELAWLRC3,ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRC1, ELABLRC4, ELA12W4, ELA12C1, ELA12C2)
- Students will demonstrate a knowledge of the characteristics of different genre (poetry and its elements, for example), story development, author’s purposes, point of view, character’s actions, motives, emotions, traits, and feelings and sequence of events by naming and discussing them in generic literary discussions. Students will respond and interpret in their double entry journals and/or their essays literal, inferential and evaluative questions on these topics.
- Students will, through research of their area of exploration, be able to distinguish patterns of organization (cause/effect, comparison/contrast, definition, example/illustration, etc.) and recognize explicit and implicit main ideas, details, sequence of events and be able to recognize bias.
- Students will keep a personal vocabulary list of words that they encounter in their reading. Students will write the sentence as a direct quotation with MLA style parenthetical citation leading to a work cited. Students will then provide a contextual definition of the word.
- While listening to and reading literature students will apply knowledge of root words, prefixes, suffixes, connotation, denotation, semantics and syntax to discover the contextual meanings of words they encounter for the first time or when used as a secondary or tertiary meaning.
- Through the writing process of revision of their reader response
writings, students will recognize and use semantics and syntax
strategies to write organized sentences and paragraphs.
- Students will develop an individual reading study technique, which may include underlining, annotating, responding, rereading, summaries etc.
- Students will learn the differences among different types of reading (skimming, scanning, analytical, study, etc.) and practice these types of readings to improve speed, flexibility and comprehension.
- Students will recognize, read and write the four types of composition (narration, description, argumentation, exposition) and the three purposes for composition (to inform, to persuade and to entertain).
- Students will read, listen to or watch literature in both fiction and non-fiction in various genres as a whole class and participate in whole class discussion, written responses in various genres.
STANDARD 4:
GEORGIA PERFORMANCE STANDARDS
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1,ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL3, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- Students will participate in daily academic discussions and persuasively share information and opinions using examples from primary sources.
- Through their nine-week projects, students will effectively relate book experiences and actively engage their classmates through at least one of Gardner's Multiple Intelligences (spatial, linguistic, musical, logical, kinesthetic, interpersonal, intrapersonal).
- Students will write reader responses to various writings
discussed and/or read in class and revise and edit their writings for
intended audience and purpose.
- Students will publish their writings on their eportfolios and/or
on the ezine CCAT's Pause.
STANDARD 5
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
PERFORMANCE BASED OBJECTIVES
- Students will write daily in their double-entry journals.
- Students will employ a variety of prewriting strategies
(brainstorming, webbing, freewriting, classical invention, scientific
method, chaining, cubing, etc.) to generate ideas for writing and a
variety of methods of organizing thoughts (outline, clustering,
notecards, graphic organizers, etc.).
- Students will write various modes of essays, creative writing, lists, etc. after analyzing the most appropriate method for the intended audience and purpose.
- Students will revise and edit their work until they have a product that is ready for publication applying standard American English language conventions.
- Students will publish their writings on their e-portfolios, on the class's ezine CCAT's Pause as well as other venues.
STANDARD 6:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRC2,ELABLRL1,ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
PERFORMANCE BASED OBJECTIVES
- Students will write various modes of essays, creative writing, lists, etc. after analyzing the most appropriate method for the intended audience and purpose.
- Students will revise and edit their work and the work of their
peers pplying standard American
English language conventionsuntil they have a
product that is ready for publication.
- Students will publish their writings on their e-portfolios, on the class's ezine CCAT's Pause as well as other venues.
- Students will participate in daily academic discussions and persuasively share information and opinions using examples from primary sources.
- Students will apply root word, prefix, suffix, etc. knowledge in
their independent reading as they develop contextual definitions (3 per
week) for their double-entry journals.
STANDARD 7:
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 purposes and
audiences.
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC3, ELABLRL5, ELABLRC1,ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- Students will decide on an area of exploration based on their readings. Students will research that topic using a variety of sources (both fact and fiction): newspapers, multi-media, books, reference materials etc. Students will select and organize this data based on an original, arguable thesis.
- Students will generate an arguable thesis and support that thesis with evidence from both primary and secondary sources.
- Students will use MLA style parenthetical citations leading to a works cited page.
- Students will differentiate between their own ideas and the ideas and words of others by integrating partial quotations into their own sentences and using correct MLA formatting.
- Students will use references to primary sources in class discussions to support their analysis.
- Students will present information on their independent reading to
the class using references to the primary source as well as secondary
sources used to present a book project that uses Howard Gardner's
Multiple Intelligences theory and includes a hands-on activity for the
class.
STANDARD 8:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1,ELAWLRC2, ELABLRL1, ELABLRL2, ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1,ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
PERFORMANCE BASED OBJECTIVES
- Students will develop keyboarding skills.
- Students will locate information from multiple sources
(libraries, online databases, primary sources, media sources, etc.) and
evaluate those sources for biases.
- Students will publish their research on their e-portfolios and may include interactive texts, graphics, sound and visual media.
- Students will utilize various media sources to present their
independent reading book projects to the class and in the hands-on
involvment of the class.
STANDARD 9:
Students
develop an
understanding of and respect for diversity in language use, patterns,
and
dialects across cultures, ethnic groups, geographic regions and social
roles.
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1,ELABLRC4, ELA12W1, ELA12W2,ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3,ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student acquires new vocabulary in each content area and uses it correctly. (ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
PERFORMANCE BASED OBJECTIVES
- Students will read, watch and listen to sources which show diversity in language use, cultures, ethnicity and social roles.
- Students will use Gardner's multiple intelligences (spatial,
linguistic, musical, logical, kinesthetic, interpersonal, intrapersonal
) to experience the diversity.
- Students will approach diverse cultures to relate to and compare similarities without ethnocentric biases.
- Students will be introduced to the influence of other cultures or ethnic groups on our own language and beliefs.
- Students will learn vocabulary from other cultures through root
word, suffix, prefix analysis in their double entry journals.
STANDARD 10:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4,ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2, ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4,ELABLRC1,ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2,ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
PERFORMANCE BASED OBJECTIVES
- Students will read independently books in their own language as well as in English at their levels of competency.
- Students will utilize peer and teacher revision and editing to target individual needs of English competency.
- Students will practice listening to and speaking of English during class discussions.
- Students will use Howard Gardner's Multiple Intelligence theory
to bridge the gap in language competency when presenting projects and
will be allowed to substitute various methods of presentations for
evaluation as English competency progresses.
Students
participate as
knowledgeable, reflective, creative and critical members of a variety
of
literacy communities.
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4,ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1, ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4,ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL1, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3,ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3,ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4, ELAWLRL2,ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- Students will demonstrate their ability to formulate and defend informed opinions and new ideas orally and in writing.
- Students will critique their own writing as well as the writing of their peers and of professional writers orally and in writing through the revision process.
- Students publish their work on their eportfolios and/or on the class ezine CCAT's Pause.
- Students attend literary discussions and presentations at Georgia
Southern University and various other community venues as they are
available.
STANDARD 12:
- The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres and using this as the basis for interpretation. (ELAALRL1, ELAWLRL1, ELAWLRL2, ELAWLRC1,ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student identifies, analyzes and applies knowledge of theme in a work of literature and provides evidence from the work to support understanding. (ELAALRL2,ELAWLRL1,ELAWLRL2, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC4, ELA12W1, ELA12W2, ELA12W4, ELA12C1, ELA12C2)
- The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. (ELAALRL3, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems or technical documents. (ELAALRL4, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC2,ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL4, ELABLRC1, ELABLRC4, ELA12W1, ELA12W2, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
- The student understands and acquires new vocabulary and uses it correctly in reading and writing. (ELAALRL5, ELAALRC3, ELAWLRL5, ELAWLRC1, ELAWLRC3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W1, ELA12W4, ELA12C1, ELA12C2)
- The student reads a minimum of 25 grade level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. (ELAALRC1,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL2,ELABLRL3, ELABLRL5, ELABLRC1, ELABLRC4, ELA12W3, ELA12LSV1, ELA12LSV2)
- The student participates in discussions related to curricular learning in all subject areas. (ELAALRC2, ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRC1, ELAWLRC2, ELABLRL1, ELABLRL3, ELABLRC1, ELABLRC4, ELA12C1, ELA12C2, ELA12LSV1, ELA12LSV2)
- The student establishes a context for information acquired by reading across subject areas. (ELAALRC4,ELAWLRL1, ELAWLRL2, ELAWLRL3, ELAWLRL5, ELAWLRC1, ELAWLRC2, ELAWLRC3, ELABLRL1, ELABLRL3, ELABLRC1, ELABLRC4, ELA12W3, ELA12W4, ELA12C1, ELA12C2)
PERFORMANCE BASED OBJECTIVES
- Students will choose their own books from the core book list and also from their own interests.
- Students will be able to choose topics of personal interests as areas of exploration for their projects.
- Students will participate in open class discussions and respect the opinions of others in that class.
- Students will choose a Multiple Intelligence strength, or one that they think needs strenthening, to present their book projects.
- Students will develop an individual reading study technique, which may include underlining, annotating, responding, rereading, summaries etc.
- Students will publish their work on their eportfolios and on the class's ezine CCAT's Pause.
- Students will be given choices of written expression in their
reader responses.
GRADES NINE THROUGH
TWELVE
JOINT ENROLLMENT
GRADES NINE THROUGH
TWELVE
ADVANCED PLACEMENT
GRADES SIX THROUGH EIGHT
MATHEMATICS
STANDARD 1: Number and Operation Standard
- 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
- Students will understand the meaning of the four arithmetic operations as they relate to positive rational numbers and will apply these concepts and associated skills to real world situations.
M6N1: Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems.
a. Apply factors and multiples
b. Decompose numbers into their prime factorization (Fundamental Theorem of Arithmetic).
c. Determine the greatest common factor (GCF) and the least common multiple (LCM) for a set of numbers.
d. Add and subtract fractions and mixed numbers with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents interchangeably.
g. Solve problems involving fractions, decimals, and percents.
2. Students will further develop their understanding of the concept of rational numbers and apply them to real world situations
M7N1: Students will understand the meaning of positive and negative rational numbers and use them in computation.
- Find the absolute value of a number and understand it as the distance from zero on a number line.
- Compare and order rational numbers, including repeating decimals.
- Add, subtract, multiply, and divide positive and negative rational numbers.
- Solve problems using rational numbers.
PERFORMANCE BASED OBJECTIVES
- Students will use the material in Connected
Mathematics 2 in “unit” Prime Time Factors and Multiples.
Goals of the Unit:
*Understand relationships among factors, multiples, divisors, and products
* Recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers
* Use rectangles to represent the factor pairs of numbers
* Develop strategies for finding factors, and multiples, least common multiples, and greatest common factors.
