2008-2009 BSSD Standards

Career Skills DART_ID CS.01 CS.01.01 CS.01.02 CS.01.03 CS.01.04 CS.01.A

CS.01.QPI CS.01.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Exploring Work Identifies and explores careers in the local community and beyond (e.g., career show and tell).

Understands some basic career terms (e.g., job, career, pay, work, Basic Career Terms reward, etc.).

Good Student Traits Understands what it means to be a good student.

Rewards and Understands people are rewarded for appropriate behavior and good Behavior work.

Exploring Work Assessment Exploring Work Assmt.

Quarterly Performance Indicator Time in Level Identifies careers

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.02

CS.02.01

CS.02.02 CS.02.03

CS.02.A

CS.02.QPI CS.02.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Work Responsibilities Demonstrates basic understanding of the career skills and terms needed for future careers (e.g., attendance, basic academic skills, Understands Career teamwork, respect for authority, appearance, behavior, and being on Skills time).

Takes personal responsibility for work and behavior by demonstrating honesty, dependability, completing and turning work in on time, and Personal showing skills to stay on task.

Responsibility Understands Career Explores and lists examples of at least five different career options in or Outcomes out of the community.

Work Responsibilities Assessment Work Responsibilities Assmt.

Quarterly Performance Indicator Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.03 CS.03.01

CS.03.02 CS.03.03 CS.03.04

CS.03.05 CS.03.06

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Connecting Learning and Work Connects Work to Understands how work can affect the quality of life (e.g., satisfies basic Quality of Life personal and family needs, promotes self-esteem).

Exhibits pride in work, self-discipline, concern for safety of self and others, and demonstrates good study skills (e.g., organization, consistency, time management, note taking).

Study Skills Exploring Learning Styles Explores various learning styles Explains Work Explains the importance of positive outlook, work ethic, honesty, Related Traits integrity, proper attire, and perseverance.

Shows understanding of pre-employment skills (e.g., proper phone etiquette, taking turns speaking, manners, and eye contact) in a Career Role Playing simulation or role-playing situation.

Explores Careers Explores and presents several careers of personal interest.

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.04

CS.04.01

CS.04.02

CS.04.03 CS.04.A

CS.04.QPI CS.04.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Career Exploration Explains the connection between work habits at school and career skills as an adult, in relation to learning style, good attendance, and being on Connects work habits to career skills time.

Identifies life/work options (e.g., career opportunities, lifestyle) and prioritizes personal values in regards to career choices (e.g., such as remaining in village to work, higher education, or work outside of Life/Work Options and Personal Values village).

Pre-employment Practices pre-employment skills (e.g., problem solving, goal setting, Skills and Goal cooperation, and customer service) in a site based enterprise (e.g., Setting bake sale, craft sale).

Career Exploration Assessment Begins a Career Portfolio Quarterly Performance Indicator Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.05 CS.05.01

CS.05.02 CS.05.03

CS.05.04 CS.05.A

CS.05.QPI

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Job Skills Understands the impact of employment, versus unemployment, on Work and Family Life individual and family life.

Seeking Understands and practices the process for seeking employment Employment including resume and cover letter development, application completion, Process interview skills, and appropriate dress for work settings.

Begins to understand SCANS skills (Basic skills, thinking skills, and personal qualities), and how they relate to employability.

SCANS skills Explores (using technology, career/interest surveys, and discussion) a variety of potential future outcomes, participates in a field trip to one of the potential future outcomes (skilled trades, post-secondary education, entrepreneurial endeavors, service learning, subsistence, and Career Exploration business), and adds to Career Portfolio.

Job Skills Updates and presents their Career Portfolio focusing on presentation Assessment skills Quarterly Performance Indicator

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.06 CS.06.01

CS.06.02

CS.06.03

CS.06.A

CS.06.QPI CS.06.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Business Simulation Simulated Identifies, applies, interviews, and obtains a position in a simulated Corporation corporation, business, organization, etc.

Performs duties and responsibilities within the simulation utilizing business skills (e.g. self evaluation, forming group consensus, goal setting, communication, self-directed task completion, role Applies Business specialization, problem solving, critical thinking, creativity).

Skills Demonstrates transferable/employability skills needed in any career (e.g. communicating, working in teams, maintaining good work ethic, striving for accuracy, problem solving, attendance, punctuality, accepting advice, supervision, and criticism, and understands the concept and Employability Skills importance of networking).

Updates and presents (in a self-initiated meeting with site instructor) Business Simulation their Career Portfolio (Recognition and Achievement, or Career Portfolio).

Assessment Quarterly Performance Indicator Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.07

CS.07.01

CS.07.02 CS.07.03 CS.07.04

CS.07.QPI CS.07.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Career Planning Career exploration and Employability skills Develops Career Plans Understands Employee Rights Practices Career Finding Skills Quarterly Performance Indicator Time in Level

Explores and understands personal strengths and weaknesses through AKCIS, ASVAB, and/or career interest survey and archive to portfolio.

Uses information gathered from career exploration to develop career plans to include all steps (e.g. timelines, personal identification cards) necessary for attainment of chosen career and archive to portfolio.

Understands discrimination and harassment, and the importance of safety and equity in the workplace.

Practices skills to seek and obtain careers, and archive to portfolio.

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Career Skills DART_ID CS.08 CS.08.01 CS.08.02

CS.08.03

CS.08.QPI CS.08.TIL

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Short Name Standard Descriptor Internship Expands Career portfolio Uses Employment Service

Internship Quarterly Performance Indicator Time in Level

Expands and updates Career Portfolio (e.g. recognitions, achievements, updated resume).

Utilizes an employment service/resource during the job search process.

Participates in an internship, entry-level employment, or enrollment in one or more of the following areas: skilled trades, post-secondary education, entrepreneurial endeavors, service learning, and business.

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Cultural Awareness DART_ID

CA.01

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Cultural Awareness & Expression Level 1 (revised 5.2008)

Folktales and legends

CA.01.03 Songs and dances Mediums of communication People/groups are CA.01.05 unique CA.01.04

Standard Descriptor

Short Name

CA.01.01 Sensory experience CA.01.02

Graduation Level = 7

Identifies the senses as they are expressed in specific experiences related to culture and art .

Recognizes folktales and legends, including some from Alaska Native traditions.

Practices songs and dances from a variety of cultures.

Participates in oral, musical, dance/drama, visual mediums of communication (pick 2 of the 4).

Understands each person and group is unique.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.2

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 7

Cultural Awareness & Expression Level 2 (revised 5.2008)

Shares cultural heritage Identifies worldwide CA.02.02 cultures CA.02.01

CA.02.03

Culture characteristics

CA.02.04 Instrument sounds CA.02.05

Knows/uses art materials

Participates in activities Describes using CA.02.07 details CA.02.06

Standard Descriptor

Short Name

Shares unique characteristics of own cultural heritage.

Identifies the different aspects of worldwide cultures (arts/crafts, holidays, and customs).

Identifies the characteristics of various cultures represented in the region (food, dance, music, art, and clothing).

Identifies the sounds of a variety of instruments from various cultures.

Knows and correctly uses many different basic art materials, techniques, and processes, such as brushes, pencils, scissors, clay and paper.

Participates in some form of music, visual arts, dance, and/or drama activities.

Accurately describes the details of a cultural image.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.3 CA.03.01

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 7

Standard Descriptor

Short Name

Cultural Awareness & Expression Level 3 (revised 5.2008) Cultural heritage/lineage

Understands types of cultural heritage and lineage (elders, clans, totems, family day, and symbols).

Begins to express an idea through one or more of the following: dance and movement, music, oratory, visual and dramatic arts.

Explains ways everyone is part of, and connected CA.03.03 Cultural communities to, a cultural community.

Tell a locally significant story through oral, written, dance/drama means of CA.03.04 Storytelling communication and understand it's cultural significance.

Express ideas CA.03.02 through arts

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.4

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Cultural Awareness & Expression Level 4 (revised 5.2008)

Cultural practices and rituals Reports on AK native CA.04.02 community Practices traditional art form

CA.04.04 Cultural symbols CA.04.05

Standard Descriptor

Short Name

CA.04.01

CA.04.03

Graduation Level = 7

Performs for audience

Understands the purpose of cultural practices and rituals (Native Alaskan fish or spirit camp).

Reports on Alaska Native community art and culture.

Practices the techniques of a traditional art form, (beading, skin sewing, carving, basket weaving, mask making, dancing, wood working).

Explains the meaning of cultural symbols, including symbols in a traditional culture.

Creates, displays, or performs works of art for an audience (i.e., play, talent show, recital, and art show).

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.5

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 7

Standard Descriptor

Cultural Awareness & Expression Level 5 (revised 5.2008)

Contributes to art presentation Written/oral CA.05.02 explanation

Contributes own work to an art presentation or show in the class or school.

Presents a written or oral explanation of own artwork.

Practices classroom performance skills (oral Practices classroom CA.05.03 interpretation, improvisation, role playing, dramatic performance skills or comedic scene).

Creates dramatic Creates consistent and recognizable dramatic CA.05.04 characters characters (writes a play, improvisation).

Solves artistic Solves artistic problems (casting, choosing CA.05.05 problems medium for art project, and technique problems).

Accepts and applies CA.05.06 Accepts and applies direction when performing. direction Participates in an Is a quiet, appreciative, and attentive member of CA.05.07 audience an audience at an artistic performance.

Recognizes and shows respect for different ways CA.05.08 Art interpretation to interpret art.

CA.05.01

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.6 CA.06.01 CA.06.02 CA.06.03

CA.06.04

CA.06.05 CA.06.06 CA.06.07 CA.06.08 CA.06.09

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 7

Standard Descriptor

Cultural Awareness & Expression Level 6 (revised 5.2007) Art and culture themes

Recognizes themes in art and culture (love, peace, community, and childhood).

Integrates various art forms (media) to create a Integrates art forms work of art (paper mache, watercolor, pencil).

Charateristics and Describes necessary personal characteristics and skills of artists skills of artists.

Explains what is learned from art and the artistic Explains what can be process as it applies to daily life, such as: the role learned from the of cooperation, communication, collaboration, artistic process consensus, risk taking, and tenacity.

Share specific examples of how art impacts Art impacts life personal, and daily life.

Recognizes universal questions asked by cultures Universal questions (Why are we here? Is there life after death? What and culture is our purpose?).

Culture and Identifies ways to overcome cultural differences in communication communication.

Demonstrates empathy and respect for people Empathy and respect from diverse cultures.

Cites examples of how cultural beliefs and Cultural beliefs and institutions, including modern mass media, decision making influences personal decision-making.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.7

CA.07.01

CA.07.02 CA.07.03

CA.07.04

CA.07.05 CA.07.06

CA.07.07

CA.07.08 CA.07.09 CA.07.10

CA.07.11

CA.07.12

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 7

Standard Descriptor

Cultural Awareness & Expression Level 7 (revised 5.2008) Assume responsibilities for their role in Cultural community relation to the well being of their cultural member community and their life long obligations as a community member.

Acquires and passes on traditions from their Passes on traditions culture.

Acquires insights from other cultures Cultural insights without diminishing the integrity of their own culture.

Makes effective use of the knowledge, Applies knowledge of skills, and ways of knowing from their own culture cultural traditions to learn about the larger world in which they live.

Functions in a variety Enters into and functions effectively in a of cultures variety of cultural settings.

Interacts with elders in a respectful manner Elder interactions that demonstrates an appreciation of their role as a culture-bearer.

Gathers oral and/or written history of local Gathers and community or family and provides an interprets community appropriate interpretation of its cultural history meaning and significance.

Identifies and utilizes appropriate sources of Cultural knowledge cultural knowledge to find solutions to to solve problems everyday problems.

Recognizes how and why cultures change Culture change over time.

Determines how cultural values and beliefs Interaction of cultures influence the interaction of people from different cultural backgrounds.

Compares and Contrasts traditional and Nature,Spirit, and modern methods of understanding Environment nature, spirit, and the environment.

Modern and Understands the similarities and Traditional Ways of differences between traditional and Knowing modern ways of knowing.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.8

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 7

Standard Descriptor

Short Name

Cultural Awareness & Expression Level 8 (revised 5.2007)

Understands the relevance of beauty in contemporary daily life.

Writes a critical review of an art show, checks Compares/contrasts CA.08.02 understanding before presenting/offering art work constructive criticism Defines cultural Reports on the definition of beauty in 2 or 3 CA.08.03 beauty cultures.

CA.08.01 Relecance of beauty

CA.08.04 Art concepts CA.08.05 Constructive criticism

CA.08.06

Applies aesthetic criteria

CA.08.07 Critical art review Patterns in art and CA.08.08 culture CA.08.09 History impacts art

Cites examples of concepts used in more than one art form, such as balance, shape, and pattern.

Offers constructive criticism concerning a collection of 3 or 4 works of another artist.

Develops and applies a set of aesthetic criteria (skill of performers, faithful rendering, design focus, originality, visual and/or emotional impact) in evaluating own work and the work of others (What is art? Beauty?).