*Recognize and use the fact that every whole number can be written in exactly one way as a product of prime numbers
*Use factors and multiples to solve problems and to explain some numerical facts of everyday life
*Develop a variety of strategies for solving problems- building models, making lists and tables, drawing diagrams, and solving simple problems
The overall goal of Prime Time is to help students develop sound mathematical habits. Students learn important questions to ask themselves about any situation that can be represented and modeled mathematically, such as:
Will breaking a number into factors help me solve the problem?
What relationships are revealed by doing that?
What do the factors and multiples of the m=numbers tell me about the situation?
How can I find the factors of the numbers?
How can I find the multiples?
What common factors and common multiples do the numbers have?
Four “Investigations” (terminology used in Connected Math which is synonymous with “chapters”) are included in Prime Time. A brief summary of the investigations follow:
(1) Investigation 1: Factors and Products.
The Factor Game is used to engage students in a friendly contest in which winning strategies involve distinguishing between numbers with many factors and numbers with few factors. In the Product Game, students find products of factors. Students develop strategies to win the game by focusing on basic multiplication facts.
(2) Investigation 2: Whole-Number Patterns and Relationships
Students use graph paper and make rectangles to represent models. Students use factors and multiples with Venn diagrams to begin to notice important things about numbers and factors and multiples.
(3) Investigation 3: Common Multiples and Common Factors
Students use real-life situations to motivate and interest them in common factors and common multiples. The concepts of least common multiples and greatest common factors are introduced.
(4) Investigation 4: Factorizations: Searching for Factor Strings
Students discover the Fundamental Theorem of Arithmetic and learn to take a whole number and factor it into a product of prime numbers.
- Students will use the material in Connected Mathematics 2 in “unit” Bits and Pieces I Understanding Fractions, Decimals, and Percents.
Goals of the Unit
* Build an understanding of fractions, decimals, and percents and the relationships between and among these concepts and their representations
* Develop ways to model situations involving fractions, decimals, and percents
* Understand and use equivalent fractions to reason about situations
* Move flexibly between fraction, decimal, and percent representation
* Use benchmarks such as 0, ½,1, and 1 ½ to help estimate the size of a number or sum
* Develop and use benchmarks that relate different forms of representations of rational numbers (for example, 50% is the same as 0.5 and ½)
* Use physical models and drawings to help reason about a situation
* Look for patterns and describe how to continue the pattern
* Use context to help reason about a situation
* Use estimation to understand a situation
The overall goal of Bits and Pieces is to help students make sense of fractions, decimals, and percents in contexts that stimulate different models and interpretations of fractions. To gain a mature knowledge of rational numbers, students must be able to handle these various interpretations of rational numbers. Students will develop productive ways of thinking about rational numbers. Students will work with linear models such as fraction strips, percent bars and number lines.
Four “Investigations” are used and a brief summary of the investigations follow:
(1) Investigation 1: Fundraising Fractions
Students explore three components of understanding fractions: the visual model (fraction strips), word names for fractions, and symbols for fractions. Students attend to patterns and relationships between fraction representations and quantities while they are folding fraction strips. Through the fraction strips, the part-whole interpretation of fractions is developed. The measuring of progress in a school fundraiser focuses students on interpreting fund-raising thermometers as a representation of a fraction amount of a whole and as a fraction part of a monetary goal.
(2) Investigation 2: Sharing and Comparing With Fractions
Students develop an understanding of equivalence, ordering and comparing fractions, and naming fractions greater than one. The focus is on the act of partitioning into equal-size pieces, and then repartitioning and renaming smaller and smaller parts. Candy licorice lace is used as a proxy for a number line. Four students going on a hike partially cut the licorice lace so it is easy to break, but have to re-mark the lace as more and more stuents join them for the hike. The new marks have to incorporate the old marks in order to name the fraction of the licorice lace each student will receive. By using equivalence, students develop strategies for finding a fraction between two given fractions.
(3) Investigation 3: Moving Between Fractions and Decimals
Students develop an understanding of decimal-fraction relationships for halves, thirds, fourths, fifths, sixths, eights, and tenths. Once these decimal-fraction relationships are established students are asked to use them to develop strategies for finding decimals for other fractions.
(4) Investigation 4: Working With Percents
Students use the percent bar model as a strategy for understanding what percent a fraction in a context represents. Students consider percents as a way of making comparisons among middle school basketball players’ free-throw shooting data. Students learn how to write a percent for situations that are not based on 100 and develop stregies for changing forms of representation among fractions, decimals, and percents.
Key Terms Introduced and Interpretations of Fractions
* Numerator and denominator
* Mixed number
* Improper fraction
* Fractions as parts of a whole
* Fractions as measures or quantities
* Fractions as indicated division
* Fractions as decimals
* Fractions as percents
Models of Fractions, Decimals and Percents
- Fraction-strip models
- Number-line models
- Partition models
- Grid-are models
- Percent bar models
STANDARD 2: Algebra Standard
- Understand patterns, relations, and functions
- Represent and analyze mathematical situations and structures using algebraic symbols
- Use mathematical models to represent and understand quantitative relationships
1. Students will investigate relationships between two quantities. They will write and solve proportions and simple one-step equations that result from problem situations.
M6A1: Students will understand the concept of ratio and use it to represent quantitative relationships.
M6A2: Students will consider relationships between varying quantities.
M6A3: Students will evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations.
2, Students will demonstrate an understanding of linear relations and fundamental algebraic concepts.
M7A1: Students will represent and evaluate quantities using algebraic expressions.
M7A2: Students will understand and apply linear equations in one variable.
M7A3: Students will understand relationships between two variables.
PERFORMANCE BASED STANDARDS
1. Students will use the material in Connected Mathematics 2 in “unit” Variables and Patterns.
This unit is a function-oriented approach to Algebra. Students will work from numerical data, usually displayed in tabular form, studying quantitative relationships. Graphs, tables, verbal descriptions, and equations are used to support various forms of representations. The goal of this unit is for students to understand, think, and reason with all major useful forms of representation.
2. Students will study the “Pre-algebra” topics in the Learning Logic Math Lab.
STANDARD 3: Geometry Standard
- Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relations
- 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
1. Students will further develop their understanding of plane and solid geometric figures, incorporating the use of appropriate technology and using this knowledge to solve authentic problems.
M6G1: Students will further develop their understanding of plane figures.
M6G2: Students will further develop their understanding of solid figures.
- Students will further develop and apply their understanding of plane and solid geometric figures through the use of construction and transformations. Students will explore the properties of similarity and further develop their understanding of 3-dimensional figures.
M7G1: Students will construct plane figures that meet given conditions.
M7G2: Students will demonstrate understanding of transformations.
M7G3: Students will use the properties of similarity and apply these concepts to geometric figures.
M7G4: Students will further develop their understanding of three-dimensional figures.
PERFORMANCE BASED STANDARDS
- Students will use the material in Connected Mathematics 2 in “unit” Shapes and Design. This unit helps students discover and analyze polygonal shapes that make them useful and attractive.
Goals of the Unit
- Students become aware of the multitude of shapes that surround them.
- Students develop the ability to recognize, display, analyze, measure, and reason about shapes and visual patterns.
- Students focus on and recognize properties of shapes that have important and practical and aesthetic implications.
- Key properties of figures and the importance of these practices regarding applications are emphasized for students.
- The differences between quadrilaterals (squares, rectangles, parallelograms) and triangles (isosceles, equilateral, scalene) are developed for students.
STANDARD 4: Measurement Standard
- Understand measurable attributes of objects and units, systems, and processes of measurement
- Apply appropriate techniques, tools, and formulas to determine measurements
- Students will understand how to determine the volume and surface area of solid figures. They will understand and use the customary and metric systems of measurement to measure quantities efficiently and represent volume and surface area appropriately.
M6M1: Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.
M6M2: Students will use appropriate units of measure for finding length, perimeter, area, and volume and will express each quantity using the appropriate unit.
M6M3: Students will determine the volume of fundamental solid figures (right rectangular, prisms, cylinders, pyramids, and cones).
M6M4: Students will determine the surface area of solid figures (right rectangular, prisms, and cylinders).
PERFORMANCE BASED STANDARDS
1. Students will use the material in Connected Mathematics 2 in “unit” Covering and Surrounding Two-Dimensional Measurement.
Goals of the Unit
- Use area and relate area to covering a figure
- Use perimeter and relate perimeter to surrounding a figure
- Analyze what it means to measue area and perimeter
- Develop strategies for finding areas and perimeters of rectangular shapes and non-rectangular shapes
- Discover relationships between perimeter and area including that each can vary while the other stays fixed
- Analyze haw the area of a triangle and the area of a parallelogram are related to the area of a rectangle
The overall goal of Covering and Surrounding is to help students begin to understand what it means to measure. Students study two kinds of measurements: perimeter and area. The problems in this unit are structured so that students can build deep understanding of what it means to measure area and what it means to measure perimeter. In the process, they develop strategies for measuring perimeter and area of both rectangular and nonrectangular shapes.
Five “Investigations” are used for students in formulating rules for finding area and perimeter.
(1) Investigation 1: Designing Bumper Cars
This investigation introduces students to area and perimeter by asking them to create floor plans for bumper-car rides that are made from 1-meter-square floor tiles and 1-meter-long rail sections.
(2) Investigation 2: Changing Area, Changing Perimeter
In this investigation, students explore fixed area and fixed perimeter problems. These problems are sometimes referred to as maximum and minimum problems. Holding one variable constant to study how another variable changes is a powerful math tool used to analyze a wide variety of problems. It also helps strengthen students’ understanding of area and perimeter and how they are related.
(3) Investigation 3: Measuring Triangles
In this investigation, students deepen their understanding of area and perimeter by finding the areas and perimeters of triangles. Students also learn to identify the base and height on a triangle.
(4) Investigation 4: Measuring Parallelograms
In this investigation, students deepen their understanding of area and perimeter by finding the areas and perimeters of parallelograms.
(5) Investigation 5: Measuring Irregular Shapes and Circles
The counting techniques used to estimate areas and perimeters of non-regular shares are powerful yet concrete. They let students see the power of formulas to solve some cases and the need to understand the concepts underlying area and perimeter to solve others.
STANDARD 5: Data Analysis and Probability Standard
- 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
- Students will demonstrate understanding of data analysis by posing questions to be answered by collecting data. They will represent, investigate, and use data to answer those questions. Students will understand experimental and theoretical probability.
M6D1: Students will pose questions, collect data, represent and analyze the data and interpret results.
M6D2: Students will use experimental and simple theoretical probability and will understand the nature of sampling. They will also make predictions from investigations.
- Students will demonstrate understanding of data analysis by posing questions, collecting data, analyzing the data using measures of central tendency and variation, and using the data to answer the questions posed. Students will understand the role of probability in sampling.
M7D1: Students will pose questions, collect data, represent and analyze the data, and interpret the results.
PERFORMANCE BASED STANDARDS
1. Students will use the material in Connected Mathematics 2 in “unit” Data About Us Statistics.
Goals of the Unit:
- Understand and use the process of data investigation: posing questions, collecting, and analyzing data distributions, and making interpretations to answer questions
- Represent distributions of data using line, plots, bar graphs, stem-and-leaf plots, and coordinate graphs
- Compute the mean, median, mode, and range of the data
- Distinguish between categorical data and numerical data and identify which graphs and statistics may be used to represent each kind of data
- Make informed decisions about which graph(s) and which of the measures of center (mean, median, or mode) and range may be used to describe a distribution of data
- Develop strategies for comparing distributions of data
Goals of the Unit
Students explore statistics as a process of data investigation. This process often involves moving back and forth among the four interconnected components:
(1) Posing the question formulating the key question(s) to explore and deciding what data to collect to address the question(s)
(2) Colleting the data: deciding how to collect the data as well as actually collecting it
(3) Analyzing the data: organizing, representing, summarizing, and describing the data and looking for patterns in the data
(4) Interpreting the results: predicting, comparing, and identifying relationships and using the results from the analyses to make decisions about the original question(s)
Three “Investigations” are used in this unit:
(1) Investigation 1: Looking at Data
The first investigation develops some introductory statistical techniques that will be used throughout the unit. It focuses on describing, interpreting, and comparing distributions. Students are also introduced to types of data with a focus on categorical and numerical data. They consider two tables and graphs of data that relate to two questions, one that involves numerical data and one that involves categorical data. Finally, the students experiment with using and making horizontal and vertical graphs.
(2) Investigation 2: Using Graphs to Explore Data
This investigation first focuses on developing strategies for grouping and displaying data in intervals using stem-and-leaf plots. They use these plots to examine two given data sets. Students then use coordinate graphs to display pairs of data. They make a coordinate graph and sketch the y – x line so they can discuss people who are above, on, or below the line and what this means in terms of the relationship between arm span and height.
(3) Investigation 3: What Do We Mean by Mean?
This investigation focuses on developing the concept of mean. The “average” number of people in the families of students in a class provides the setting.
Note: the following “GPS” does not have a “national standard”.
- Process Standard: Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards.
M6P1: Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M6P2: Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M6P3: Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M6P4: Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M6P5: Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
- Process Standard: The following process standards are essential in mastering each of the mathematical content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.
M7P1: Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M7P2: Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M7P3: Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M7P4: Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M7P5: Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.`
PERFORMANCE BASED STANDARDS
1. CCAT students study Connected Mathematics – a curriculum built around math problems that help them develop understanding of important concepts and skills in numbers, geometry, measurement, algebra, probability, and statistics.
The Connected Mathematics Project (CMP) was funded by the National Science Foundation (NSF). Each unit helps students develop mathematical knowledge, understanding, and skill, as well as an awareness and appreciation of the rich connections among mathematical strands and between math and other disciplines.
Key features of Connected Math are:
- It is organized around important mathematical ideas and processes
- It is problem-centered.
- It builds and connects mathematical ideas from problem to problem, investigation to investigation and unit to unit.
- It provides practice with concepts and related skills.
- It helps students grow in their ability to reason effectively with information represented in graphic, numeric, symbolic, and verbal forms.
- It supports instruction and learning based on inquiry.
2. CCAT students complete 9-week projects and incorporate their projects into their math portfolios at the end of each session.
GRADES NINE THROUGH TWELVE
Standard 1:
Students understand patterns, relations and functions.
- Students will explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques. (MM1A1)
- Students will investigate step and piecewise functions, including greatest integer and absolute value functions. (MM2A1)
- Students will explore exponential functions. (MM2A2)
- Students will
analyze
quadratic
functions in the forms f(x) = ax2 + bx
+ c and f(x)
= a(x – h)2 + k. (MM2A3)
- Students will explore inverses of functions. (MM2A5)
- Students will analyze graphs of polynomial functions of higher degree. (MM3A1).
- Students will
explore
logarithmic
functions as inverses of exponential functions. (MM3A2)
- Students will explore
rational
functions. (MM4A1)
- Students will use the circle to define the trigonometric functions. (MM4A2)
- Students will investigate and use the graphs of the six trigonometric functions. (MM4A3)
- Students will investigate
functions. (MM4A4)
Performance Based Objectives
- Students will generalize patterns using explicitly defined and recursively defined functions.
- Students will nderstand relations and functions and select, convert flexibly among, and use various representations for them.
- Students will analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior.
- Students will understand and perform transformations such as arithmetically combining, composing, and inverting.
- Students will Understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions.
- Students will understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions.
- Students will
interpret
representations of functions of two variables.
Students will
represent and
analyze mathematical situations and structures using algebraic
symbols.
- Students will simplify and operate with radical expressions, polynomials, and rational expressions. (MM1A2)
- Students will solve simple equations. (MM1A3)
- Students will solve
trigonometric
equations both graphically and algebraically. (MM4A6)
- Students will
- Students will write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases.
- Students will use symbolic algebra to represent and explain mathematical relationships.
- Students will use a variety of symbolic representations, including recursive and parametric equations, for functions and relations.
- Students will judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.
- Students will
use graphing calculators to solve equations and
compare the effects of changing the power of these equations.
Students will u
- Students will
represent mathematics in multiple ways. (MM4P5)
Performance Based Objectives
- Students will use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts.
- Students will draw
reasonable
conclusions about a situation being modeled.
Standard 4:
Students will analyze change in various contexts.
- Students will
explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques. (MM1A1)
Standard 5:
Students will make mathematical conceptual
connections in cross-curricular and life situations.
-
Twice during the course the
students will investigate and report on how a chosen profession uses
mathematics.
- Students will reflect and record weekly on how they used or saw others using mathematics.
- Students will report on mathematical/logical concepts used while
reading or mathematical concepts used or presented in the reading.
<>Standard 1:
Students will
- <> Students will investigate properties of geometric figures in the coordinate plane. (MC1G1)
- Students
will understand and use the language of mathematical argument and
justification. (MC2G1)
- Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. (MC2G1)
- Students will identify and use special right triangles. (MC3G1)
- Students will define and apply sine, cosine, and tangent ratios to right triangles. (MC3G2)
- Students will understand the properties of circles. (MC4G1)
- Students will find and compare the measures of spheres. (MC4G2)
- Students will analyze properties and determine attributes of two- and three-dimensional objects.
- Student will explore
relationships (including congruence and similarity) among classes of
two- and
three-dimensional geometric objects, make and test conjectures about
them, and
solve problems involving them.
- Students will establish the validity of geometric conjectures using deduction, proving theorems, and critiquing arguments made by others.
- Students will use trigonometric relationships to determine lengths and angle measures.
- Students will design a two dimensional scaled drawing of a "dream room" including furniture and other items.
- Students will design a three dimensional drawing of their "dream room" from a view that best shows the majority of the room.
Standard 2:
GEORGIA
PEFORMANCE STANDARDS
- <>
- Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. (MC2G1)
- Students
will define and apply sine, cosine, and tangent ratios to right
triangles. (MC3G2)
PERFORMANCE BASED OBJECTIVES
- Students will u<>se Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations.
- Students will investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates.
Standard 3:
- <>Students will explore and interpret the
characteristics of functions,
using graphs, tables, and simple algebraic techniques.
(MC1A1)
PERFORMANCE
BASED OBJECTIVES
- Students will construct drawings that represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices.
- Students will use
various representations to help understand the effects of simple
transformations and their compositions.
Students will use visualization, spatial reasoning, and geometric modeling to solve problems.
- <> Students will understand and use the language of mathematical argument and justification. (MC2G1)
- Students
will reason and evaluate mathematical arguments. (MC2P2)
PERFORMANCE
BASED OBJECTIVES
- Students will draw and construct representations of two- and three-dimensional geometric objects using a variety of tools.
- Students will draw three-dimensional objects and spaces from different perspectives and analyze their cross sections.
- Students will use vertex-edge graphs to model and solve problems.
- Students will use
geometric ideas to solve problems in, and gain insights into, other
disciplines
and other areas of interest such as art and architecture.
Students will make mathematical conceptual connections in cross-curricular and life situations.
GEORGIA PERFORMANCE
STANDARD
- Students will report on mathematical/logical concepts used while reading or mathematical concepts used or presented in the reading.
- Twice during the course the students will investigate and report
on how a chosen profession uses mathematics.
- Students will reflect and record weekly on how they used or saw others using mathematics.
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
- Students will relate samples to a population. (MM1D3)
- Students will use sample data to make informal inferences about population
means and
standard deviations. (MM2D1)
-
Students
will understand the differences between experimental and observational
studies
by posing questions and collecting, analyzing, and interpreting data. (MM3D3)
Performance Based Objectives
- Students will
- Students
will know
the characteristics of well-designed studies, including the role of
randomization in surveys and experiments.
- Students will understand
the meaning of measurement data and categorical data, of univariate and
bivariate data, and of the term variable.
- Students will understand histograms, parallel box plots, and scatterplots and use them to display data.
- Students will compute
basic statistics and understand the distinction between a statistic and
a
parameter.
- Students
will collect data and determine the mean,
variance, and standard deviation of the data, and present the data in
charts/graphs.
Students will select and use appropriate statistical methods to analyze data.
- <> Students
will understand the differences between experimental and observational
studies
by posing questions and collecting, analyzing, and interpreting data. (MM3D3)
-
Students
will determine an algebraic model to quantify the association between
two
quantitative variables. (MM2D2)
Performance Based Objectives
-
For
univariate measurement data, students will be able to display the
distribution, describe its
shape, and select and calculate summary statistics.
- For
bivariate measurement data, students will be able to display a
scatterplot, describe its
shape, and determine regression coefficients, regression equations, and
correlation coefficients using technology.
- Students
will display
and discuss bivariate data where at least one variable is categorical.
- Students
will recognize
how linear transformations of univariate data affect shape, center, and
spread.
- Students
will identify
trends in bivariate data and find functions that model the data or
transform
the data so that they can be modeled.
- Students will analyze data with
regression analysis and determine the correlation of the data.
Students will develop and evaluate inferences and predictions that are based on data.
- Using
simulation, students will develop the idea of the central limit theorem. (MM4D1)
-
Using
student-generated data from random samples of at least 30 members,
students
will determine the margin of error and confidence interval for a
specified
level of confidence. (MM4D2)
-
Students
will use confidence intervals and margins of error to make inferences
from data
about a population. Technology is used to evaluate confidence
intervals, but
students will be aware of the ideas involved.