Writes a critical review of an art show.

Recognizes patterns and trends in art and culture.

Explains impact of historical conditions on art and artists.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.9

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 7

Standard Descriptor

Cultural Awareness & Expression Level 9 (revised 5.2007)

Classifies art by genre or style and by historical period, in one of the following: Alaska Native, US, CA.09.01 Classifies art and world; explains the reasoning behind their classification.

Describes how Alaska Native arts and culture Changes in Native CA.09.02 have changed; compares traditional and Art and Culture contemporary forms.

Identifies and assesses the contributions of Contributions of various cultures, including those in art, science, CA.09.03 various cultures technology, governance, economics, and social relations.

Identifies the role of art and artists in various Role of Art in CA.09.04 cultures and periods of history; evaluates what contemporary life that role should be in contemporary life.

Communicates social Creates a piece of art that effectively CA.09.05 theme with art communicates a contemporary social theme.

Personal art Writes a personal definition of art; shares CA.09.06 definition examples that support that definition.

Sketches, models Makes preliminary sketches, maquettes (models) CA.09.07 and improvises and improvisation.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Cultural Awareness DART_ID

CA.10

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 7

Standard Descriptor

Cultural Awareness & Expression Level 10 (revised 5.2007)

Describes how elements in the arts, such as CA.10.01 Art elements meter, tonality, rhythm, and color, are used in examples from cultures of the world.

Participates in various local and statewide ethnic Participatesin CA.10.02 and/or art activities (Cultural Heritage Week, statewide activities Native Youth Olympics).

Participates in advanced oratorical programs, CA.10.03 Oratorical programs (Toastmasters, forensics, debate).

Connects worldview Understands the connection between a worldview CA.10.04 and knowledge use and the way knowledge is used and formed.

Participates in Enters into and functions as a follower and leader CA.10.05 cultural settings in a variety of cultural settings.

Commitment to Understands the meaning of a commitment to a CA.10.06 cultural community cultural community.

Study of specific Self-directs study of one specific culture and CA.10.07 culture language.

Writes an analysis of different viewpoints toward a contemporary issue in the arts and culture (role of Analyzes art and CA.10.08 gender and/or ethnicity, censorship, government culture issues funding of the arts, appropriate uses of technology, attitudes toward bilingual ed.).

Communicates Compares and contrasts how meaning is CA.10.09 through art communicated in at least 2 of own artistic works.

Produces portfolios of art works that exhibit a variety of individual or teacher assigned ideas and CA.10.10 Art portfolio themes; includes at least one example that integrates 2 or more art forms.

High level technical Demonstrates high level of technical skill in an art CA.10.11 skills medium.

CA.10.12 Presents art portfolio Presents an organized and complete Art Portfolio.

Explains meaning of Explains personal meaning of own work in the CA.10.13 own art context of historical trends and cultural traditions.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

LS.01

Choices

LS.01.01

Healthy Activities

LS.01.02 LS.01.03

LS.01.04 LS.01.05 LS.01.06 LS.01.07 LS.01.08 LS.01.09

LS.01.10 LS.01.A

Graduation Level = 7

Lists positive/healthy free-time activities.

Identifies ways to make friends and keep them Makes friends & good (e.g., honesty, inclusion, sharing, cooperation) and choices begins to identify helpful/harmful personal choices.

Practices using good manners (e.g., please, thank Uses Good Manners you, excuse me).

Participates in a simple class project that fosters an understanding of basic service ideas (e.g., Service Project cooperation, sharing, volunteering).

Knows local safety and emergency procedures (e.g., Safety Principles fire, cold weather, water safety principles) Recognizes traits of good personal hygiene and Hygiene and Nutrition nutrition.

Identifies Harmful Names harmful substances.

Substances Fine/Gross Motor Practices fine and gross motor skills.

Skills Identifies Good/Bad Identifies good/bad touches. touches Demonstrates willingness to help when others are in need in group and individual settings (e.g., picks up Helps Others after himself/herself, volunteers).

Completion of all level 1 standards meets the Choices Assessment requirements of the assessment.

Quarterly Performance LS.01.QPI Indicator LS.01.TIL Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

LS.02

Working With Others

LS.02.01 LS.02.02

Respect Goal-setting

Graduation Level = 7

Demonstrates respect and appreciation for self, others, and property.

Verbally states the importance of setting goals.

Demonstrates skills to stay on task and complete tasks on time.

Involved in a class presentation that shares a personal experience with a healthy free-time LS.02.04 Healthy Activities activity.

Participates, shows a positive attitude, and offers help both in the classroom and with school-wide LS.02.05 Positive Participation projects/events.

Applies skills to make and maintain friendships (e.g.,empathy, compassion, positive attitude, LS.02.06 Friendship Skills dependability and loyalty).

Describes potential hazards at home, school, and in Describes Potential the community and ways to avoid them (e.g., LS.02.07 Hazards poisons, fire, cold weather).

Recognizes Benefits of Begins to demonstrate good personal hygiene, LS.02.08 Hygiene/Nutrition nutrition and exercise choices.

Explains how medications can be helpful and Helpful/Harmful harmful, as well as problems incurred with excessive LS.02.09 Medications amount of any substance.

Fine/Gross Motor Demonstrates complex gross and fine motor skills LS.02.10 Skills (e.g., jump roping, cursive).

Identifies appropriate ways to express feelings, Appropriate emotions and assertive responses to unsafe or LS.02.11 Responses unwanted interactions (e.g., bullying, touching) Contributes to design and completion of an awareness project that examines harmful impacts Environmental Service on the environment and community (e.g., litter, LS.02.12 Project pollution, drugs, and crime).

Working With Others LS.02.A Working with Others Assmt.

Assessment Quarterly Performance LS.02.QPI Indicator LS.02.TIL Time in Level LS.02.03

Task Completion

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

Graduation Level = 7

LS.03

Healthy Living

LS.03.01

Advice and Deals constructively with advice and criticism in a Constructive Criticism variety of situations.

Personal

LS.03.02

Strengths/Weaknesse Identifies personal strengths and weaknesses. s

LS.03.03

LS.03.04

LS.03.05

Decision-making/Goal- Practices decision-making, conflict resolution, goalsetting setting andaproblem-solving strategies.

Role-plays variety of situations and identifies strategies to deal effectively with inclusion/exclusion, justice/fairness, and peer Moral Lessons pressure.

Effectively communicates feelings socially in a Communicates positive/constructive manner (e.g.,taking turns, Feelings coming to consensus, sharing and accepting ideas).

LS.03.06

Safety Procedures

LS.03.07

Healthy/Unhealthy Lifestyles

LS.03.08

Basic First Aid

LS.03.09 LS.03.A

Community Service Project Healthy Living Assessment

Describes safety procedures for recreational activities (e.g., boating, swimming, gun safety, recreational vehicles).

Compares attributes of healthy/unhealthy lifestyles (e.g.personal hygiene, drug, alcohol and tobacco use, nutrition, and exercise).

States basic first aid principles (e.g., direct pressure to stop bleeding, hypothermia prevention, and wound treatment).

Design a classroom service project that benefits the community.

Healthy Living Assmt.

Quarterly Performance LS.03.QPI Indicator LS.03.TIL Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID LS.04

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

Graduation Level = 7

Social Issues

LS.04.01

Respects diversity

LS.04.02

Peer Pressure

LS.04.03

Family Issues

LS.04.04

First Aid

LS.04.05

Food and Diet

LS.04.06

Communicable Diseases

LS.04.07

Team Service Project

LS.04.A

Service Presentation

Exhibits appropriate manners, respect for authority, respect for diversity as well as begins to understand personal bias or prejudice.

Uses awareness of personal strengths and weaknesses in order to practice strategies to deal with peer pressure.

Compares factors that affect individuals and families (e.g., alcoholism, time together, drug addictions, birth, abuse, relocation, divorce).

Identifies proper first-aid principles when prompted in a simulated situation.

Explores the basic nutritional value of a variety of food sources (e.g., traditional foods, processed food).

Tells ways to prevent the spread of communicable diseases and compare to non-communicable diseases.

Works with a team to perform a simple service project outside the classroom (e.g., clean-up day, volunteering).

Creates a presentation that identifies 3 ways that service involvement can be a rewarding experience, reflexs upon how the project affected them, and demonstrates an understanding of how he/she contributed to society (e.g., museum walk, oral report, iMovie, Power Point presentation).

Quarterly Performance LS.04.QPI Indicator LS.04.TIL Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID LS.05 LS.05.01

LS.05.02

LS.05.03

LS.05.04 LS.05.05

LS.05.06 LS.05.07

LS.05.08

LS.05.09

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

Graduation Level = 7

Basic Life Skills Demonstrates the decision making process, problem Basic Life Skills solving strategies,and goal setting.

Demonstrates an understanding of the concepts and importance of equality and diversity (e.g., gender, Equality and Diversity economic, cultural, special needs).

Discusses importance of, and begins to demonstrate evidence of, a strong personal ethic (e.g., punctuality, quality task completion, best effort, Personal Ethics empathy, honesty, appropriate dress).

Applies basic first aid principles in a simulated situation, teaches and promotes home safety and local risks preparedness (e.g., winter storms, Safety Techniques flooding, gun safety, navigation).

Healthy Communities Identifies attributes of healthy communities and & Relationships relationships/environments.

Investigates interrelationships and challenges related to physical, emotional, and social changes Puberty occurring with puberty.

Develops a personal plan to confront social Peer Pressure pressures related to drug and alcohol use.

Sex Education Service Learning Commitment & Impact

Identifies the transmission, prevention, and effects of AIDS and STDs and identifies the responsibilities associated with pregnancy, parenting, and marriage.

Volunteers in a team service commitment for a nonprofit agency or community event, and understands the impact on the community.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT Life Skills 2008-2009

DART ID Short Name Standard Descriptor Advanced Life LS.06 Skills

LS.06.01

Service/Volunteerism and Leadership Qualities

LS.06.02

Adaptability & Resiliency

LS.06.03

Stress Management

LS.06.04

Conflict Resolution

LS.06.05

Daily Living

LS.06.06

Social Etiquette

LS.06.07

Health and Nutrition

LS.06.08

Service Project Survey

LS.06.09 LS.06.A

Designs and Completes Service Project Completes Service Oroject

Graduation Level = 7

Recognizes and discusses leadership qualities (e.g., communication, consensus building, respect, and teamwork) and the potential negative consequences due to lack of service/volunteerism.

Demonstrates flexibility, adaptability and resiliency (e.g., through perseverance, acceptance of change, patience).

Explains strategies for stress management and for responding to a personal loss or crisis (e.g., including suicide prevention).

Applies conflict resolution and critical thinking skills to a variety of situations.

Displays personal responsibility for successful daily living (e.g., time management, meeting deadlines, scheduling, problem solving, decision making, personal finance [budgeting income, expenses, Demonstrates social etiquette while taking on a specific role to accomplish a cooperative project.

Reflects and acts on personal decisions/choices regarding health and nutrition issues (e.g., recognizes characteristics and dangers of eating disorders, lack of sleep, and exercise).

Completes a needs assessment of the community to determine issues and possible service opportunities (e.g., gathers data through surveying, interviewing, researching) and names three examples of possible service projects.

Designs and completes a service learning project (e.g., completes a proposal with reasonable/measurable goals and timeline) that assists others in need.

Completes and evaluates service learning project in his or her community.

Quarterly Performance LS.06.QPI Indicator LS.06.TIL Time in Level

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID LS.07

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

Graduation Level = 7

Healthy Living Skills

LS.07.04

Demonstrates transferable personal/social skills and appropriate, positive behavior in a variety of situations (e.g., uses tact, employs negotiating and Personal Social Skills leadership skills).

Evaluates and employs strategies to deal with responsibility, consequences of one's choices and Personal Relationships actions, peer pressure, and positive personal & Responsible Choices relationships.

Analyzes personal and social changes and responsibilities associated with pregnancy and birth Pregnancy and (e.g., including prevention of birth defects and Parenting effective family planning options).

Demonstrates all skills required for obtaining First First aid Certifications Aid/CPR certifications.

LS.07.05

Personal Health Plan

LS.07.01

LS.07.02

LS.07.03

LS.07.06 LS.07.07

LS.07.08

Regional/Global Service Agencies Community Service Event

Independent Living Skills

LS.07.A1

Evaluates Service Event

LS.07.A2

LS Reflection Presentation

Creates and implements a personal health plan to maintain proper nutrition, sleep, and exercise.

Analyzes the organizational structure of a regional/national service agency at all levels and traces its impact to the community.

Develops and implements a community service event.

Participates in successful simulated independent living (e.g., performs time management, budgeting, chooses appropriate leisure activities, plans meals and shops accordingly).

Evaluates own performance of service event that incorporates various media during or as a reflection of the event (e.g., public speaking, Power Point, written expression.