(MM4D3)
- Students
will use
simulations to explore the variability of sample statistics from a
known
population and to construct sampling distributions.
- Students
will understand
how sample statistics reflect the values of population parameters and
use
sampling distributions as the basis for informal inference.
- Students
will evaluate
published reports that are based on data by examining the design of the
study,
the appropriateness of the data analysis, and the validity of
conclusions.
- Students
will understand
how basic statistical techniques are used to monitor process
characteristics in
the workplace.
- Students will form hypotheses and,using statistical analysis, determine whether the hypothesis can be rejected or not rejected.
Student will understand and apply basic concepts of probability.
-
Students
will determine the number of outcomes related to a given event. (MM1D1)
-
Students
will use the basic laws of probability. (MM1D2)
-
Students
will create probability histograms of discrete random variables, using
both
experimental and theoretical probabilities. (MM3D1)
-
Students
will solve problems involving probabilities by interpreting a normal
distribution as a probability histogram for a continuous random
variable (z scores
are used for a general normal distribution). (MM3D2)
-
Students
will understand the differences between experimental and observational
studies
by posing questions and collecting, analyzing, and interpreting data. (MM3D3)
Performance Based Objective
- Students will understand
the concepts of sample space and probability distribution and construct
sample
spaces and distributions in simple cases.
- Students will use
simulations to construct empirical probability distributions.
- Students
will compute
and interpret the expected value of random variables in simple cases.
- Students
will understand
the concepts of conditional probability and independent events.
- Students
will understand
how to compute the probability of a compound event.
Standard 5:
Students will make mathematical conceptual
connections in cross-curricular and life situations.
- Students will make connections among
mathematical ideas and to other disciplines. (MM1P4)
Performance Based Objective
- Students will conduct a study using bivariate and univariate data and analyze the data using linear regression and summary charts and graphs.
- Students will conduct a study using hypothesis testing techniques, analyzing the data to determine whether or not the population statistic is still valid.
- Students will address a specific area of society and come to conclusions based on statistical analysis.
Standard 6:
Students will make mathematical conceptual connections in
cross-curricular and life situations.
GEORGIA PERFORMANCE STANDARD
- Students will report on mathematical/logical concepts used while reading or mathematical concepts used or presented in the reading.
- Twice during the course the students will investigate and report
on how a chosen profession uses mathematics.
- Students will reflect and record weekly on how they used or saw others using mathematics.
Grades 6-8
STANDARD 1:
GEORGIA PERFORMANCE STANDARDS
S6CS1. Students will explore the
importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these
traits in
their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest,
clear, and accurate records in
science.
b. Understand that hypotheses are
valuable if they lead to
fruitful investigations, even if
the hypotheses turn out not to be
completely accurate
descriptions.
S6CS2.Students will use standard safety
practices for all
classroom laboratory and field
investigations.
a. Follow correct procedures for use of
scientific
apparatus.
b. Demonstrate appropriate techniques in
all laboratory
situations.
c. Follow correct protocol for
identifying and reporting
safety problems and violations.
S6CS3.Students will use computation and
estimation skills
necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using,
interpreting, and
comparing numbers in several
equivalent forms, such as integers and
decimals.
b. Use metric input units (such as
seconds, meters, or grams
per milliliter) of scientific
calculations to determine the proper unit
for expressing the
answer.
c. Address the relationship between
accuracy and precision
and the importance of each.
d. Draw conclusions based on analyzed
data.
S6CS4.Students will use tools and
instruments for observing,
measuring, and manipulating
equipment and materials in scientific
activities.
a. Use appropriate technology to store
and retrieve
scientific information in topical,
alphabetical, numerical, and keyword
files, and create
simple files.
b. Estimate the effect of making a change
in one part of a
system on the system as a
whole.
c. Read analog and digital meters on
instruments used to
make direct measurements of
length, volume, weight, elapsed time,
rates, and
temperature, and choose appropriate
units for reporting various quantities.
S6CS6.Students will communicate
scientific ideas and
activities clearly.
a. Write clear, step-by-step instructions
for conducting
scientific investigations, operating
a piece of equipment, or following a
procedure.
b. Understand and describe how writing
for scientific
purposes is different than writing
for literary purposes.
c. Organize scientific information using
appropriate tables,
charts, and graphs, and
identify relationships they reveal.
S6CS9.Students will investigate the
features of the process
of scientific inquiry.
Students will apply the following to
inquiry learning
practices:
a. Scientific investigations are
conducted for different
reasons. They usually involve
collecting evidence, reasoning, devising
hypotheses, and
formulating explanations.
b. Scientists often collaborate to design
research. To
prevent bias, scientists conduct
independent studies of the same
questions.
c. Accurate record keeping, data sharing,
and replication of
results are essential for
maintaining an investigator’s
credibility with other scientists and society.
d. Scientists use technology and
mathematics to enhance the
process of scientific inquiry.
e. The ethics of science require that
special care must be
taken and used for human
subjects and animals in scientific
research. Scientists must
adhere to the appropriate
rules and guidelines when conducting
research.
PERFORMANCE BASED OBJECTIVES
1.
The students will participate in a
scientific investigation that relates to the focus theme.
They will keep records, make inferences and
predictions and use this evidence to report their observations in
sketches,
diagrams, multi-media materials etc.
Students will learn appropriate ways to log experiments and
maintain
data.
2.
Students will design, implement and
report on a scientific experiment of their own choosing and will write clear descriptions of
their designs and
experiments, present their findings whenever possible in tables and
graphs, and
enter their data and results in a computer data base.
3.
Students
will be required to demonstrate safety procedures
by showing what they would do to prepare for lab work.
Students know and understand the
structure, processes, and
interactions of Earth's systems and the dynamics of the solar system
and the
universe.
GEORGIA PERFORMANCE STANDARD
S6E1. Students will explore current scientific views of the universe and how those views
evolved.
a. Relate the Nature of Science to the
progression of basic
historical scientific theories
(geocentric and heliocentric) as they
describe our solar
system and the Big Bang as it
describes the formation of the universe.
b. Describe the position of the solar
system in the Milky
Way galaxy and the universe.
c. Compare and contrast the planets in
terms of
• Size relative to the earth
• Surface and atmospheric features
• Relative distance from the sun
• Ability to support life
d. Explain the motion of objects in the
day/night sky in
terms of relative position.
e. Explain that gravity is the force that
governs the motion
in the solar system.
f. Describe the characteristics of
comets, asteroids, and
meteors.
S6E2. Students will understand the
effects of the relative
positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by
showing the
alignment of the earth, moon, and
sun.
b. Explain the alignment of the earth,
moon, and sun during
solar and lunar eclipses.
c. Relate the tilt of the earth to the
distribution of
sunlight throughout the year and its
effect on climate.
S6E3. Students will recognize the
significant role of water
in earth processes.
a. Explain that a large portion of the
Earth’s
surface is water, consisting of oceans, rivers,
lakes, underground water, and ice.
b. Relate various atmospheric conditions
to stages of the
water cycle.
c. Describe the composition, location,
and subsurface
topography of the world’s oceans.
d. Explain the causes of waves, currents,
and tides.
S6E4. Students will understand how the
distribution of land
and oceans affects climate and
weather.
a. Demonstrate that land and water absorb
and lose heat at different
rates and explain the
resulting effects on weather patterns.
b. Relate unequal heating of land and
water surfaces to form
large global wind systems
and weather events such as tornados and
thunderstorms.
c. Relate how moisture evaporating from
the oceans affects
the weather patterns and
weather events such as hurricanes.
S6E5. Students will investigate the
scientific view of how
the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle,
and core including temperature,
density, and composition.
b. Classify rocks by their process of
formation.
c. Describe processes that change rocks
and the surface of
the earth.
d. Recognize that lithospheric plates
constantly move and
cause major geological events
on the earth’s surface.
e. Explain the effects of physical
processes (plate
tectonics, erosion, deposition, volcanic
eruption, gravity) on geological features
including oceans
(composition, currents, and
tides).
f. Describe how fossils show evidence of
the changing surface
and climate of the Earth.
g. Describe soil as consisting of
weathered rocks and
decomposed organic material.
h. Explain the effects of human activity
on the erosion of
the earth’s surface.
i. Describe methods for conserving
natural resources such as
water, soil, and air.
S6E6. Students will describe various
sources of energy and
with their uses and conservation.
a. Explain the role of the sun as the
major source of energy
and its relationship to wind
and water energy.
b. Identify renewable and nonrenewable
resources.
PERFORMANCE BASED OBJECTIVES
1.
A geologist will be invited to come and
discuss and show the characteristics of different rocks and minerals. After viewing examples of different types of
rocks, students will develop a classification system by physical
properties
along with the geologist. (This should
include basic rock origins such as igneous, metamorphic and sedimentary
as well
as physical properties such as hardness, shape etc.).
They will then bring in rocks of their own to
classify and make a display for the other students to view. Students who would like further
investigation, can research what types of rock are native to our
Georgia
environment.
2.
Students will find models of the
Earth's composition in various sources and compare the information they
find.
3.
Students will study how the water cycle
works in general and in Southeast Georgia, in particular.
What's the average rainfall? How is
water stored naturally and
artificially in our area? Where does any
excess or waste water flow? Where does
the water that evaporates come down as precipitation?
4. Students will create muddy, murky, or polluted water with a variety of ingredients: sand, scraps of paper, vegetable oil, gravel, salt, food coloring. They will design a series of experiments with filters: sand, panty hose, cotton, coffee filters. Discover how easy or difficult it is to separate pollutants.
6.
The local weatherman will be invited to
come and speak to the students about weather.
He will show them weather maps and charts and discuss how he
makes
forecasts. He will also discuss the
effects humans have had on weather and climate.
He will also answer student questions about the relationship of
weather
to the atmosphere. Students will write a response to this discussion in
their
science log.
7.
Students will add more detail to their
picture of the universe by paying increasing attention to matters of
scale. They will back up their
understanding with activities using astronomical tools such as star
finders,
telescopes, computer simulations of planetary orbits or a planetarium. After making extensive observations, each
student will figure out and construct three- dimensional models of size
and
distance expressed in light years. (Example: Planets within the solar
system).
8.
After
several evenings of star gazing, students will visit the planetarium on
the
Georgia Southern University campus. They
will learn that the pattern in the skies stays the same although they
appear to
move across the sky. They will also
learn that different stars can be seen in different seasons and the
reason for
this. They will write their observations
in their science log.
9.
Students
will participate in the Jason Project activities relating to Earth
Science.
10.
Students will compare
artists’ and scientists’ representations of
the night
sky.
11.
Students will research
Geocentric,
Heliocentric, and Big Bang Theories and prepare a chart to compare them.
12.
Students will
participate in Morrow
and Zawaski’s
Kinesthetic Astronomy lessons to reinforce the tilt of the Earth and
the seasons.
13.
Students will learn
cloud types and
their meanings related to forecasting weather.
STANDARD 5:
S6CS8.Students will investigate the characteristics of scientific knowledge and how it is
achieved. Students will apply the
following to scientific
concepts:
a. When similar investigations give
different results, the
scientific challenge is to judge
whether the differences are trivial or
significant, which
often requires further study.
Even with similar results, scientists may
wait until an
investigation has been repeated
many times before accepting the results
as meaningful.
b. When new experimental results are
inconsistent with an
existing, well-established
theory, scientists may require further
experimentation to
decide whether the results are
flawed or the theory requires
modification.
c. As prevailing theories are challenged
by new information,
scientific knowledge may
change and grow.
S6CS10. Students will enhance reading in
all curriculum
areas by:
a. Reading in All Curriculum Areas
• Read a minimum of 25 grade-level
appropriate books per year
from a variety of
subject disciplines and participate in
discussions related
to curricular learning in
all areas
• Read both informational and fictional
texts in a variety of
genres and modes of
discourse
• Read technical texts related to various
subject areas
b. Discussing books
• Discuss messages and themes from books
in all subject
areas.
• Respond to a variety of texts in
multiple modes of
discourse.
• Relate messages and themes from one
subject area to
messages and themes in
another area.
• Evaluate the merit of texts in every
subject discipline.
• Examine author’s purpose
in writing.
• Recognize the features of disciplinary
texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of
contextual vocabulary in
various subjects.
• Use content vocabulary in writing and
speaking.
• Explore understanding of new words found
in subject area
texts.
d. Establishing context
• Explore life experiences related to
subject area content.
• Discuss in both writing and speaking how
certain words are
subject area related.
• Determine strategies for finding content
and contextual
meaning for unknown
words.
PERFORMANCE BASED OBJECTIVES
1.
This technology is an integral part of
the rest of the science curriculum and is contained in specific subject
areas. Students will be introduced to
the range of careers that involve technology and science, including
engineering, architecture, industrial design and health care. Through projects readings, field trips, and
interviews, students can begin to develop a sense of the great variety
of
occupations related to technology and to science and what preparation
they
require.
2.
Several field trips to see technology
and science at work will be undertaken (For example, the space camp in
Alabama
or Cape Kennedy in Florida)
Students understand that science is a
search for patterns in
nature and that these patterns suggest broad concepts that link the
scientific
disciplines.
GEORGIA PERFORMANCE STANDARDS
S6CS5.Students will use the ideas of
system, model, change,
and scale in exploring scientific and technological matters.
a. Observe and explain how parts are
related to other parts
in systems such as weather
systems, solar systems, and ocean systems
including how the
output from one part of a
system (in the form of material, energy,
or information) can
become the input to other
parts. (For example: El Nino’s effect
on weather)
b. Identify several different models
(such as physical
replicas, pictures, and analogies)
that could be used to represent the same
thing, and evaluate
their usefulness, taking
into account such things as the model’s purpose and
complexity.
PERFORMANCE BASED OBJECTIVES
1. These patterns are an integral part of the science curriculum and are contained in each specific subject area.
Students know that science is a framework
for understanding
the natural world based on experimentation and logical analysis
GEORGIA PERFORMANCE STANDARDS
S6CS7.Students will question scientific claims and arguments effectively.
a. Question claims based on vague
attributions (such as “Leading doctors say...”) or on
statements made by people outside the
area of their
particular expertise.
b. Recognize that there may be more than
one way to
interpret a given set of findings.
CCAT PERFORMANCE BASED OBJECTIVES
1. These science frameworks are an integral part of the science curriculum and are contained in each specific subject area.
© 2006 by Charter Conservatory for Liberal Arts & Technology
STANDARD 1:
Students understand the processes of
scientific
investigation and are able to design, conduct, communicate, and
evaluate such
investigations. Students use their
understanding of science in a decision-making process.
GEORGIA
PERFORMANCE STANDARDS
S7CS1.Students will explore of the
importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these
traits in
their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest,
clear, and accurate records in
science.
b. Understand that hypotheses can be
valuable, even if they
turn out not to be completely
accurate.
S7CS2.Students will use standard safety
practices for all
classroom laboratory and field
investigations.
a. Follow correct procedures for use of
scientific
apparatus.
b. Demonstrate appropriate techniques in
all laboratory
situations.
c. Follow correct protocol for
identifying and reporting
safety problems and violations.
S7CS3.Students will have the computation
and estimation
skills necessary for analyzing data and following scientific
explanations.
a. Analyze scientific data by using,
interpreting, and
comparing numbers in several
equivalent forms, such as integers,
fractions, decimals, and
percents.
b. Use the mean, median, and mode to
analyze a set of
scientific data.
c. Apply the metric system to a
scientific investigation
that includes metric to metric
conversion. (i.e. centimeters to meters)
d. Draw conclusions based on analyzed
data.
e. Decide what degree of precision is
adequate, and round
off appropriately.
f. Address the relationship between
accuracy and precision
and the importance of each.
S7CS4.Students will use tools and
instruments for observing,
measuring, and manipulating
equipment and materials in scientific
activities.
a. Use appropriate technology to store
and retrieve
scientific information in topical,
alphabetical, numerical, and keyword
files, and create
simple files.
b. Use appropriate tools for measuring
objects and/or
substances.
c. Learn and use on a regular basis
standard safety
practices for scientific investigations.
S7CS6.Students will communicate
scientific ideas and
activities clearly.
a. Write clear, step-by-step instructions
for conducting
particular scientific investigations,
operating a piece of equipment, or
following a procedure.
b. Write for scientific purposes
incorporating data from
circle, bar and line graphs, twoway
data tables, diagrams, and symbols.
c. Organize scientific information using
appropriate simple
tables, charts, and graphs, and
identify relationships they reveal.
S7CS9.Students will investigate the
features of the process
of scientific inquiry.
Students will apply the following to
inquiry learning
practices:
a. Investigations are conducted for
different reasons, which
include exploring new
phenomena, confirming previous results,
testing how well a
theory predicts, and
comparing competing theories.
b. Scientific investigations usually
involve collecting evidence,
reasoning, devising
hypotheses, and formulating explanations
to make sense of
collected evidence.
c. Scientific experiments investigate the
effect of one
variable on another. All other
variables are kept constant.
d. Scientists often collaborate to design
research. To
prevent this bias, scientists conduct
independent studies of the same
questions.
e. Accurate record keeping, data sharing,
and replication of
results are essential for
maintaining an investigator’s
credibility with other scientists and society.
f. Scientists use technology and
mathematics to enhance the
process of scientific inquiry.
g. The ethics of science require that
special care must be
taken and used for human
subjects and animals in scientific
research. Scientists must
adhere to the appropriate
rules and guidelines when conducting
research.
1.
The students will participate in a
scientific investigation that relates to the focus theme.
They will keep records, make inferences and predictions
and use this evidence to report their observations in sketches,
diagrams,
multi-media materials etc. Students will
learn appropriate ways to log experiments and maintain data.
2.
Students will design, implement and
report on a scientific experiment of their own choosing and will write clear descriptions of
their designs and
experiments, present their findings whenever possible in tables and
graphs, and
enter their data and results in a computer data base.
3.
Students will be required to demonstrate
safety procedures by showing what they would do to prepare for lab work.
Students know and understand the
characteristics and
structure of living things, the processes of life, and how living
things
interact with each other and their environment.
S7L1. Students will investigate the diversity of living organisms and how they can be
compared scientifically.
a. Demonstrate the process for the
development of a
dichotomous key.
b. Classify organisms based on a
six-kingdom system and a
dichotomous key.
S7L2. Students will describe the
structure and function of
cells, tissues, organs, and organ
systems.
a. Explain that cells take in nutrients
in order to grow and
divide and to make needed
materials.
b. Relate cell structures (cell membrane,
nucleus,
cytoplasm, chloroplasts, mitochondria)
to basic cell functions.
c. Explain that cells are organized into
tissues, tissues
into organs, organs into systems,
and systems into organisms.
d. Explain that tissues, organs, and
organ systems serve the
needs cells have for oxygen,
food, and waste removal.
e. Explain the role of the major organ
systems in the human
body.
S7L3. Students will recognize how
biological traits are
passed on to successive generations.
a. Explain the role of genes and
chromosomes in the process
of inheriting a specific trait.
b. Compare and contrast sexual and
asexual reproduction in
organisms (bacteria, protists,
fungi, plants & animals).
c. Recognize that selective breeding can
produce plants or
animals with desired traits.
S7L4. Students will examine the
dependence of organisms on
one another and their
environments.
a. Demonstrate in a food web that matter
is transferred from
one organism to another and
can recycle between organisms and their
environments.
b. Explain in a food web that sunlight is
the source of
energy and that this energy moves
from organism to organism.
c. Recognize that changes in
environmental conditions can
affect the survival of both
individuals and entire species.
d. Categorize relationships between
organisms that are
competitive or mutually
beneficial.
e. Describe the characteristics of Earth’s major
terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga,
tundra, and mountain)
and aquatic communities (i.e.
freshwater, estuaries, and marine).
S7L5. Students will examine the evolution
of living
organisms through inherited
characteristics that promote survival of
organisms and the
survival of successive
generations of their offspring.
a. Explain how physical characteristics
of organisms have
changed over successive
generations (e.g. Darwin’s finches
and peppered moths of Manchester).
b. Describe ways in which species on
earth have evolved due
to natural selection.
c. Explain how the fossil record found in
sedimentary rock
provides evidence for the long
history of changing life forms.
PERFORMANCE BASED OBJECTIVES
1.
Students will use microscopes, models,
charts (from both print and multi-media sources) to observe cells. They can observe films of living cells
growing, dividing, and responding to their environment.
They will in an oral report with graphic
representation hypothesize how single cell organisms satisfy their
needs for
food, water, air, a way to dispose their wastes and an environment
where they
can live.
2.
Students will use photomicrographs to
extend their observation of cells concentrating on cells that make up
internal
body structures. (nerve, bone, muscle, skin) Students
should learn that cells are the
fundamental building blocks of their own bodies and other living things.
3.
Students will examine the different
organs and their functions in Grolier Interactive Encylopedia. After examining all systems, they will
pick one system (alone or in a group) to study in detail and prepare a
presentation for Group Seminar.
4.
Student groups will construct “Trash Anatomy” models,
using recycled items, to demonstrate knowledge of organ systems.
5.