Life Skills Reflection of experience from levels 4-7.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Life Skills

DART ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name Standard Descriptor

Graduation Level = 7

LS.08

Leadership Development

LS.08.01

Demonstrates an understanding of the concept of Calculated Risk Taking calculated risk taking.

LS.08.02 LS.08.03

Weighing Consequences Ethical Behavior

LS.08.04

Lifelong Learning

LS.08.05

Conflict Resolution

LS.08.06 LS.08.07

Leadership Meaning of Service Experience

LS.08.08

Philosophy of Life

LS.08.09 LS.08.10 LS.08.A

Volunteer Characteristics Nationwide Service Project Leadership & Individual Development Assessment

Demonstrates the ability to make informed decisions after exploring options and weighing consequences.

Displays ethical behavior in a variety of settings.

Strives for personal growth through commitment to life-long learning.

Uses strategies and support structures to assist in dealing with problems associated with family, school and work.

Performs leadership tasks in service settings (e.g., enlists/motivates others, is a mentor to others, helps others to solve problems).

Evaluates the meaning of service experience in his/her life.

Expresses a meaningful philosophy of life by integrating facts, values, ideas, and service experiences.

Demonstrates appropriate characteristics of a volunteer by assisting another student in the design or implementation of their service project.

Participates in a state or nation-wide service project/event.

Leadership and Individual Development Assessment.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

Standard Descriptor Understands that a number represents a quantity by counting with a one to one correspondence. Reads, practices writing, models, orders, and counts to 20. Counts backwards from 10 to 0. (GLE [K] N1-4)

MA.00.01

NUM: Counts to 20

MA.00.02

NUM: Ordinal Numbers 1- Demonstrates understanding of ordinal numbers 1st – 10th.

10 (GLE [K] N-5)

MA.00.03

NUM: Identifies halves

MA.00.04

NUM: Addition and Subtraction

Identifies halves in groups of objects, shapes, and capacity.(GLE [K] N-6-8) Demonstrates and describes addition and subtraction of single digit numbers using pictures and objects, including the use of story problems with support. Can use + - and = symbols when solving problems with manipulatives. (GLE [K] N-10, E&C-3, F&R-4, PS-1-4)

MA.00.05

MEA: Identifies coins by name

Identifies coins by name: penny, nickel, dime and quarter.

(GLE [K] MEA-2)

MA.00.06

MEA: Days of the Week MEA: Measurement

MA.00.07 MA.00.08

MEA: Tells Time

E&C: Estimation MA.00.09

Names in sequence the days of the week. (GLE [K] MEA-4) Practices measuring using non-standard units and can identify instruments used to measure length time and temperature.(GLE [K] MEA-3) Tells time to the hour using analog and digital clocks. (GLE [K] MEA-5) Estimates and compares numbers of objects in a given set up to 10 as more than, less than, or equal to. (GLE [K] E&C1&2, F&R-5)

F&R: Identifies colors

Identifies colors by name: Red, orange, yellow, green, blue, purple, brown, black, and white.

MA.00.12

F&R: Patterning

Recognizes, identifies, and continues a pattern using various attributes. (e.g., shape, color, size, and kinesthetics). (GLE[K] F&R-1,3)

MA.00.13

F&R: Skip Counts

Skip counts by 5s and 10s to 100. (GLE [K] N-12)

MA.00.10

MA.00.11

MA.00.14

MA.00.15 MA.00.16 MA.00.17

(A2.1.1) Sorts and classifies objects into assigned groups and identifies objects that don't belong.

F&R: Describes, sorts and Classifies Describes objects by color, shape, and size. (GLE [K]MEA-1,G-1&2, F&R-2)

(A5.1.1) Identifies, names, and draws basic geometric

GEO: Identifies Geometric shapes in classroom and environment. (GLE [K] G-3, Figures

GEO: Position and Direction S&P: Reads Simple Graphs PS: Math Skills in Everyday Life

[1] G-2,6&7) Identifies and models positions of objects that are above, below, before, after, next to, in between, in front of, over, under, beside, etc. (GLE [K&1] G-5)

Constructs with support and reads simple graphs (GLE [K] S&P-1-3) Uses mathematical skills including number lines and objects in everyday life (assessed through observation). (GLE [K] N11, PS-5)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

Standard Descriptor Understands that a number represents a quantity by counting with a one to one correspondence. Reads, writes (practicing correct number formation with prompting), models, orders, and counts to 100.

(A1.1.3, A3.1.3) Understands addition and subtraction of numbers to 20 using tools such as manipulatives and number lines. Draws pictures to model story problems and includes a number sentence such as 2+3= 5. (horizontally and vertically). Solves repeated addition 2+2+2=6 (GLE [1] F&R-3 & 4, PS-2,5, N-7)

MA.01.01

NUM: Counts to 100

MA.01.02

NUM: Addition and subtraction

MA.01.03

NUM: Simple fractions

MA.01.04

NUM: Ordinal numbers 1-20

MA.01.05

MEA: Tells time

MA.01.06

MEA: Measurement

MA.01.07

MEA: Time of day

MA.01.08

MEA: Money

MA.01.09

MEA: Calendar

MA.01.10

E&C: Memorize facts

MA.01.11

E&C: Sums and differences to 10

MA.01.12

E&C: Estimation

MA.01.13

F&R: Patterning

MA.01.14

F&R: Number pattern

MA.01.15

GEO: Geometric figures (A5.1.1) Identifies and classifies shapes by their attributes.

MA.01.16

GEO: Symmetry

Divides geometicric shapes into equal halves, thirds, and fourths. (GLE [1] N-4,5) Demonstrates understanding of ordinal numbers 1st – 20th.

(GLE [1] N-3) Tells time to the half hour using analog and digital clocks.

(GLE [1] MEA-4) (A2.1.2) Use non-standard units to measure and compare lengths and draws a line segment to the nearest inch. (GLE [1] MEA-1,3,5).

Differentiates between morning, afternoon, and evening.

Can tell the value of quarters, dimes, nickels, pennies and dollar bills. Recognizes money symbols. Identifies equal values up to a dollar (5 pennies=1 nickle, 5 nickles = 1 quarter)(GLE [1]MEA-2,7, 8).

Names months in order. Reads a calendar to distinguish between yesterday, today and tomorrow. (GLE [1] MEA-6) Memorization of facts (sums and differences) with a total of not more than 10 (can do without manipulatives). Recalls doubles to 20. (GLE [1] , E&C 3,4) Demonstrates an understanding of fact-families (sums and differences to 10). (GLE [1] N-10) Estimates "how much" or "how many" in a set up to 20.

Identifies estimation as realistic with support. (GLE [1] E&C1,2) (A2.1.1, A4.1.1)Identifies, names, and creates a pattern using various attributes (e.g., shape, color, size, number and rhythm).(GLE [1] F&R 1-2) Skip counts by 2s to 20. Identifies even and odd numbers to 20.(GLE [1 N-8, 9) (GLE [1] G-1,2) Shows understanding of symmetry by cutting or folding shapes along a single line of symmetry.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Standard Descriptor

Short Name

Demonstrates a basic understanding of probability by using strategies to explain and to correctly identify likely or unlikely outcomes. (GLE [1] S&P-5, PS-4) Describes and constructs real graphs, pictographs, and bar graphs. Collects and records data and interprets with support.(GLE [1] S&P 1-4)

MA.01.17

S&P: Sampling and predictions

MA.01.18

S&P: Reads graphs

MA.01.19

PS: Demonstrates equal sharing Divides groups up to 50 objects in half. (GLE [1] N-4)

MA.01.20

PS: Math skills in everyday life

Uses mathematical skills in everyday life. Creates, solves, and explains thinking about simple problems using a variety of stratigies.(GLE [1]PS-1,3,6, G-3,4)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID MA.02.01 MA.02.02 MA.02.03 MA.02.04 MA.02.05 MA.02.06 MA.02.07 MA.02.08 MA.02.09

Standard Descriptor (A1.1.1) Reads, writes with correct formation, models, orders, counts, and NUM: Numbers to 1000 demonstrates 1 to 1 correspondence with whole numbers to 1000 and can demonstrate knowledge of even and odd.

NUM: Place value (1’s, Understands the concepts of place value by demonstration of ones place, tens 10’s, 100’s) place, hundreds place and introduction to thousands place.

NUM: Ordinal #’s 1stIdentifies, reads, and writes ordinal numbers: first – tenth.

10th.

(A2.1.3) Tells time to the quarter hour including AM and PM using analog and MEA: Tells time digital clocks.

(A2.1.4) Understands the concept of length, width and height (to the nearest inch MEA: Measurement and foot), weight, and temperature and how they are measured.

MEA: Days and Distinguishes number of days in each month and writes proper dates of the year. calendar MEA: Value of mixed Know the value of a group of mixed coins. coins MEA: Compares and Compares and orders values of coins (knows that 5 nickels is the same as one order coins quarter and knows that a penny is less than a dime).

MEA: Understand <, > Understands and applies <, > and = signs. and = signs.

Short Name

MA.02.10 E&C: Use calculator

Understands basic operation of a calculator.

MA.02.11 E&C: Estimations E&C: Addition and MA.02.12 subtraction facts E&C: Multiplication and MA.02.13 division E&C: Add/subtract MA.02.14 fractions E&C: Fact-families (+, MA.02.15 to 20).

E&C: 2-dig +, to 100 & -, MA.02.16 from 99.

(A3.1.1) Uses estimation and rounding to enhance number concept.

Memorization of single digit facts (sums and differences) with a total of not more than 18.

(A3.1.4) Understands multiplication and division at concrete level (repeated addition and equal sharing).

(A1.1.5) Adds and subtracts fractions of halves, thirds, and fourths in various situations at the concrete level.

MA.02.17 F&R: Number patterns MA.02.18 MA.02.19 MA.02.20 MA.02.21 MA.02.22 MA.02.23

GEO: Spatial relationships GEO: Similarities, differences, scaling GEO: Understands 2 lines of symmetry S&P: Collects and organizes data S&P: Constructs graphs and tables S&P: Predications PS: Problem-solving strategies

Demonstrates an understanding of fact-families (sums and differences to 20).

Performs two digit addition (with sums to 100) and subtraction (with differences from 99) with and without regrouping.

(A1.1.6) Continues a number pattern (skip counts by 2’s, 3’s, 5’s, 10’s, forward and backward) beyond 100.

(A5.1.6) Expresses spatial relationships (above, below, left, right, and middle).

(A5.1.3) Understands attributes of similarities, differences, and scaling of circles, squares, rectangles, triangles, hexagon, trapezoid and identifies solid shapes.

Shows understanding of symmetry by cutting or folding shapes and patterns along two lines of symmetry.

(A6.1.6) Collects and organizes data using tally marks.

(A6.2.1) Records and reads simple graphs and tables (bar, line, pictographs).

Able to correctly demonstrate likely, unlikely, and equally likely (50-50 chance).

Becomes familiar with practical problem solving strategies (guess & check, MA.02.24 drawings, extending patterns).

(C1.2.1) Identifies and understands key words in simple problem solving (e.g. in MA.02.25 PS: Problem-solving all, how many more).

PS: Applies to everyday (E1.1.1) Applies mathematical skills and processes to other disciplines and MA.02.26 life everyday life.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID MA.03.01 MA.03.02 MA.03.03

Short Name

Standard Descriptor Identifies, describes, orders, and models place value to one NUM: Place value thousand. (GLE[3] N-2) Skip counts by numbers beyond 100 forward and backward NUM: Counts by (2 thru 10). (GLE [3] N-9, E&C-5) multiples NUM: Ordinal/Cardinal Identifies Ordinal Numbers (numbers in sequence) & Cardinal Numbers (number names). (GLE [3] N-2) Numbers

MA.03.04

NUM: Equivalent fractions

MA.03.05

NUM: Commutative/ identity properties

MA.03.06

MEA: Tells time

MA.03.07

MEA: Calendar

MA.03.08

MEA: Measurement

MA.03.09

MEA: Applies <,> and =

MA.03.10 MA.03.11 MA.03.12

MEA: Add/subtract money E&C: Multiplication and division facts E&C: Mult/div 2-digit by 1-digit

MA.03.13

E&C: 3 digit addition/subtraction

MA.03.14

E&C: Use calculator

MA.03.15

F&R: Finds missing addends

MA.03.16

F&R: Applies add/sub patterns

MA.03.17

GEO: Spatial transformation

MA.03.18

GEO: Geometric figures

MA.03.19

GEO: Conservation of area

MA.03.20

S&P: Collects and organizes data

MA.03.21

S&P: Graphing

Identifies, describes with explanations, and illustrates equivalent fractions with denominators 2,3,4, or 10 and finds the fraction of a set and equal parts of a whole. (GLE [3] N-4) Demonstrates the commutative (a+b=b+a) and identity (1+0=1) properties of addition. (GLE [3] N-7, N-8) Tells accurate time to the five minute in A.M. or P.M. using analog and digital clocks. (GLE[4] MEA-7) Determine elapsed time using a calendar. (GLE [3] MEA-8) (A2.2.1) Estimates length (nearest 1/2 inch and cm) and weight of objects and checks for reasonability in English system. (GLE [3] MEA-1, MEA-6) Understands and applies <, > and = signs and vocabulary greater than, less than, or equal to. (GLE [3] MEA-3, F&R-5) Determines possible combinations of coins and Count back change from $1.00. (GLE [3] MEA-9) Understands basic multiplication and division facts including memorizing facts to 9x9. (GLE [3] E&C-6) Multiplies and divides 2-digit numbers by 1-digit numbers.