Students will participate in a computer
program which explains the five kingdoms, their characteristics and
structures. They will demonstrate their
knowledge by passing an examination on these five kingdoms.
6.
Students will dissect plants (either
literally or virtually) to compare and contrast the structure and
characteristics of various plants. They will illustrate their findings
in their
science logs.
7.
Students will dissect fetal pigs to
compare and contrast the structure and characteristics of vertebrate
animals
and humans. They will illustrate
their
findings in their science logs.
8.
Students will study the biomes (the
largest recognizable terrestrial components or units) of the biosphere
(the
entire surface of the Earth that is occupied by life).
They are most often distinguished from each
other by vegetation and climate. Using
Grolier Interactive Encyclopedia
they will answer the question, What are
some of the world’s terrestrial habitats? Antarctic,
Arctic, Desert, Forest,
Grassland, Intertidal, Jungle, Mountain, Savanna, Steppe, Swamp, Tundra. Working in small groups students will choose
one of the above habitats and build a display based on their research
in the
Encyclopedia and other sources
10. Students
will
use dichotomous keys to classify organisms.
11. Students will compare the organelles of the cell to a factory, city, amusement park, or some area of choice. They will use the functions of the organelles and the “parts” of a factory for their comparisons.
Students know and understand
interrelationships among
science, technology, and human activity and how these affect the world.
GEORGIA
PERFORMANCE STANDARDS
S7CS8.Students will investigate the characteristics of scientific knowledge and how that
knowledge is achieved. Students will
apply the following to
scientific concepts:
a. When similar investigations give
different results, the
scientific challenge is to judge
whether the differences are trivial or
significant, which
often requires further study.
Even with similar results, scientists may
wait until an
investigation has been repeated
many times before accepting the results
as meaningful.
b. When new experimental results are
inconsistent with an
existing, well-established
theory, scientists may pursue further
experimentation to
determine whether the results
are flawed or the theory requires
modification.
c. As prevailing theories are challenged
by new information,
scientific knowledge may
change.
S7CS10. Students will enhance reading in
all curriculum
areas by:
a. Reading in All Curriculum Areas
• Read a minimum of 25 grade-level
appropriate books per year
from a variety of
subject disciplines and participate in
discussions related
to curricular learning in
all areas
• Read both informational and fictional
texts in a variety of
genres and modes of
discourse
• Read technical texts related to various
subject areas
b. Discussing books
• Discuss messages and themes from books
in all subject
areas.
• Respond to a variety of texts in
multiple modes of
discourse.
• Relate messages and themes from one
subject area to
messages and themes in
another area.
• Evaluate the merit of texts in every
subject discipline.
• Examine author’s purpose
in writing.
• Recognize the features of disciplinary
texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of
contextual vocabulary in
various subjects.
• Use content vocabulary in writing and
speaking.
• Explore understanding of new words found
in subject area
texts.
d. Establishing context
• Explore life experiences related to
subject area content.
• Discuss in both writing and speaking how
certain words are
subject area related.
• Determine strategies for finding content
and contextual
meaning for unknown
words.
PERFORMANCE BASED OBJECTIVES
1. This technology is an integral part of the rest of the science curriculum and is contained in specific subject areas. Students will be introduced to the range of careers that involve technology and science, including engineering, architecture, industrial design and health care. Through projects readings, field trips, and interviews, students can begin to develop a sense of the great variety of occupations related to technology and to science and what preparation they require.
2.
Several field trips to see technology
and science at work will be undertaken (For example, the space camp in
Alabama
or Cape Kennedy in Florida)
Students understand that science is a
search for patterns in
nature and that these patterns suggest broad concepts that link the
scientific
disciplines.
GEORGIA PERFORMACE STANDARDS
S7CS5.Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be
related to other
parts in a system such as
predator/prey relationships in a
community/ecosystem.
b. Understand that different models (such
as physical
replicas, pictures, and analogies)
can be used to represent the same thing.
PERFORMANCE BASED OBJECTIVES
1.
These patterns are an integral part of
the science curriculum and are contained in each specific subject area.
Students know that science is a framework for understanding the natural world based on experimentation and logical analysis
GEORGIA PERFORMANCE STANDARDS
S7CS7.Students will question scientific claims and arguments effectively.
a. Question claims based on vague
attributions (such as “Leading doctors say...”) or on
statements made by people outside the
area of their
particular expertise.
b. Identify the flaws of reasoning that
are based on poorly
designed research (i.e., facts
intermingled with opinion, conclusions
based on insufficient
evidence).
c. Question the value of arguments based
on small samples of
data, biased samples, or
samples for which there was no control.
d. Recognize that there may be more than
one way to
interpret a given set of findings.
PERFORMANCE BASED OBJECTIVES
1.
These science frameworks are an
integral part of the science curriculum and are contained in each
specific
subject area.
Students understand the processes of
scientific
investigation and are able to design, conduct, communicate, and
evaluate such
investigations. Students use their
understanding of science in a decision-making process.
GEORGIA
PERFORMANCE STANDARDS
S8CS1. Students will explore the
importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these
traits in
their own efforts to understand how the
world works.
a. Understand the importance of—and keep—honest,
clear, and accurate records in
science.
b. Understand that hypotheses can be
valuable even if they
turn out not to be completely
accurate.
S8CS2. Students will use standard safety
practices for all
classroom laboratory and field
investigations.
a. Follow correct procedures for use of
scientific
apparatus.
b. Demonstrate appropriate techniques in
all laboratory
situations.
c. Follow correct protocol for
identifying and reporting
safety problems and violations.
S8CS3. Students will have the computation
and estimation
skills necessary for analyzing data and following scientific
explanations.
a. Analyze scientific data by using,
interpreting, and
comparing numbers in several
equivalent forms, such as integers,
fractions, decimals, and
percents.
b. Find the mean, median, and mode and
use them to analyze a
set of scientific data.
c. Apply the metric system to scientific
investigations that
include metric to metric
conversions (i.e., centimeters to
meters).
d. Decide what degree of precision is
adequate, and round
off appropriately.
e. Address the relationship between
accuracy and precision.
f. Use ratios and proportions, including
constant rates, in
appropriate problems.
S8CS4. Students will use tools and
instruments for observing,
measuring, and manipulating equipment and materials in scientific
activities
utilizing safe laboratory procedures.
a. Use appropriate technology to store
and retrieve
scientific information in topical,
alphabetical, numerical, and keyword
files, and create
simple files.
b. Use appropriate tools and units for
measuring objects
and/or substances.
c. Learn and use standard safety
practices when conducting
scientific investigations.
S8CS6. Students will communicate
scientific ideas and
activities clearly.
a. Write clear, step-by-step instructions
for conducting
scientific investigations, operating
a piece of equipment, or following a
procedure.
b. Write for scientific purposes
incorporating information
from a circle, bar, or line graph,
data tables, diagrams, and symbols.
c. Organize scientific information in
appropriate tables,
charts, and graphs, and identify
relationships they reveal.
S8CS9. Students will understand the
features of the process
of scientific inquiry.
Students will apply the following to
inquiry learning
practices:
a. Investigations are conducted for
different reasons, which
include exploring new
phenomena, confirming previous results,
testing how well a
theory predicts, and
comparing different theories. Scientific
investigations
usually involve collecting
evidence, reasoning, devising hypotheses,
and formulating
explanations to make sense of
collected evidence.
b. Scientific investigations usually
involve collecting
evidence, reasoning, devising
hypotheses, and formulating explanations
to make sense of
collected evidence.
c. Scientific experiments investigate the
effect of one
variable on another. All other
variables are kept constant.
d. Scientists often collaborate to design
research. To
prevent this bias, scientists conduct
independent studies of the same
questions.
e. Accurate record keeping, data sharing,
and replication of
results are essential for
maintaining an investigator’s
credibility with other scientists and society.
f. Scientists use technology and
mathematics to enhance the
process of scientific inquiry.
g. The ethics of science require that
special care must be
taken and used for human subjects and animals in scientific research.
Scientists must adhere to the appropriate rules and guidelines when
conducting
research.
PERFORMANCE BASED OBJECTIVES
1.
The students will participate in a
scientific investigation that relates to the focus theme.
They will keep records, make inferences and
predictions and use this evidence to report their observations in
sketches,
diagrams, multi-media materials etc.
Students will learn appropriate ways to log experiments and
maintain
data.
2.
Students will design, implement and
report on a scientific experiment of their own choosing and will write clear descriptions of
their designs and
experiments, present their findings whenever possible in tables and
graphs, and
enter their data and results in a computer data base.
3.
Students will be required to
demonstrate safety procedures by showing what they would do to prepare
for lab
work.
Students know and understand common
properties, forms,
interactions, and transformations of matter and energy.
GEORGIA
PERFORMANCE STANDARDS
S8P1. Students will examine the
scientific view of the
nature of matter.
a. Distinguish between atoms and
molecules.
b. Describe the difference between pure
substances (elements
and compounds) and
mixtures.
c. Describe the movement of particles in
solids, liquids,
gases, and plasmas states.
d. Distinguish between physical and
chemical properties of
matter as physical (i.e., density, melting point, boiling point) or
chemical
(i.e., reactivity, combustibility).
e. Distinguish between changes in matter
as physical (i.e.,
physical change) or chemical
(development of a gas, formation of
precipitate, and change
in color).
f. Recognize that there are more than 100
elements and some
have similar properties as
shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of
Conservation of
Matter.
S8P2. Students will be familiar with the
forms and
transformations of energy.
a. Explain energy transformation in terms
of the Law of
Conservation of Energy.
b. Explain the relationship between
potential and kinetic
energy.
c. Compare and contrast the different
forms of energy (heat,
light, electricity, mechanical
motion, sound) and their characteristics.
d. Describe how heat can be transferred
through matter by
the collisions of atoms
(conduction) or through space
(radiation). In a liquid or
gas, currents will facilitate the
transfer of heat (convection).
S8P3. Students will investigate
relationship between force,
mass, and the motion of objects.
a. Determine the relationship between
velocity and
acceleration.
b. Demonstrate the effect of balanced and
unbalanced forces
on an object in terms of
gravity, inertia, and friction.
c. Demonstrate the effect of simple
machines (lever,
inclined plane, pulley, wedge, screw,
and wheel and axle) on work.
S8P4. Students will explore the wave
nature of sound and
electromagnetic radiation.
a. Identify the characteristics of
electromagnetic and
mechanical waves.
b. Describe how the behavior of light
waves is manipulated
causing reflection, refraction
diffraction, and absorption.
c. Explain how the human eye sees objects
and colors in
terms of wavelengths.
d. Describe how the behavior of waves is
affected by medium
(such as air, water, solids).
e. Relate the properties of sound to
everyday experiences.
f. Diagram the parts of the wave and
explain how the parts
are affected by changes in
amplitude and pitch.
S8P5. Students will recognize
characteristics of gravity,
electricity, and magnetism as major kinds of forces acting in nature.
a. Recognize that every object exerts
gravitational force on
every other object and that the
force exerted depends on how much mass
the objects have and
how far apart they are.
b. Demonstrate the advantages and
disadvantages of series
and parallel circuits and how
they transfer energy.
c. Investigate and explain that electric
currents and
magnets can exert force on each other.
PERFORMANCE
BASED OBJECTIVES
1. Students will have several opportunities to become familiar with many kinds of (safe) chemical reactions and with the ways things behave or change in the process and to gain experience doing elementary qualitative analysis. (See Vicki Cobb's Chemically Active!)
2.
Students
will experiment with the properties and phases of
matter using water as an example.
3.
They will develop models of atoms, molecules and compounds and conduct
experiments that
differentiate between elements, compounds and mixtures.
4. Students will conduct experiments with
a several examples of reactions between substances that produce new
substances
very different from the reactants. They
will log their observations in relationship to volume, weight and
temperature.
5. Students will experiment with the
properties of an acid and base. They
will conduct several experiments combining and acid and a base and will
diagram
the chemical reaction.
6. Students
will in a group seminar discuss the difference between energy and work,
i.e.
that energy is work when it is kinetic energy and is work waiting to be
done
when it is potential energy. They will
write their observations of examples of kinetic and potential energy in
their
environment in their science log.
7. Students
will examine the force, motion, acceleration and rate of speed using K’Nex
Building Sets. They can measure the rate
of speed (speed = distance over time), examine the role of rubber band
energy, determine
how friction effects the acceleration rate.
8. Students
will make a dam of various materials and run water against at different
pressures and rates of speed to determine the effect of fluid pressure. They will organize their observations into a
chart to share with others.
9. Students
will make a list of all the machines that they use to make their work
easier. They will compare these lists
and demonstrate their favorite machine in group seminar.
11. Students
will perform experiments to see how heat affects the phases or states
of matter
(Example: ice changing from liquid to steam), and how heat is
transferred from
one source to another (Example: Heating water on a stove).
13. Students
will study in group seminar sound vibrations and then will experiment
with
various percussion instruments and other sound vibrations.
They will record their observations in their
science log and draw conclusions about what they find.
14. Students
will examine manually, try to produce sound and listen to a musician
producing
sound on a variety of musical instruments to determine why vibrations
form
sound.
16. Students will chose, conduct and report (alone or in small groups) on several experiments in Vicky and Josh Cobb's book, Light Action: Amazing Experiments with Optics. These experiments will deal with at least three aspects of light, such as: prisms, the law of reflection, the relationship between color and light and how light interacts with mirrors and lenses to produce images.
17. An
electrician will be invited to come and discuss various characteristics
of
electricity and demonstrate various ways to use and describe
electricity.
18. Each
student will build their own simple circuit model with the following
four
parts: 1) a battery, 2) a wire, 3) a light bulb, and 4) a switch. As they work with their circuit they will be
about to explain the flow of electrons through the wire.
19. Students will build a compass that demonstrates how an electric circuit creates a magnetic field.
20. Students will study magnets and their properties. They will then design a machine that uses some type of magnetic force.
STANDARD 5:
GEORGIA
PERFORMANCE STANDARDS
S8CS8. Students will be familiar with the
characteristics of
scientific knowledge and how it is achieved. Students will apply the
following
to scientific concepts:
a. When similar investigations give
different results, the
scientific challenge is to judge
whether the differences are trivial or
significant, which
often requires further study. Even
with similar results, scientists may wait
until an
investigation has been repeated many
times before accepting the results as
meaningful.
b. When new experimental results are
inconsistent with an
existing, well-established theory, scientists may pursue further
experimentation to determine whether the results are flawed or the
theory
requires modification.
c. As prevailing theories are challenged
by new information,
scientific knowledge may
change.
S8CS10. Students will enhance reading in
all curriculum
areas by:
a. Reading in All Curriculum Areas
• Read a minimum of 25 grade-level
appropriate books per year
from a variety of
subject disciplines and participate in
discussions related
to curricular learning in
all areas
• Read both informational and fictional
texts in a variety of
genres and modes of
discourse
• Read technical texts related to various
subject areas
b. Discussing books
• Discuss messages and themes from books
in all subject
areas.
• Respond to a variety of texts in
multiple modes of
discourse.
• Relate messages and themes from one
subject area to
messages and themes in
another area.
• Evaluate the merit of texts in every
subject discipline.
• Examine author’s purpose
in writing.
• Recognize the features of disciplinary
texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of
contextual vocabulary in
various subjects.
• Use content vocabulary in writing and
speaking.
• Explore understanding of new words found
in subject area
texts.
d. Establishing context
• Explore life experiences related to
subject area content.
• Discuss in both writing and speaking how
certain words are
subject area related.
• Determine strategies for finding content
and contextual
meaning for unknown
words.
PERFORMANCE
BASED OBJECTIVES
1.
These patterns are an integral part of
the science curriculum and are contained in each specific subject area.
STANDARD 6:
Students understand that science is a search for patterns in nature and that these patterns suggest broad concepts that link the scientific disciplines.GEORGIA
PERFORMANCE STANDARDS
S8CS5. Students will use the ideas of
system, model, change,
and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be
related to other
parts in a system such as the role of simple machines in complex
machines.
b. Understand that different models (such
as physical
replicas, pictures, and analogies)
can be used to represent the same thing.
CCAT
PERFORMANCE BASED OBJECTIVES
1.
These patterns are an integral part of
the science curriculum and are contained in each specific subject area.
STANDARD 7:
Students know that science is a framework for understanding the natural world based on experimentation and logical analysis
GEORGIA
PERFORMANCE STANDARDS
CS8CS7. Students will question scientific
claims and
arguments effectively.
a. Question claims based on vague
attributions (such as “Leading doctors say...”) or on
statements made by people outside the
area of their
particular expertise.
b. Identify the flaws of reasoning in
arguments that are
based on poorly designed research
(e.g., facts intermingled with opinion,
conclusions based on
insufficient evidence).
c. Question the value of arguments based
on small samples of
data, biased samples, or
samples for which there was no control.
d. Recognize that there may be more than
one way to
interpret a given set of findings.
PERFORMANCE
BASED OBJECTIVES
1.
These science frameworks are an
integral part of the science curriculum and are contained in each
specific subject
area.
I.
Scientific Investigation
A.
NATIONAL SCIENCE EDUCATION CONTENT STANDARDS
Science
as Inquiry
NSES
CONTENT STANDARD A: As a result of activities in grades
9-12, all students should develop
an understanding of
·
Abilities
necessary to do scientific inquiry
·
Understandings
about scientific inquiry
Science
and Technology
NSES
CONTENT STANDARD E: As a
result of activities in grades 9-12, all students should develop
an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and Nature of Science
NSES
CONTENT STANDARD G: As a result of activities in grades
9-12, all students should develop an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
·
Historical
perspectives
B.
SCSh1.
Students will evaluate the importance of curiosity, honesty, openness,
and
skepticism in science.
SCSh2.
Students will use and understand safety practices for all classroom
laboratory
and field investigations.
SCSh3.
Students will identify and investigate problems scientifically.
SCSh4.
Students will use tools and instruments for observing, measuring, and
manipulating scientific equipment and materials.
SCSh5.
Students will demonstrate the computation and estimation skills
necessary for
analyzing data and developing reasonable scientific explanations.
SCSh6.
Students will communicate scientific investigations and information
clearly.
SCSh7.
Students will analyze how scientific knowledge is developed.
SCSh8.
Students will understand important features of the process of
scientific
inquiry.
C.
ORIGINAL STANDARDS 2000
STANDARD
1
Students
understand the processes of scientific
investigation and are able to design, conduct, communicate, and
evaluate such
investigations. Students use their understanding of science in a
decision-making process.
STANDARD
7
Students
know
that science is a framework for understanding the natural world based
on
experimentation and logical analysis.
D.
PERFORMANCE
BASED OBJECTIVES
- Students will
participate in various types of research projects including those to
explore new phenomena, to check on previous results, to test how well a
theory predicts and to compare different theories. During this time the
students will demonstrate correct procedures and will develop the
precise methodology and vocabulary needed to conduct and report
scientific investigations.
- Students will
conduct a series of laboratory exercises to develop their science
process skills and better understand the basic scientific concepts and
terminology for these skills (mass, volume, density, etc.), conversions
between and within the English and Metric System of Measurement, safety
procedures, proper use of equipment, various methods of collecting
data, analysis of data including the use of Microsoft
Word (Charts and Tables) and Microsoft Excel (Pie, Bar and Line
Graphs), and presentation of findings from the perspective of a
scientist using the scientific method and a lab report format.
- Students will
conduct scientific research about different topics using various
resources to gather valid and reliable information that will be used to
conduct research-based scientific investigations. The correct usage of
this information (Primary, Secondary, and Tertiary) and importance of
citing resources will be emphasized during these research projects.
Students will compile their findings as if their writings will be
published in a scientific journal.
- Students working
individually or in teams will design and conduct a scientific
investigation that uses the scientific method as a framework for their
experiment. The students will select and
research a scientific topic of their choice or one selected by their
mentor. They will propose a question, create a hypothesis, design the
experiment, conduct the experiment, collect and analyze data using
tables and graphs, write a laboratory report, and finally, present
their findings. The findings will be
organized onto display boards in the format of a science fair project.
- Students, alone
or in small groups, will choose a product or process that has
contributed to the betterment of society and will study how this
product or process came about, how long it took, and the contributions
of different investigators. A list of possible topics will be compiled
by the students, teachers, and mentors from the scientific community. The findings of this study will be reported to
the class in the form chosen by the presenters.
A.
NATIONAL SCIENCE EDUCATION CONTENT STANDARDS
Physical
Science
NSES
CONTENT STANDARD B: As a result
of their activities in grades 9-12, all students should develop an
understanding of
·
Structure
of atoms
·
Structure
and properties of matter
·
Chemical
reactions
·
Motions
and forces
·
Conservation
of energy and increase in disorder
·
Interactions
of energy and matter
Science
and Technology
NSES
CONTENT STANDARD E: As a result of activities in grades
9-12, all students should develop an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and Nature of Science
NSES
CONTENT STANDARD G: As a result of activities in grades
9-12, all students should develop an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
B.
SCSh1.
Students will evaluate the importance of curiosity,
honesty, openness, and skepticism in science.
SCSh2.
Students will use and understand safety practices for all
classroom laboratory and field investigations.
SCSh3.
Students will identify and investigate problems
scientifically.
SCSh4.