(GLE [3] E&C-4) Performs three digit addition (sums) and subtraction (differences), with place values, including rounding. (GLE [3] E&C-3) (A4.1.3) Uses calculator as a tool to solve simple problems.

(GLE [3] F&R-3) Use an open number sentence (addition and subtraction) to solve for an unknown represented by a box or circle (e.g. 5+ = 16). (GLE [3] F&R-4) (A4.1.2) Identifies and applies addition and subtraction patterns to solve simple problems (5, 10, 15, __, __). (GLE [3] F&R-1) (A5.1.5) Describes, identifies, and draws spatial transformation (slides, flips, turns, congruency), and lines of symmetry with real world objects. (GLE [3] G-3, G-4) (A5.1.3) Draws and identifies basic geometric lines, angles, shapes (circles, rectangles, squares, triangles), and solids (cubes, cylinders, cones, & spheres). (GLE [3] G-2) (A5.1.4) Estimate and determine area and perimeter of squares and rectangles including conservation of area using drawings or manipulatives. (GLE [3] G-6) (A6.1.3) Collects, organizes and describes data using terms maximum and minimum. (GLE [3] S&P-3) Reads and describes information from a variety of visual displays (tallies, tables, line graphs, bar graphs). (GLE [3] S&P-2)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.03.22

MA.03.23 MA.03.24

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor Understand probability by making predictions about the S&P: Probability/ likelihood of outcomes of a simple experiment (e.g. spinner, predictions of outcomes coin toss, dice roll). (GLE[3] S&P-5) (C1.2.3, D1.1.3) Communicates strategies and solutions by PS: Writes explanations writing explanations (guess and check, draw a picture, make a model, extend a pattern). (GLE [3] PS-1) PS: Applies to everyday (E1.1.2) Applies mathematical skills and processes to other disciplines and everyday life. (GLE [3] PS-5) life

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.04.01

MA.04.02

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name NUM: Negative numbers, exponents NUM: Fractions and mixed numbers

(A1.2.1) Understands concepts of negative numbers.

Identifies, describes, draws, and models fractions, equivalent fractions and mixed numbers with denominators from 2 to 12, and finds the fraction of a set, region, and equal parts of a whole. (GLE [4] N-4, N-5)

(A1.2.1) Orders, reads, writes, and models numbers from zero to hundred thousands, (GLE [4] N-1, N-2) and converts between expanded notation and standard form. (GLE [4] N-3) (A1.1.7, A1.2.7) Demonstrates the commutative (axb=bxa) NUM: Properties of and identity (4x1=4) properties of addition and multiplication.

MA.04.04 add/mult (GLE [4] N-10, N-11) (A2.2.5) Finds elapsed time to the nearest half hour, in addition to reading and drawing time to the nearest minute MEA: Finds elapsed MA.04.05 using A.M. or P.M. on analog and digital clocks. (GLE [5] time MEA-5) (A2.2.1) Reads scales and measurement devices in English and Metric. Selects an appropriate unit of Metric and English MEA: Read MA.04.06 measurement to estimate length (cm, m, in, ft, yd, mi), weight measurement tools (lbs., kg), and temperature (Celsius and Fahrenheit) to the nearest unit. (GLE [4] MEA-2, MEA-4) (A2.2.3) Uses a variety of measuring tools appropriately (ruler, weight scale, and thermometer). Measures to the MEA: Use MA.04.07 nearest 1/4 inch and nearest centimeter for length. (GLE [4] measurement tools MEA-5) (A2.2.2, A2.3.2) Identifies and uses equivalent measurements for length within Metric and English systems MEA: Uses equivalent (inch, foot, yard: 12 inches=1 foot, 3 feet=1yard, 36 inches=1 MA.04.08 measurements yard; centimeter, meter: 100 centimeters=1meter). (GLE [4] MEA-3) (A2.2.6) Counts back change correctly from $5.00 and MEA: Counts change to MA.04.09 determines possible combinations of coins and bills to given $1.00 amounts (GLE [4] MEA-8) (A3.2.2) Memorizes multiplication and division facts to 12 X E&C: Multiplication and 12 and understands the relationship between multiplication MA.04.10 and division and multiplication and addition. (GLE [4] E & Cdivision facts 1, N-7, N-8) (A3.2.3) Performs 4-digit addition and subtraction with place E&C: 4-digit addition MA.04.11 values, including rounding. (GLE [5] E&C-3) and subtraction (A3.2.4) Performs 2-digit X 2-digit multiplication and division, E&C: 2-digit X 2-digit including rounding (GLE [5] E &C-4) in addition to identifying MA.04.12 mult. and div. and listing factors and multiples of a number. (GLE [4] N-2) Adds and subtracts fractions with like denominators through E&C: Adds fractions MA.04.13 2 to 12. (GLE [4] E&C-5) w/denom. to 12 (A4.2.1, A4.2.4) Uses words, lists, numbers, and tables to F&R: Pattern problem- find a pattern using (+, -, x). Explain the rule, extend the MA.04.14 pattern (up to 10 terms), make predictions, and solve solving strategies problems. (GLE [4] F&R-2) (A4.2.5) Uses and writes open number sentences (+, -, x) to F&R: Explains solve for an unknown represented by a box or a circle (ex. 9 MA.04.15 variables 1 = 2, x 8 = 56, 12+5 = ). (GLE [4] F&R-4) Bering Strait School District Student Learning Standards (Revised May 2008) MA.04.03

NUM: Numbers to 1,000,000

Standard Descriptor

Math DART_ID MA.04.16

MA.04.17

MA.04.18 MA.04.19

MA.04.20

MA.04.21

MA.04.22

MA.04.23

MA.04.24

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name GEO: Area and permimeter of basic irregular shapes

Standard Descriptor Estimates and determines area or perimeter of rectangles, squares, and irregular shapes using graph paper. (GLE [4] G6) Uses the attributes and properties of solid figures (edges, vertices, or the number of shape faces to model), identify, GEO: Geometric figures compare or describe solid figures (cubes, cylinders, or spheres) (ex. cans, dice, balls) (GLE [4] G-2) Uses the attributes and properties of angles to identify, GEO: Classify triangles compare, and classify triangles (acute, right, or obtuse) and regular polygons. (GLE [4] G-1) Draws lines of symmetry and identifies shapes that are GEO: Symmetry & congruent. (GLE [4] G-3, G-4) congruent Describes, organizes, records, and interprets data from a variety of visual displays, in addition to creating visual S&P: Describes and displays with whole numbers up to 25 using appropriate interprets data scale (e.g., tallies, tables, charts, pictographs, Venn Diagrams, and bar graphs). (GLE [4] S &P-1) S&P: Mode and range Uses mode and range with up to 5 pieces of data. (GLE [4] S&P-3) (up to 5) Predicts or explains the probability or all possible outcomes in a simple experiment (ex. spinners, dice, coins) (GLE [4] S &P-4) and determines possible combinations in a given situation involving up to three items (ex. how many ways can S&P: Probability you choose two fruits out of a basket containing oranges and bananas? â&#x20AC;&#x201C; two bananas; one orange, and one banana; and two oranges). (GLE [4] S&P 5) Applies and communicates solutions and explanations for various problem-solving strategies (lists, guess and check, PS: Problem-solving extends patterns) to solve story problems aligned to this strategies level. (GLE [4] PS-1) PS: Applies to everyday (E1.2.1) Applies mathematical skills and processes to other disciplines and everyday life. (GLE [4] PS-5) life

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.05.01 MA.05.02 MA.05.03 MA.05.04 MA.05.05 MA.05.06

MA.05.07 MA.05.08 MA.05.09

MA.05.10

MA.05.11 MA.05.12

MA.05.13

MA.05.14 MA.05.15 MA.05.16 MA.05.17

MA.05.18

MA.05.19 MA.05.20

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name NUM: Roman Numerals Compare-order functions

Standard Descriptor Identifies Roman Numerals up to 100.

Compares and orders fractions and decimals using models, pictures, symbols, and words. (GLE [6] N-1) (A1.2.2) Orders, reads, writes, models, and identifies place NUM: Place value value positions from .01 to 1,000,000. (GLE [5] N-3) NUM: Exponents as Understands the concept of exponents as repeated repeated multiplication multiplication. (GLE [8] N-3) (A3.3.5) Recognizes fractional forms of common decimals NUM: Fractional forms (e.g. 1/4=. 25). (GLE [5] N-5) NUM: Cumulative or Describing or illustrating commutative or identity properties identity properties of + of addition and multiplication. (GLE [5] N-9 and x (A1.2.5) Performs addition and subtraction of fractions with NUM: Like like denominators and decimal numbers (including money). denominators (GLE [5] N-8) NUM: Models improper (A3.2.5) Models improper fractions to whole or mixed fractions numbers and identifies equivalent fractions. (GLE [5] N-5) NUM: Factors and Identify and list factors and multiples common to a set. (GLE multiples of a set [5] N-10) (A2.42) Converts measurement within units of US Standard or Metric. Identify or use equivalent measures for MEA: US to metric weight/mass (16 oz = 1lb or 1000g = 1kg) and length (1000mm = 1 meter). (GLE [5] MEA-3), (GLE [9] MEA-1) (A2.2.1) Estimate length, weight, and temperature using MEA: Estimations metric and standard measurement. (GLE (5) MEA 1-3, (GLE 9-MEA1) MEA: Calculate Calculate elapsed time to the nearest 1/4 hour. (GLE [6] elapsed time MEA-4) Demonstrates the ability for handling money, budgeting, and MEA: Handling money shopping by simulating purchases and determining possible and budgeting combinations of coins and bills to given amounts. (GLE [5] MEA-6) MEA: Measure within Measure to within 1/8 of an inch and nearest millimeter.

1/8 inch and mm (GLE [6] MEA-7) E&C: Mult/div/add/ (A3.2.4) Performs 3 X 2-digit multiplications and division and subtract 4-digit addition and subtraction. (GLE [5] E&C â&#x20AC;&#x201C;4) E&C: Rounding (A3.2.1) Round numbers to appropriate place value to numbers estimate and justify solutions to solve a variety of problems.

Uses words, lists, numbers, and tables to find patterns (+, -, F&R: Find patterns, x,á), explain the rule, extend the pattern (up to ten terms), explain the rule make predictions, and solve problems. (GLE [5] F&R-1) (A4.2.5) Uses and writes open number sentences and word F&R: Equations with problems (addition, subtraction, multiplication, and division) variables that solve for an unknown represented by a box, circle, or variable e.g. (5 + = 11). (GLE [5] F&R-5) (A5.2.5) Analyzes and models special transformations GEO: Analyzes models (sides, flips, and turns) (e.g.. Pictures of cultural art, architecture, fabric designs, etc). (GLE [5] G-3) Accurately classifies angles as right, obtuse, acute or GEO: Classify angles straight. (GLE [5] G-1, [7] MEA-5)

1 Bering Strait School District Student Learning Standards (May 2008)

Math DART_ID

MA.05.21

MA.05.22

MA.05.23 MA.05.24 MA.05.25 MA.05.26

MA.05.27

MA.05.28

MA.05.29 MA.05.30 MA.05.31

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor (A5.2.1) Identifies cubes, cylinders, cones, spheres, pyramids, and rectangular prisms using the attributes of solid GEO: Identify gemetric figures (orientation of sides, edges, vertices, and number of figures faces). Identify or compare triangles (scalene, isosceles, or equilateral) or quadrilaterals (parrellograms, trapezoids, and rhombi). (GLE [5] G-1, G-2) GEO: Similar, Identify and create geometric shapes that are similar, congruent, or congruent, or symmetrical. (GLE [5] G-4) symmetrical shapes GEO: Area and Estimate or determine the area and circumference of a circle circumference of a using a grid or manipulative. (GLE [5] G-7) circle (A5.2.6) Locates and places points on a grid (using a map, GEO: Points on a grid globe, etc). (GLE [5] G-8) (A5.2.7) Sketches and identifies segments, midpoints, GEO: Lines intersections, parallel and perpendicular lines. (GLE [5] G-9) (A5.2.4) Calculates perimeter and area of rectangles and GEO: Perimeter squares and figures that can be divided into rectangles and squares. (GLE [5] C-6) (6.2.2) Uses data to construct tables, bar graphs, Venn S&P: Constructs Diagrams and line graphs with whole numbers up to 50 graphs using an appropriate scale. (GLE [5] S&P –1) Predicting or explaining the probability of all possible S&P: Predicting all outcomes in an experiment using ratios or fractions to possible outcomes describe the probability. (GLE [5] S&P-5) Makes predictions based upon and explains data from S&P: Makes tables, bar graphs, Venn Diagrams and line graphs. (GLE [5] predictions S&P –2) S&P: Measures of (A6.2.3) Determines mean, median, mode, and range from central tendency collection of data. (GLE [5] S&P –3) Translates and successfully solves problems between PS: Translates everyday language and mathematical symbols including problems pictorial and/or symbolic representation. (GLE [5] PS-3)

2 Bering Strait School District Student Learning Standards (May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

MA.06.01

NUM: Expanded notation

MA.06.02

NUM: Basic operations

MA.06.03

NUM: Fraction conversion

MA.06.04

NUM: Explain properties

MA.06.05

NUM: GCF and LCM

MA.06.06

MEA: Convert and Identify Equivalent Measures

MA.06.07

MA.06.08 MA.06.09

MA.06.10

MA.06.11 MA.06.12

MA.06.13

MA.06.14

MA.06.15

MA.06.16

Standard Descriptor (A1.3.1) Convert between standard and expanded form, knows place value to thousandths and millions, and perform unit canceling. (GLE [6] N-3) (A3.3.4) Estimate, compute, illustrate, and describe the basic operations with signed numbers, fractions of unlike denominators, improper fractions, and decimals to the hundredths. (GLE [6] N-6 & N-7 [6] E&C-1, E&C-3, E&C-4) (A1.3.5) Makes fraction, decimal, and percent conversions; convert between equivalent fractions, decimals and percents of 100. (GLE [6] N-4 & N-5) (A1.3.6) Uses and explains prime and composite numbers, divisibility rules, identity, commutative, associative, and distributive properties for addition and multiplication. (GLE [6] N-8) (A1.2.6) Finds GCF and LCM of a set of numbers. (GLE [6] N-9) Convert and identify equivalent measures within the same system (US Standard or Metric). (GLE 6] MEA-2, MEA-6)

Accurately measures using a scaled ruler to an eighth of an inch and to millimeter on a map or drawing; measures length, weight, area, volume, and mass, using appropriate tool with English or Metrics. (GLE [6] MEA-3, MEA-7) Solve real-world problems involving elapsed time with all MEA: Solves Elapsed time zones (US and world time zones). (GLE [6] MEA-4, Time Problems MEA-5) Develops and interprets scales & scale models. (GLE [7] MEA: Scale Models MEA-3) (A4.2.5) Uses variables: To express generalization of a pattern, To describe simple functions (2:6 ;3:9; 4:12), To F&R: Variables to apply multiplication or division, multiples, factors, perfect express relationships squares, and powers of 10. (GLE [6] F&R-1, F&R-2, F&R-3, F&R-5) F&R: Solve One-Step Solve one-step equations. (GLE [6] F&R-5) Equations GEO: Classify (A5.3.1) Identify, classify, or compare regular and irregular polygons polygons (using sides and angles). (GLE [6] G-1) (A5.3.4) Identifying, comparing, and describing attributes and properties of circles (radius, diameter, and Pi), the correct GEO: Pi usage of a compass, and find area and circumference of a circle. (GLE [6] G-2) Identifies and describes triangular and rectangular prisms by GEO: 3D Figures bases, faces, edges, vertices; recognizes 3-D shapes from 2D drawings. (GLE [6] G-3, G-4) GEO: Estimating or Estimating or determining area or perimeter of polygons Determining Area and (parallelograms, trapezoids, triangles) using a key, ruler, or Perimeter given measures. (GLE [6] G-7) Reads and constructs line graphs, bar graphs, histograms, S&P: Reads and stem-and-leaf plots, and circle graphs. (GLE [6] S&P-1, S&Pconstructs graphs 2) MEA: Accurately Measures

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

MA.06.17

S&P: Design experiments

MA.06.18

S&P: Presents probability data

MA.06.19

PS: Problem-solving

MA.06.20

PS: Defends conclusions

MA.06.21

PS: Applies to everyday life

Standard Descriptor (A6.3.6) Designs and experiments with given criteria, makes predictions, records results, and compares the predicted outcome with the actual results. (GLE [6] S&P-1, S&P-2) (A6.2.6) Solves problems involving possible combinations and presents a set of probability data using percents, ratios, and/or fractions. (GLE [6] S&P-5) Applies various problem-solving strategies (graphing, Venn diagrams, tables, lists, working backward, guess & check, or extend a pattern) to solve problems aligned to this level.

(GLE [6] PS-1) (C1.4.3, D1.2.3) Represent problems using mathematical language and justify answers using examples. (GLE [6] PS2, PS-3, PS-4) (E1.2.2) Applies math skills and processes to everyday life using real-world contexts (such as social studies, school, community, and peers). (GLE [6] PS-5)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

MA.07.01

NUM: Scientific notation

MA.07.02

NUM: Convert improper fractions

MA.07.03

NUM: Real numbers

MA.07.04

MEA: Accurate measure

MA.07.05

MEA: Angle measure

MA.07.06

MEA: Congruent and similar

MA.07.07

E&C: Rate-ratioproportion

MA.07.08

E&C: Simple interest

MA.07.09

E&C: Estimate or exact answers

MA.07.10

F&R: Evaluate linear functions with unknowns

MA.07.11

F&R: One-step equations/ inequalities

MA.07.12

GEO: Regular-irregular polygons

MA.07.13

GEO: Scale factor

MA.07.14 MA.07.15

GEO: Circle area and prism volume GEO: Rectangular coordinates

MA.07.16

S&P: Complex graphs/charts

MA.07.17

S&P: Mean-medianmode-range

Standard Descriptor (A1.3.1) Convert between standard notation and expanded form for decimal numbers. Uses powers of ten and applies scientific notation. (GLE [7] N-3) (A3.2.5, A3.3.3) Performs order of operations and converts improper fractions to whole and mixed numbers and understands the effects of arithmetic operations on rational numbers (fractions, decimals) to the thousandths place.

(GLE [7] N-4, N-5, E&C-3, E&C-4, E&C-5) (A1.4.1) Orders with the Real Number System. (GLE [7] N-1) (A2.2.1) Measures various dimensions to one-sixteenth of an inch or millimeter and converts to equivalent measures in the same system. (GLE [7] MEA-2, MEA-4) Estimates, measures, and adds angles with a protractor to the nearest +/- 2 degrees. (GLE [7] MEA-5) (A5.2.3) Identifies, describes, and finds missing dimensions of congruent and similar figures. (GLE [7] MEA-3) (A3.3.6) Sets up and solves rate, ratio, proportion, and percentage problems using unit multipliers and conversions.

(GLE [7] E&C-6) Calculates simple interest. (GLE [10] E&C-1) Decides when estimates (truncating, rounding, front-end estimation, and compatible numbers) are adequate and when exact answers are necessary, determining if an answer is greater than or less than the exact number. (GLE [7] E&C1) (A4.3.5) Recognizes and evaluates linear functions by evaluating unknown variables and expressions (including square roots) using tables, ordered pairs, or equations up to the tenth term. (GLE [7] F&R-1, F&R-2) Solve one-step equations and inequalities, and graphs solutions (GLE [8] F&R-6) Identify and classify regular and irregular polygons using diagonals, number of sides and angles; identify triangular and rectangular pyramids using vertices, edges, and faces.

(GLE [7] G-1, G-2) Given the scale factor, solve problems involving similar shapes (scale drawings, maps). (GLE [7] G-3) Determine the area of a circle, and the volume and surface area of prisms and cylinders. (GLE [7] G-5, G-6, G-7) Recognizes and associates points with rectangular coordinates. (GLE [7] G-8) (A6.3.2) Interprets and explains a variety of displays (using charts, circle graphs, frequency distributions, stem-and-leaf plots, scatter plots, and box-and-whisker plots with appropriate scales). (GLE [7] S&P-1, S&P-2) Determine mean, median, mode, and range from graphs and charts to analyze the validity data. (GLE [7] S&P-3) (A6.3.6) Sets up, solves, and compares theoretical to actual probability in problems involving simple and independent events. (GLE [7] S&P-4, S&P-5)

S&P: Probability of MA.07.18 independent events 1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.07.19

MA.07.20

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor Applies various problem-solving strategies to solve real-world PS: Problem-solving problems aligned to this level (working backwards, drawing a strategies picture, Venn diagrams, and verifying results). (GLE [7] PS-1, PS-5) Communicates and explains in a written paragraph, strategies used to solve multi-step word problems and PS: Explain multi-step describe how a change in one variable in a formula affects the remaining variables (how changing the length affects the area of a quadrilateral). (GLE [7] F&R-3, PS-2, PS-3, PS-4)

MA.07.21

Checking account

Understands the function of a checking account.

MA.07.22

Reconcile statement

Reconciles a bank statement.

MA.07.23

PS: Multi-step word problems

Evaluates multi-step word problems involving equal and proportional groups, averages, and rates in business applications.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.08.01

MA.08.02

MA.08.03

MA.08.04

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor (A1.3.4) Translates between equivalent representations of the NUM: Equivalent same number (fractions, decimals, percents, exponents, representations scientific notation, rational numbers and standard notation).

(GLE [8] N-2 [9] N-1, N-2, N-3, N-4) (A1.4.4, A3.3.5) Converts between equivalent fractions, NUM: Convert percents, proportions, and exponential forms of numbers. equivalent fractions (GLE [8] N-5) (A3.3.5) Adds, subtracts, multiplies, and divides rational and NUM: Rational common irrational numbers forms (fraction, decimals, and /irrational computations percents). (GLE [8] N-6, N-7, E&C-2, E&C-3, E&C-4) Uses inverse operations to solve 2 step NUM: Solve 2-step equations,inequalities including squaring and square equations roots. (GLE 8-N6,7, 8-E&C2, 9-N4)

MA.08.05

NUM: Basic properties (A1.3.7) Applies commutative, associative and distributive with variables properties with variables(GLE [9] N-6)

MA.08.06

NUM: Prime factorization using exponents

MA.08.07

Multiplies, divides, and performs the proper order of NUM: Order of operations with signed and rational numbers (with and operations with integers without parentheses) and with scientific notation.(GLE [8] N8, [9] N-3, N-4, N-5)

MA.08.08

MEA: Using (A5.3.3) Uses similarity and congruence to find the scale similarity/congruence to factor and apply it to find missing angles or sides of figures., find missing angle/side including use of a coordinate plane (GLE [9] G-2, [8] MEA-2)

MA.08.09 MA.08.10 MA.08.11 MA.08.12 MA.08.13 MA.08.14

MA.08.15

MA.08.16

Identifying or writing the prime factorization of a number using exponents. (GLE [8] N-9)

Solves complex percentage problems involving increase and E&C: Complex percent decrease, including percent problems greater than 100. (GLE [10] E&C-3) E&C: Estimates Estimates products, quotients and square roots. product /quotient/sq.rts (A4.3.1) Generalizes patterns (ie. arithmetic, geometric, F&R: Number linear) and sequences to the nth term. (GLE [8] F&R-1, [9] patterns to nth term F&R-1, [10] F&R-1) F&R: Analyze (A4.3.4) Uses tables of ordered pairs, graphs, and linear patterns with data equations to analyze patterns.(GLE [9] F&R-1, [10] F&R-1) F&R: Sets up and (A4.4.2) Translates multi-step word problems into symbolic solves multi-step expressions, equations, or inequalities and solves. (GLE [8] word problems F&R-5, F&R-6) F&R: Graph Recognizes, evaluates, and graphs inequalities and inequalities/ functions functions.

(A4.4.1) Identifies and predicts the graphs of families of F&R: Identifies functions (linear, absolute value, quadratic, exponential) from families of functions either a table of ordered pairs, a graph or an equation. (GLE [9] F&R-2, [10] F&R-2) (A5.3.2) Identifies and describes a variety of 3D figures (also GEO: 3D figures/2D using 2D nets): prisms, pyramids, cylinders and cones (GLE nets [8] G-2, G-3)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.08.17 MA.08.18 MA.08.19

MA.08.20

MA.08.21

MA.08.22

MA.08.23

MA.08.24

MA.08.25

MA.08.26

MA.08.27

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name GEO: Proportions/Rate/ Ratio

Standard Descriptor Uses proportions/ Rates/Ratios to solve real-world problems (GLE [8] G-4)

(A5.3.5) Draws and describes the results of transformations (slides, rotations, reflections, and dilations). (GLE [8] G-5) Calculates volumes (prisms, cylinders, spheres) of GEO: Simple simple geometric solids and the area of complex figures volume/complex area and converges units of area.