Students will use tools and instruments for observing,
measuring, and manipulating scientific equipment and materials.
SCSh5.
Students will demonstrate the computation and estimation
skills necessary for analyzing data and developing reasonable
scientific
explanations.
SCSh6.
Students will communicate scientific investigations and
information clearly.
SCSh7.
Students will analyze how scientific knowledge is
developed.
SCSh8.
Students will understand important features of the process
of scientific inquiry.
C.
ORIGINAL
STANDARDS 2000
STANDARD
2
Students
know and understand
common properties, forms, interactions and transformations of matter
and
energy.
D.
PERFORMANCE BASED OBJECTIVES
- Student will
conduct experiments to learn about basic chemistry and observe chemical
reactions. Through observation they will collect and analyze data and
organize into lab report format.
- Students will
create their own Periodic Table of Elements to use as a resource to
learn different characteristics of elements and compounds in an
activity titled “A Search through the Periodic Table of Elements.”
- Students will
create element cards to better understand the structure of elements.
Students will research different elements to determine their unique
characteristics and create an advertisement slogan based on this
information for their element cards. Students will draw electron
diagrams for their cards to better understand valence electrons and the
concept of ionic and covalent bonding.
- Students will use
online activities to balance chemical equations and to check their work
for accuracy. They will also use these activities to learn about
different types of chemical reactions such as synthesis and
decomposition.
A.
NATIONAL SCIENCE EDUCATION CONTENT STANDARDS
Life
Science
NSES
CONTENT STANDARD C: As a result of their activities in
grades 9-12, all students should develop an understanding of
·
Interdependence
of organisms
·
Matter,
energy, and organization in living systems
Science
and Technology
NSES
CONTENT
STANDARD E: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and
Nature of Science
NSES
CONTENT
STANDARD G: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
B.
SB4
Students
will assess the dependence of all organisms on one another and the flow
of
energy and matter within their ecosystems.
C.
ORIGINAL STANDARDS 2000
STANDARD
2
Students
know and understand common properties, forms,
interactions and transformations of matter and energy.
D.
PERFORMANCE
BASED OBJECTIVES
PERFORMANCE
BASED OBJECTIVES
1.
The
students will investigate food chains and webs to view the
breakdown and reassembly of the invisible units of matter as it is
transferred
from one organism to another. They will
begin with the local food webs they can study directly.
Films of food webs in other ecosystems will
be viewed to supplement the direct investigations.
The students will use computers to design a
visual representation of a food chain and a food web.
2.
The
students will examine
examples of the consequences of human “involvement” within the
ecosystems (i.e.
fire-prevention efforts in national forests). After this study the
students
will find examples of current proposals to “change/save” parts of an
ecosystem. In small groups the students
will research one proposal and will predict the consequences, negative
and
positive, if it is carried out. Students
will write or visit appropriate authorities (i.e. members of state or
national
government) giving their findings and suggestions for the future of the
proposal. (In this examination, students
will apply this quote by A. Leopold, “The first rule of intelligent
tinkering
is to save all the parts.”)
3.
The
students will ponder,
research, deliberate and discuss the answers to the questions, “What
does this
knowledge of the flow of matter and energy through living systems
suggest for
human beings?” Ideas will be recorded in
the student’s science notebook and eventually will be incorporated in a
formal
paper to be presented to the school community.
The student may choose to include a multimedia presentation such
as
Power Point.
4.
The
students, individually or in small groups, will choose one
area of matter/energy transfer to study in depth to determine the long
range
effects on their ecosystem; these might include topics such as the use
of
fossil fuels or recycling. After
determining the negatives and positives, the results will be present in
the
form of a persuasive argument. These may be papers, skits, media
productions,
or any other form the student chooses.
A.
NATIONAL
SCIENCE EDUCATION CONTENT STANDARDS
Life
Science
NSES
CONTENT
STANDARD C: As a result of their activities in grades 9-12, all
students should
develop an understanding of
·
The
cell
·
Molecular
basis of heredity
·
Biological
evolution
·
Interdependence
of organisms
·
Matter,
energy, and organization in living systems
·
Behavior
of organisms
Science
and Technology
NSES
CONTENT
STANDARD E: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and
Nature of Science
NSES
CONTENT
STANDARD G: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
B.
SB1.
Students
will analyze the nature of the relationships between structures and
functions
in living cells.
C.
ORIGINAL STANDARDS 2000
STANDARD
3
Students
know and understand the characteristics and structure
of living things, the processes of life, and how living things interact
with
each other and their environment.
D.
PERFORMANCE
BASED OBJECTIVES
1.
The
students will visit the Cells
Alive! web site at http://www.cellsalive.com/ to learn about
cells. The can see cells dividing, white
blood cells going after bacteria, relative sizes of various viruses,
bacteria
and red blood cells, how living cells “keep in shape”; or how immune
cells
become involved when there is a splinter or a scratch.
They will participate in the activities
offered and assess their knowledge. Students will also use a series of
online
multimedia presentations to observe different cellular processes in
action such as mitosis and meiosis, active
and passive transport
as well as the movement of water molecules in hypotonic, hypertonic and
isotonic solutions.
2.
After
studying cells each
student will do a creative writing project on the “Life and Times of a
Cell”. These could be short stories, a
skit, a poem, or another format of choice. Students will also make
2-dimensional diagrams that compare cell structures and functions to
the
components of a working “city.”
3.
Students
will use different
materials to create a 3-dimensional model of a cell.
4.
The
students will participate
in experiments that demonstrate the transport of different materials
through
cell membranes. Their observations, results and conclusions will be
documented
in lab report format.
5.
For cell
division the
students will use Cells Alive and will grow amoebas or other
one-celled
organisms and will watch them divide and will record their findings in
their
science notebooks.
A.
NATIONAL
SCIENCE EDUCATION CONTENT STANDARDS
Life
Science
NSES
CONTENT
STANDARD C: As a result of their activities in grades 9-12, all
students should
develop an understanding of
·
The
cell
·
Molecular
basis of heredity
·
Biological
evolution
·
Interdependence
of organisms
·
Matter,
energy, and organization in living systems
·
Behavior
of organisms
Science
and Technology
NSES
CONTENT
STANDARD E: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and
Nature of Science
NSES
CONTENT
STANDARD G: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
B.
SB2.
Students
will analyze how biological traits are passed on to successive
generations.
C.
ORIGINAL STANDARDS 2000
STANDARD
3
Students
know
and understand the characteristics and structure of living things, the
processes of life, and how living things interact with each other and
their
environment.
STANDARD
6
Students
understand that science is a search for patterns in nature and that
these
patterns suggest broad concepts that link the scientific disciplines.
D.
PERFORMANCE
BASED OBJECTIVES
1.
In
seminar discussions and
in quizzes the students will demonstrate their knowledge of the four
basic
types of organic compounds and their functions in the cell, based on
information in the Cells Alive web site and from readings and
experience.
2.
Students
will evaluate the
importance of water in living systems by looking at what happens when
there is
not enough water and when there is too much.
They will record their findings in their science notebooks along
with
any articles, or other sources they have found.
3.
Students
will study
Mendelian genetics and create monohybrid and dihybrid Punnett Squares
to
determine the possible offspring of different genetic crosses and
analyze the
outcomes in terms of phenotypic and genotypic ratios.
4.
Students
will conduct a
laboratory investigation to extract DNA from different sources such as
cow
livers, spinach, and peas.
5.
Using
computer programs and
lab kits the students will under the guidance of a mentor demonstrate
replications, transcription and translation.
They will construct a double helix using craft supplies of their
choice
that includes a key with the DNA sequence for their model to be
displayed in
the school.
6.
The
students will examine
the ramifications of genetic manipulation.
Using primary sources they will find studies dealing with this
topic and
will look at positive/negative results, as well as implications for
both short
and long term effects. They will
consider the question “why” and will record their thoughts in their
science
notebooks.
7.
The
students may design and
carry out experiments dealing with photosynthesis and cellular
respiration.
Students will also use the chemical equations for these processes to
create
diagrams and models.
8.
The
students will prepare a
three-generation (or more) pedigree chart of a family demonstrating
genetic
traits. These may be pictorial or
written. The students will identify
dominant traits, traits that “skip” a generation, etc.
They may also note invisible traits such as a
tendency toward a disease, a talent, etc.
A summary of the findings will be created in chart format.
9.
The
students will investigate the role genetics plays in
agriculture. They will research how
genetic manipulation has produced new varieties of farm plants and
animals. They will have the option of
visiting
local farms and interviewing farmers about the positive and negative
aspects of
the “new” plants and animals. They will
examine varieties of plants, i.e., a regular watermelon and a seedless
one. They will consider the question,
“Since science can “improve” plants and animals, should they do the
same with
humans?”
A.
NATIONAL
SCIENCE EDUCATION CONTENT STANDARDS
Life
Science
NSES
CONTENT
STANDARD C: As a result of their activities in grades 9-12, all
students should
develop an understanding of
·
The
cell
·
Molecular
basis of heredity
·
Biological
evolution
·
Interdependence
of organisms
·
Matter,
energy, and organization in living systems
·
Behavior
of organisms
Science
and Technology
NSES
CONTENT
STANDARD E: As a result of activities in grades 9-12, all students
should
develop an understanding of
·
Abilities
of technological design
·
Understandings
about science and technology
History
and
Nature of Science
NSES
CONTENT
STANDARD G: As a result of activities in grades 9-12, all students
should develop
an understanding of
·
Science
as a human endeavor
·
Nature
of scientific knowledge
B.
SB3.
Students
will derive the relationship between single-celled and multi-celled
organisms
and the increasing complexity of systems.
D.
PERFORMANCE
BASED OBJECTIVES
- Students will
collect and/or examine representative organisms from each of the six
kingdoms. They will then record their
findings in their science notebooks.
- The students will
study Karl Linnaus and his dichotomous key for classification based on
structural similarities and differences. They
will bring plants to class and in small groups will classify them
according to the Linnean system. Then the
students will devise a key to classify the school community; first, it
will be on structural similarities and differences, then, they will add
other variables, i.e., age, education level. They
will discuss the difficulties in building the key and will draw
conclusions about the time needed to find a key that is applicable in a
majority of situations.
- Students will
select a contagious disease and prepare a presentation and written
report using research-based information to inform other students about
the disease. These reports will include
the vector, symptoms, any cures, steps for prevention, where the
disease occurs and the infecting organism.
- Students will
observe a use for bacteria by making cheese.
- Students will
collect different insects and other invertebrates for a specimen
collection. Each specimen will be properly
mounted and identified. Students will also
look at different specimens on the computer (www.ColoState.edu/Depts./Entomology/ent.html)
and (http://www.ex.ac.uk/bugclub).