(A5.4.6) Applies geometric formulas to a variety of situations GEO: Geometric (midpoint, distance, slope, area, and volume). (GLE [9] G-5, formulas [10] G-6) Identifying, analyzing, comparing or using properties of GEO: Properties of angles (including supplementary and complementary) or angles circles (degrees in a circle) (GLE [9] G-1) Graphing or identifying relationships of variables on a GEO: Graphing coordinate plane (e.g. length/width, area/diameter, relationships cost/pound). (GLE [8] G-9) (A6.3.1) Samples and records data, creating graphs, tables S&P: Create: and charts from collected data with and without technology graph/table/chart (histograms, scatter plots, frequency distribution, linear equations).(GLE [9] F&R-4, [8] S&P-5) (A6.3.4) Makes projections and analyze the validity of realS&P: Justify measure world data and justify the choice of mean, median, or mode of central tendency as the best measure of central tendency (GLE [8] S&P-2,S&P3, S&P-5) PS: Measure precision Evaluates measurements for accuracy, precision and error; error explains acceptable range of error.

(A3.3.2) Applies and defends a variety of estimation and PS: Estimation problem-solving strategies (lists, guess & check, extended strategies patterns) and represents mathematical problems numerically, pictorially or symbolically. (GLE [8] PS-1, PS-3).

(D1.3.3) Explains, justifies, and defends conclusions with PS: Defends examples from other disciplines and every day life. (GLE [8] conclusions PS-2) GEO: Transformations

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

MA.09.01

NUM: Applying Properties

MA.09.02

NUM: Equivalent representations

MA.09.03

NUM: Real Number System

MA.09.04

NUM: Square Roots

MA.09.05 MA.09.06 MA.09.07 MA.09.08 MA.09.09

MA.09.10

MA.09.11

MA.09.12

MA.09.13 MA.09.14 MA.09.15

MA.09.16

MA.09.17

MA.09.18 MA.09.19

Standard Descriptor Applying commutative, identity, associative, inverse, or distributive properties to real numbers and variables (GLE [10] N-7) (A1.3.4, A3.4.5.) Selects, translates, and applies equivalent representations of numbers in various situations.

(A1.4.1) Defines, writes, and orders with the Real Number System and its subsets, selecting the appropriate one as a solution set (GLE [10] N-1) Expressing square roots in simplest radical form. (GLE [10] N3)

NUM: Inverse Operation Uses the inverse operation including cube and cube roots. & powers/roots (GLE [10] N-5) NUM: Factoring Factoring polynomials (GLE [10] N-8) Polynomials (A4.4.5) Performs addition, subtraction, multiplication and NUM: Algebraic division of algebraic expressions and equations, containing expressions positive and negative exponents (GLE [10] N-2) (A2.4.4) Solves real world problems involving the MEA: Pythagorean Pythagorean Theorem. (GLE [9] MEA-2) theorem MEA: Converting Converting area and volume units within the same system, Volume Units in English or metric, in real-world applications (GLE [10] MEA-1) Applications Adding, subtracting, multiplying or dividing rational numbers E&C: Basic Ops with including integers with whole number exponents. (GLE [9] Rational Numbers E&C-2 E&C-3) (A3.4.3, A3.4.4) Adds, subtracts, multiplies, and divides in E&C: Ops w/ sci. various forms including scientific notation, powers, and roots. notation/roots/ (GLE [10] E&C-2) powers/matrices (B1.4.3) Explains why one strategy is more appropriate than E&C: Justifies another and determines why the estimate is greater or less Estimations than the exact answer.(GLE [10] E&C-1) Solving literal equations or formulas for a variable F&R: Solves involving multi-steps (e.g. solve for t when d=rt) (GLE [9] equations/ formulas F&R-7, [10] F&R-7) for variables Solving or identifying solutions to multi-step linear equations F&R: Solves multistep linear equations and inequalities. (GLE [9] F&R-6) F&R: Meaning of relations and Understands the meaning of relations and functions. functions Solves and graphs systems of linear equations by various F&R: Solves systems methods, including graphing, substitution, linear combination equations including inequalities. (GLE [9] F&R-5, [10] F&R-5, [10] G-7) Creates graphs, tables and charts from collected data with F&R: Creates graphs, and without technology (linear and quadratic equations).(GLE tables and charts [10] F&R-4) Describing in words how a change in one variable or F&R: Describe changes to equations constant in an equation affects the outcome of the equation (GLE [10] F&R-3) in words Solves problems using the quadratic formula (GLE [10] F&RF&R: Quadratic 6) formula

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.09.20

MA.09.21

MA.09.22

MA.09.23

MA.09.24

MA.09.25

MA.09.26

MA.09.27

MA.09.28

MA.09.29

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor (A5.3.6) Graphs linear equations, determines slope, identifies GEO: Linear equations parallel and perpendicular lines using coordinate geometry. (slope) (GLE [10] G-7) GEO: Estimates/ (A5.3.4) Estimates and calculates volume and surface area Calculates volume and of solids (prisms, cylinders, cones, sphere or pyramids, or surface area compound solids) (GLE 9-G4, 10-G5).

GEO: Uses Uses transformations to show congruence or similarity of Transformations figures on a coordinate plane (GLE [10] G-4) (A6.3.5, A6.4.5) Designing, making predictions, conducting, analyzing and communicating the results of a probability S&P: Probability in Real experiment on independent, dependent or compound events for real world problems and identifies the difference between World Applications theoretical and experimental probability (GLE [9] S&P-5, S&P6, S&P-7, [10] S&P-5, S&P-6 ) (A6.4.4) Analyzes validity of statistical conclusions found in S&P: Statistical the media using information from a variety of displays (GLE conclusions [9] S&P-2, S&P-3, [10] S&P-2, S&P-3) Identifying and/or showing the meaning of a best fit line to S&P: Best Fit Line describe trends and make predictions about data. (GLE [9] S&P-4, [10] S&P-4) (D1.3.1) Recognizes and applies inductive and deductive PS: Inductive deductive reasoning (e.g. charts, graphing, inductive and deductive reasoning, Venn diagrams) and verifying the results (GLE [9] reasoning PS-1, [10] PS-1, [9] PS-4) (E1.3.2, E1.4.1) Uses appropriate technology, math vocabulary, symbols and notation to defend mathematical PS: Defends/Explains ideas, solutions and methods to various audiences, justifying Solutions answers; uses alternative strategies .(GLE [9] PS-2, [10] PS2) Representing mathematical problems numerically, graphically, and/or symbolically, translating among these PS: Alternative alternative representations, or using appropriate vocabulary, Representations symbols, and technology to explain, justify and defend strategies and solutions. (GLE [9] PS-3, [10] PS-3) Solves problems that are aligned to this level using real-world PS: Real-World contexts including global issues and careers. (GLE [10] PSContexts 5

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID MA.10.01

MA.10.02

MA.10.03

MA.10.04 MA.10.05 MA.10.06 MA.10.07

MA.10.08

MA.10.09

MA.10.10 MA.10.11 MA.10.12 MA.10.13 MA.10.14 MA.10.15

MA.10.16

MA.10.17 MA.10.18 MA.10.19 MA.10.20

Short Name

Standard Descriptor Identifies and understands properties of angles: • Supplementary, complementary, vertical • Parallel lines and Properties of Angles transversals • Sum of interior and exterior angels of polygons. (GLE [10] G-1) Direct/Indirect/ Counter Using methods of proof including direct, indirect and counter Proofs examples to validate conjectures.(GLE [10] PS-4 Uses inductive and deductive reasoning to make Properties of figures observations about and to verify properties of and and Relationships relationships among figures (e.g. the relationship among interior angles of parallel lines cut by a transversal).

Congruent and Similar Identifying congruent and similar figures using Euclidean Figures geometry. (GLE [10] G-3) Congruence or Uses transformations to show congruence or similarity of Similarity figures on a coordinate plane.(GLE [10] G-4) Similarity and (A5.4.3) Uses similarity and congruence to solve problems Congruence (prove 2 triangles are congruent).

Use the Pythagorean theorem and its converse and Pythagorean Theorem properties of special right triangles (e.g. 30o – 60o – 90o triangle) to solve mathematical and real-world problems.

Understands the basic concepts of right triangle geometry Right Triangle (e.g. basic trigonometric ratios such as sine, cosine, and Geometry tangent).

Uses trigonometric ratio methods to solve mathematical and Trigonometric Ratio real-world problems (e.g. determination of the angle of Methods depression between two markers on a contour map with different elevations).

Identifies and understands central angles, chords, inscribed Angles and Chords angles or arcs of a circle (GLE [10] G-1) Uses isometric drawings to create two-dimensional drawings Isometric Drawings of three-dimensional objects. (GLE [10] G-2) 3D Objects

Draws 3D objects.

Surface Area and Volume Area/Volume of Irregular Objects Graphs of Basic Functions

Finds surface area and volume of prism, cylinder, cone, sphere, pyramid, and compound solids.(GLE [10] G-5) Finds the area and volume of irregular shaped objects.

Identifies, graphs, and compares graphs of basic functions.

Understands that objects and relations in geometry correspond directly to objects and relations in algebra (e.g. a Objects and Relations line in geometry corresponds to a set of ordered pairs satisfying and equation of the form ax + by = c).

Understands the characteristics and uses of vectors (e.g.

Vectors representations of velocity and force).

Basic Operations on Uses basic operations on vectors (e.g. vector addition, scalar Vectors multiplication).

Understands the basic properties and uses of polar Polar Coordinates coordinates.

Symmetry and Uses transformations to show congruence or similarity Transformations of figures on a coordinate plane (GLE [10] G-4.)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID MA.10.21 MA.10.22

MA.10.23

MA.10.24

MA.10.25

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor (A5.4.7) Constructs geometric models, transformations, and Constructs Geometric scale drawings using a variety of methods (paper folding, Objects compass, straight edge, protractor, or technology).

Basic Geometric Performs basic geometry constructions (midpoint, angle Constructions bisector, parallel and perpendicular lines). (GLE [9] G-6) Uses geometric construction (e.g. the parallel to a line Geometric through a given point not on the line, line segment congruent Construction Proofs to a given line segment) to complete simple proofs, to model, and to solve mathematical and real-world problems.

(A1.4.2) Applies basic operations with different base Base Systems systems. (GLE [10] N-6) Uses properties of and relationships among figures to solve mathematical and real-world problems (e.g. uses the property that the sum of the angles in a quadrilateral is equal Real World Problems to 360 degrees to square up the frame for a building; uses understanding of arc, chord, tangent, and properties of circles to determine the radius given a circular edge of a circle without the center).

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID MA.11.01

Short Name Equations and Inequalities

MA.11.02

Solve Systems Equations

MA.11.03

Polynomials

MA.11.04

Factor Polynomials

MA.11.05

Real and Complex Numbers

MA.11.06

Operations on Complex Numbers

MA.11.07

Quadratic Equations

MA.11.08

Effect of Coefficient

MA.11.09

Maxima, Minima of Functions

MA.11.10

Laws of Logarithms

MA.11.11

Exponents

MA.11.12

Translate Logarithms

MA.11.13

Simplify Logarithms

MA.11.14

Algebraic Statement True/False

MA.11.15

Conic/Quadratic Relation

Standard Descriptor Solve equations and inequalities involving absolute value.

Solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.

Able to perform operations on polynomials, including long division.

Factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.

Demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane.

Add, subtract, multiply, and divide complex numbers.

Solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula.

Students apply these techniques in solving word problems.

They also solve quadratic equations in the complex number system.

Demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a(x-b)2 + c.

Graph quadratic functions and determine the maxima, minima, and zeros of the function.

Prove simple laws of logarithms.A) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. B) Judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step.

Know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

Use the definition of logarithms to translate between logarithms in any base.

Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.

Determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.

Demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Math DART_ID

MA.11.16

MA.11.17 MA.11.18 MA.11.19 MA.11.20 MA.11.21 MA.11.22 MA.11.23 MA.11.24

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9 Short Name

Standard Descriptor Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can Completing the Square recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.

Combination and Use fundamental counting principles to compute Permutations combinations and permutations.

Use combinations and permutations to compute Probabilities probabilities.

Know the binomial theorem and use it to expand binomial Binomial Theorem expressions that are raised to positive integer powers.

Apply the method of mathematical induction to prove general Prove Statements statements about the positive integers.

Find the general term and the sums of arithmetic series and Arithmetic Series of both finite and infinite geometric series.

Derive the summation formulas for arithmetic series and for Derive Formulas both finite and infinite geometric series.

Solve problems involving functional concepts, such as Operations on composition, defining the inverse function and performing Functions arithmetic operations on functions.

Use properties from number systems to justify steps in Justify Steps combining and simplifying functions.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

Short Name

MA.12.01

Relations and Functions

MA.12.02

Trigonometry in Triangles

MA.12.03

Trigonometric Functions

Trigonometric MA.12.04 Identities and Equations

Polar Coordinates MA.12.05 and Complex Numbers

Standard Descriptor Students recognize and graph polynomial, rational, algebraic, and absolute value functions and use them to solve word problems. They understand the concepts of domain, range, intercept, zero, pole, asymptote, and point of discontinuity. They define and find inverse functions, describe symmetries of graphs, and apply transformations to functions. They understand the concept of defining a function parametrically and apply it to drawing graphs. They write equations of conic sections in standard form to find their geometric properties.

Students understand how trigonometric functions relate to right triangles and solve word problems involving right and oblique triangles. They understand and apply the laws of sines and cosines. They use trigonometry to find the area of a triangle from two sides and the included angle.

Students extend the definitions of the trigonometric functions beyond right triangles using the unit circle and they measure angles in radians as well as degrees. They draw and analyze graphs of trigonometric functions (including finding period, amplitude, and phase shift) and use them to solve word problems. They define and graph inverse trigonometric functions and find values of both trigonometric and inverse trigonometric functions.

They also relate the slope of a line to the tangent of the angle the line makes with the x-axis.

Students know basic trigonometric identities derived from the definitions and use them to prove other results. In particular, they understand and use the addition, double-angle, and half-angle formulas. They solve trigonometric equations and apply the equations to word problems.

Students define and use polar coordinates, understanding their relationship with Cartesian coordinates. They translate equations in Cartesian coordinates into polar coordinates and graph equations in the polar coordinate plane. They understand complex numbers and convert them to trigonometric form. They multiply complex numbers in trigonometric form and prove and use De Moivreâ&#x20AC;&#x2122;s Theorem.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Graduation Level = 9

Math DART_ID

MA.12.06

Short Name

Sequences and Series

MA.12.07 Data Analysis

Mathematical MA.12.08 Reasoning and Problem Solving

Logarithmic and MA.12.09 Exponential Functions

Standard Descriptor Students prove the formulas for the sums of arithmetic series and for finite and infinite geometric series, using summation notation and applying the results to word problems. They understand the concept of recursion and define sequences using it.

They develop the concept of the limit of a sequence or a function and apply it to problems of convergence and divergence.

Students understand the median fit and least squares regression methods and apply them to linear modeling. They calculate and interpret correlation coefficients, using them to evaluate lines of best fit.

They model data with various nonlinear functions, such as quadratic, exponential, and power functions.

In a general sense, mathematics is problem solving.

In all of their mathematics, students use problemsolving skills: they choose how to approach a problem, they explain their reasoning, and they check their results. At this level, students apply these skills to justifying the steps in simplifying functions and solving equations and to deciding whether algebraic statements are true. They also learn how to use the mathematical induction to prove results.

Students solve word problems involving logarithmic and exponential functions. They draw and analyze graphs of logarithmic and exponential functions, including finding domain, range, intercepts, and asymptotes. They define and find inverse functions for both logarithmic and exponential functions.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Reading

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 8

DART_ID

Short Name

Standard Descriptor

RE.01

Reading Level 1

READING Level 1

RE.01.01

Recognizes first name

Recognizes first name in print.

RE.01.02

Age-appropriate vocabulary

Develops age-appropriate vocabulary.

RE.01.03

Can be in an audience

Shows the ability to be part of an audience.

RE.01.04

Looks at books

Chooses books to look at for a sustained period of time (minimum of 5 minutes)

RE.01.05

Knows basic concepts of print

Knows basic concepts of print.

RE.01.06

Visual discrimination

Distinguishes similarities and differences in pictures and letters.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Reading

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 8

DART_ID

Short Name

Standard Descriptor

RE.02

Reading Level 2

READING Level 2

RE.02.01 RE.02.02 RE.02.03 RE.02.04 RE.02.05 RE.02.06 RE.02.07 RE.02.08 RE.02.09 RE.02.10

Phonemic awareness Knows target sounds and 7 others Knows target letters and 7 others Sounds out CVC

Demonstrates phonemic awareness in the areas of rhyming, initial sounds, and say-it-fast.

Identifies target lower-case letter sounds and 7 other letter sounds in random order.

Identifies target lower-case letter names and 7 other letter names in random order.

Sounds out three letter consonant-vowel-consonant (CVC) words with assistance (say-it-fast).

Recognizes target Recognizes target sight words with automaticity. sight words Descriptive vocabulary Uses age-appropriate descriptive vocabulary and and visualization verbally describes a picture (visualization).

Can demonstrate concepts of print while pretend Concepts of print reading from a familiar picture book.

Follows oral directions Follows 2 and 3 step oral directions.

Chooses books to look at/read for a sustained Chooses book period of time (minimum of 7 minutes).

Demonstrates comprehension of oral stories by Recalls facts recalling simple facts from a story.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading

Graduation Level = 8

DART_ID

Short Name

Standard Descriptor

RE.03

Reading Level 3

Reading Level 3

RE.03.01 Uses phonics to spell

Uses phonics knowledge to spell words with blends, soft and hard consonants, digraphs, short vowels and long vowels.

RE.03.02 Reads sight words

Uses sight word knowledge to read words.

RE.03.03

Identifies all letters and sounds

Identifies all upper and lower case letters and sounds in random order.

RE.03.04 Uses phonics to read

Uses phonics to read words with blends, soft and hard consonants, digraphs, short vowels and long vowels.

RE.03.05 Classifies/categorizes

Classifies/categorizes by commonalties (i.e living/not living).

RE.03.06 Fluency 50 wpm

Develops oral reading fluency and expression. 50 wpm

RE.03.07 Mind-movie RE.03.08 Comprehension Roots RE.03.09 Retells a story RE.03.10 Author & illustrator

Demonstrates ability to visualize text at the word level (makes mind-movies.)

Reads and comprehends appropriate text. (Roots Passage 9) Retells a story demonstrating recognition of story elements.

Defines author and illustrator.

Reads and follows simple written directions to complete a simple 3 step task.

Reads independently 15 Chooses book to read for a sustained period of time RE.03.12 min. (minimum of 15 minutes).

RE.03.11

Follows 3-step directions

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading DART_ID

Short Name

Standard Descriptor

RE.04

Reading Level 4

READING Level 4

Graduation Level = 8

Demonstrates understanding of syllabication rules and reads multi-syllabic words. (GLE[3]1.1.1) Acquires, understands and uses vocabulary in Vocab in context; context, including basic parts of speech (nouns, RE.04.02 parts of speech verbs, pronouns and introduce adjectives).(GLE[3]1.1.4) Classify/categorize in Classifies/categorizes by commonalities in a list RE.04.03 list form format. (GLE[3]1.1.4) Develops oral reading fluency and expression. 114 RE.04.04 Fluency 114 wpm wpm (GLE[3]1.3.1) Recognizes sight Recognizes appropriate sight words with RE.04.05 words automaticity. (GLE[3]1.1.2) Makes connections using prior knowledge to Predictions/ RE.04.06 predict future events in a story. (GLE[3]1.2.2), Connections (GLE[3]1.10.1), (GLE[3]1.10.2) Identifies main idea and supporting details.

RE.04.07 Main idea (GLE[3]1.5.1) Retells a story and includes basic story elements Retells story (story including characters, setting, problem/solution, RE.04.08 elements) sequence of events and point of view.

(GLE[3]1.4.1), (GLE[3]1.4.2), (GLE[3]1.8.1) Demonstrates ability to follow simple instructions RE.04.09 Follow instructions from a text or printed material. (GLE[3]1.6.1), (GLE[3]1.6.2) Draws conclusions and inferences from text, Draws conclusions RE.04.10 including character motivation. (GLE[3]1.2.3), and inferences (GLE[3]1.2.4) Responds to comprehension questions with RE.04.11 Short answers complete short answers. (GLE[3]1.2.1) Chooses books to read for a sustained period of RE.04.12 SSR 20 min. time (minimum of 20 minutes), with an increase in silent reading.

Reads and comprehends appropriate text, Comprehends text RE.04.13 including ability to visualize (mind movies). SRI SRI 590 590 (GLE[3]1.1.3), (GLE[3]1.1.5) Identifies basic forms of genres and their cultural RE.04.14 Basic genres influence. (GLE[3]1.7.1), (GLE[3]1.7.2), (GLE[3]1.11.1) RE.04.01 Syllabification

1 Bering Strait School District Student Learning Standards (Revised May 2007)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT Reading

2007-2008

Graduation Level = 8

DART_ID

Short Name

Standard Descriptor

RE.05

Reading Level 5

READING Level 5

Identifies structural elements such as root words, prefixes, RE.05.01 Structural elements suffixes, plurals, compound words, contractions and abbreviations. (GLE[4&5]2.1.1) Develops oral reading fluency and expression. 126 wpm RE.05.02 Fluency 126 wpm (GLE[4&5]2.1.5)

Chooses a book to read for a sustained period of time Reads (minimum 20 minutes) from various genres: fiction, non-fiction independently/ SSR and poetry. (GLE[4&5]2.1.1), (GLE[4&5]2.7.2), (GLE[4&5]2.11.1) Reads appropriate text and demonstrates understanding through oral and written response - using strategies such as Comprehends text RE.05.04 clarifying, questioning, predicting, visualizing (mind-movie), SRI 750 making connections and drawing conclusions/inferring. SRI 750 RE.05.03

(GLE[4&5]2.5.2)

RE.05.05 Identify main Idea RE.05.06 Literary elements

Identifies main idea and supporting details. (GLE[4&5]2.5.1), (GLE[4&5]2.5.2)

Identifies or explains the use of literary elements and devices; dialogue, rhyme, alliteration, simile and metaphor.

(GLE[4&5]2.7.3)

Completes a task by following written, mulit-step directions and RE.05.07 Multi-step directions identifies the sequence of steps involved. (GLE[4&5]2.6.1), (GLE[4&5]2.6.2)

RE.05.08

Fact/Opinion & cause/effect

RE.05.09 Dictionary skills RE.05.10

Summarization & Sequence

RE.05.11

Identifies story elements

Demonstrates the ability to distinguish fact/opinion and cause/effect. (GLE[4&5]2.9.1) Uses dictionary, glossary, table of contents and index to locate and clarify information.

Demonstrates ability to summarize information or ideas from text and sequence events.(GLE[4&5]2.4.1) Identifies, describes, compares/contrasts basic story elements including characters, character traits, setting, problem/solution, sequence of events, point of view, author's purpose and theme. (GLE[4&5]2.8.1), (GLE[4&5]2.8.2), (GLE[4&5]2.10.1)

Determines the meaning of unfamiliar vocabulary words using knowledge of word families, phonetics, visual and context clues. (GLE[4&5]2.1.2) Identifies relationships among words by categorizing: homonyms/homophones, synonyms, antonyms, analogies, adjectives, adverbs and shades of meaning. (GLE[4&5]2.1.4)

RE.05.12

Vocab in context; context clues

RE.05.13

Homonyms, synonyms

RE.05.14

Table, headings and Reads information using text features such as tables, headings, keys subheadings, keys and bolded-italicized words. (GLE[4&5]2.1.3)

Bering Strait School District Student Learning Standards (Revised May 2007)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading DART_ID

Short Name

Standard Descriptor

RE.06

Reading Level 6

Reading Level 6

Structural RE.06.01 elements:prefix, suffix RE.06.02 Fluency 132 wpm

RE.06.03

Compare/contrast genres

RE.06.04 Complex directions

RE.06.05 Author's purpose RE.06.06

Inteprets literary devices

RE.06.07 Opinions

RE.06.08 SSR

Graduation Level = 8

Identifies meaning of structural elements such as prefixes, suffixes and abbreviations. (GLE[6]2.1.1) Develops oral reading fluency and expression.

132 wpm (GLE[6]2.1.5), (GLE[6]2.3.1) Compares/contrasts the characteristics of the four major genres (short story, drama, novel and poetry) including their cultural influence.

(GLE[6]2.7.1, [6]2.7.1, [6]2.7.3) Applies complex, written, multi-step directions to real-life and identifies the sequence of steps involved (ie. Science experiment). (GLE[6]2.6.1), (GLE[6]2.6.2) States an author's purpose for a given selection.

(GLE[7]3.8.2) Interprets literary devices including alliteration, rhyme, onomatopoeia, personification, simile and metaphor. (GLE[6]2.7.3) Express opinions about a text and support opinions with evidence. (GLE[6]2.9.1), (GLE[6]2.9.3) Chooses a book to read for a sustained period of time (minimum 20 minutes) from various genres.

Reads appropriate text and demonstrates comprehension - through oral and written Comprehends Text response - using strategies such as clarifying, RE.06.09 questioning, visualizing (mind-movie) and making SRI 880 connections. SRI 880 (GLE[6]2.2.1), (GLE[6]2.2.2), (GLE[6]2.4.1), (GLE[6]2.10.2) Analyzes story elements by comparing/contrasting themes, climax, rising and falling action, point of Analyze story RE.06.10 view and all level 5 requirements. (GLE[6]2.7.3), elements (GLE[6]2.8.1) Demonstrates ability to draw conclusions using Conclusions/inferenc RE.06.11 inferences, predicting, character motivation and es, cause/effect cause and effect. (GLE[6]2.2.3), (GLE[6]2.2.4) Restates and summarizes main idea and RE.06.12 Restate main idea supporting details by paraphrasing and using graphic organizers. (GLE[6]2.5.1) 1 Bering Strait School District Student Learning Standards (Revised May 2007)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading DART_ID

Short Name

Standard Descriptor

RE.07

Reading Level 7

Reading Level 7

RE.07.01

RE.07.02 RE.07.03

RE.07.04

Graduation Level = 8

Demonstrates meaning of unfamiliar words using context clues Latin & Greek root and knowledge of word origins (Latin and Greek root words words and other language influences). (GLE[7&8]3.1.1), (GLE[7&8]3.1.2), (GLE[7&8]3.1.4) Develops oral reading fluency and expression. 180 wpm Fluency 180 wpm (GLE[7&8]3.2.1), (GLE[7&8]3.2.2) Chooses a book to read for a sustained period of time SSR 30 min. (minimum 30 minutes) from various genres.

Reads appropriate text and demonstrates comprehension through oral and written response - using strategies such as Comprehends inferring/drawing conclusions, making connections, visualizing text SRI 1000 (mind-movie), questioning and clarifying. SRI 1000 (GLE[7&8]3.3.2), (GLE[7&8]3.3.3), (GLE[7&8]3.1.5)

Summarize in RE.07.05 outline form RE.07.06

Evaluate literary devices

RE.07.07

Complex multistep directions

RE.07.08

Critique bias/propaganda

Organizes relevant information in outline form when summarizing main ideas and supporting details.

(GLE[7&8]3.3.1), (GLE[7&8]3.4.1), (GLE[7&8]3.4.2) Demonstrates the ability to evaluate and analyze literary devices (time sequence, imagery, foreshadowing) across a variety of genres. (GLE[7&8]3.6.1), (GLE[7&8]3.6.2) Completes a task by following written, multi-step text directions. (GLE[7&8]3.5.1) Identifies bias/propaganda in an author's argument by citing evidence from a public document (newspapers/magazines/speeches). (GLE[7&8]3.8.1), (GLE[7&8]3.8.2)

Analyzes story elements including themes and author's Theme & author's purpose using textual evidence across a variety of selections.

RE.07.09 purpose (GLE[7&8]3.9.1), (GLE[7&8]3.9.2), (GLE[7&8]3.9.3), (GLE[7&8]3.7.1), (GLE[7&8]3.7.2), (GLE[7&8]3.7.3)

Acquires vocabulary to understand relationships among words RE.07.10 Analogies (analogies. homonyms, synonyms and antonyms).

(GLE[7&8]3.1.3) Historical/cultural Identifies how texts reflect historical and cultural influences.

RE.07.11 influences (GLE[7&8]3.10.1), (GLE[7&8]3.10.2)

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading DART_ID

Short Name

Standard Descriptor

RE.08

Reading Level 8

READING Level 8

Context clues & RE.08.01 root words

Graduation Level = 8

Determines meaning of unfamiliar words using context clues (ie. Derivational roots, affixes, cultural derivations, technical terms and content specific vocabulary). (GLE[9&10]4.1.1), (GLE[9&10]4.1.4)

Reads RE.08.02 independently 30 min.

Chooses a book to read for a sustained period of time (minimum of 30 minutes) from various genres.

Demonstrates comprehension of various appropriate texts Comprehends text RE.08.03 through oral and written response - using all reading SRI 1080 strategies. SRI 1080 (GLE[9&10]4.2.2), (GLE[9&10]4.8.2) Theme and Main Discerns between relevant and irrelevant information that RE.08.04 supports a theme/main idea or plot. (GLE[9&10]4.8.1), Idea (GLE[9&10]4.8.2), (GLE[9&10]4.3.1)

Analyzes the author's intent for - and role of - literary techniques (tone, hyperbole, symbolism, idiomatic, allusions, Author's intent for dialects, irony, shades of meaning and satire) used in a RE.08.05 literary techniques variety of genres. (GLE[9&10]4.1.2), (GLE[9&10]4.5.1), (GLE[9&10]4.5.2), (GLE[9&10]4.5.3), (GLE[9&10]4.6.1), (GLE[9&10]4.6.2), (GLE[9&10]4.6.4)

Reads and applies multi-step directions to perform complex Applies multi-step procedures and tasks (eg. filling out a catalog order, income RE.08.06 directions tax return or dividend application). (GLE[9&10]4.4.1), (GLE[9&10]4.4.2)

RE.08.07 Critique issues

Demonstrates the ability to critique issues addressed within various texts, giving well-supported, logical arguments/opinions and asking questions. (GLE[9&10]4.3.5), (GLE[9&10]4.3.6), (GLE[9&10]4.7.1)

RE.08.08

RE.08.09

Author's purpose w/evidence

Uses textual evidence to identify and analyze an author's purpose. (GLE[9&10]4.6), (GLE[9&10]4.7.2), (GLE[9&10]4.8.1),

Summarize in sequence

Locates information from text and summarizes ideas in sequence (ie. outline form). (GLE[9&10]4.3.2), (GLE[9&10]4.2.1),

RE.08.10 Assertions

(GLE[9&10]4.8.2)

(GLE[9&10]4.2.2)

Makes and supports assertions from texts or experiences about the effectiveness of a text's message. (GLE[9&10]4.3.1)

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Reading

Graduation Level = 8

DART_ID

Short Name

Standard Descriptor

RE.09

Reading Level 9

READING Level 9

RE.09.01 Elements of text RE.09.02

Identifies literary devices

RE.09.03 Interprets text

Identifies in-depth elements of narrative and expository texts in outline or graph form.

Identifies specific devices an author is using to persuade readers.

Interprets longer, more complex passages--both fiction and nonfiction (ie: Iliad, Othello, Gone with the Wind, Moby Dick.)

RE.09.04

Responds to literature w/writing

Responds to literature through discussions, in writing, through story telling and/or performance.

RE.09.05

Reader response/portfolio

Creates a student reader's response portfolio using selfdirected and assigned reading.

Performs for audience Follows technical RE.09.07 directions RE.09.06

Presents stories, puns, riddles, anecdotes and plays for entertainment.

Follows multi-task instructions from a technical manual successfully.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.01.01 SC.01.02 SC.01.03 SC.01.04 SC.01.05 SC.01.06 SC.01.07 SC.01.08 SC.01.09 SC.01.10

SC.01.11

SC.01.12

Graduation Level = 6

Standard Descriptor

Short Name

Asks questions (L1)

Asks questions about nature and the environment Begins to apply evidence (i.e. begins to connect cause & Evidence (L1) effect, same and different) Investigations answer Provides examples that investigations can be used to answer questions (L1) questions Conducts experiments (L1) Conducts simple, teacher directed experiments Data collection (L1) Records and collects data using pictures or words Scientific instruments (L1) Reads simple scientific instruments 5 senses (L1) Identifies the 5 senses Observations (L1) Uses 5 senses to make observations Explains project (L1) Explains project with pictures and spoken words Describes using characteristics Describes three specific characteristics about an experiment (L1) or subject The student demonstrates an understanding of the structure and properties of matter by: 1) recognizing that most things are made of parts.

Structure and Properties of 2) describing objects in terms of the materials they are made Matter (L1) of (clay, cloth, paper, etc) 3) describing objects by their physical properties (color, size, shape, weight, texture, flexibility, etc)

Interactions of Matter and Energy (L1)

The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: 1) predicting what would happen to a liquid if left in an open container and a closed container (ex. Water â&#x20AC;&#x2DC;disappearsâ&#x20AC;&#x2122; if left in a glass, but does not disappear if left in a bottle with the lid on) 2) identifying water as a solid and a liquid 3) explaining how water can be changed from a solid to a liquid and then back to a solid 4) predicting how the volume of water may or may not change if it is frozen and then melted 5) comparing how things (ex. Heat, fire, wind, etc) can change the physical properties of different substances in different ways (ex. A little heat melts ice, but not wood; fire melts ice but burns wood)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 6

Standard Descriptor

Short Name

The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by: 1) recognizing that things move in different ways (i.e. straight line, zig-zag, round and round, back and forth, fast and slow, etc) 2) predicting how a push or pull might affect the way an object is moving 3) observing how sound creates vibrations (waves) 4) stating that things near the earth fall to the ground unless something holds them up

SC.01.13

Motions and Forces (L1)

SC.01.14

The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, and the process of natural selection by: 1) stating that living things have offspring (babies) which usually involves 2 parents 2) predicting that offspring will look similar to, but not exactly like, parents and brothers/sisters.

3) recognizing that there is variation within a population 4) recognizing similarities and differences among and between plants and animals 5) matching traits (ability to swim, eye color, etc) as learned or inherited 6) predicting how an animalâ&#x20AC;&#x2122;s behavior may change if their Heredity and Life Changes (L1) environment changed (ex. Birds migrate in the fall, bears den up, caribou migrate for food, dogs pant when hot, kids go swimming to cool off, some animals fight each other for food if hungry) 7) relating a change in the environment to an organismâ&#x20AC;&#x2122;s activity (when a clam dies, its shell could be a home for a bug, caribou trails donâ&#x20AC;&#x2122;t have same plants as found beside the trail, building an airport kills plants and ruins animal homes, etc) 8) telling how humans use their environment to live and how that use may help and/or hurt the environment 9) naming 2 animals that have disappeared from earth (become extinct) and matching them with similar animals still alive.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.01.15

SC.01.16

SC.01.17

SC.01.18

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Structure and Function of Organisms (L1)

Populations and Ecosystems (L1)

Geochemical Cycles (L1)

Forces Shaping Earth (L1)

Graduation Level = 6

Standard Descriptor

Short Name

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by: 1) recognizing that living things are made of parts 2) sequencing the stages of a typical life cycle (being born, developing into adults, reproducing, dying) 3) relating stages of life cycles with different animals (ex eggs and flies, live birthed babies with humans, etc) 4) explaining how a person uses different body parts to find food when hungry 5) naming the brain as the part of a body that thinks and tells the rest of the body how to work properly 6) relating the 5 senses to the role they play in helping a person avoid danger.

The student demonstrates an understanding that all organisms are linked to each other and their physical environment by: 1) stating that all animals, including humans, need food, water and air to live 2) comparing and contrasting the needs of plants and animals 3) explaining that all animals need plants for food 4) listing ways humans get food (subsistence hunting &/0r gathering, gardening, raising crops, buying food raised by farmers or ranchers) 5) relating how changes in the environment may affect a plantâ&#x20AC;&#x2122;s ability to grow (ex. Pests, wind, light, heat, water) The student demonstrates an understanding of geochemical cycles by: 1) stating that many things around them change 2) classifying change as slow or fast 3) identifying different sizes and shapes of rocks (ex.

Boulders, pebbles, sand, dust) The student demonstrates an understanding of the forces that shape Earth by: 1) predicting how a push or a pull would change how something is moving 2) explaining that things will fall to earth unless something holds them up

3 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.01.19

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Cycles and the Solar System (L1)

Graduation Level = 6

Standard Descriptor

Short Name

The student demonstrates an understanding of cycles influenced by energy from the sun and by Earthâ&#x20AC;&#x2122;s position and motion in our solar system by: 1) comparing and contrasting the time of the day a person can see the sun and the moon 2) observing the position change of the sun, moon and stars throughout a day/night or from day to day

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.02.01 SC.02.02 SC.02.03 SC.02.04

SC.02.05 SC.02.06 SC.02.07 SC.02.08 SC.02.09 SC.02.10 SC.02.11 SC.02.12 SC.02.13

SC.02.14

SC.02.15

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Asks questions (L2) Formulates Hypothesis (L2) Identifies evidence (L2) Brainstorms relevant investigations (L2) Gathers information (L2) Experimental design (L2) Conducts experiments (L2) Data collection (L2) Scientific instruments (L2) Opinion vs. fact (L2) Presents results (L2) Presents results (L2) Evidence & science knowledge (L2) Reliable & unreliable evidence (L2) Structure and Properties of Matter (L2)

Graduation Level = 6

Standard Descriptor

Asks and answers questions based on observations and investigations Formulates a hypothesis based upon questions & observations Identifies reasonable evidence (i.e. can provide examples of how proof can support a hypothesis) Brainstorms possible investigations to answer a question

Gathers information on topic Explains the importance of testing one thing at a time (i.e. introduction to variables, reliability, & validity) Conduct teacher directed experiments to answer questions Records and collects data Accurately reads appropriate scientific instruments Distinguishes between opinion and fact Represents experiment results in more than one format Writes reports and/or gives oral presentations of experiment and results Answers questions using evidence and scientific knowledge

Identifies differences between reliable & unreliable evidence.

The student demonstrates an understanding of the structure and properties of matter by: 1) classifying matter according to physical properties 2) identifying and comparing the characteristics of gases, liquids and solids.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

Short Name

Graduation Level = 6

Standard Descriptor

SC.02.16

Energy Changes The student demonstrates an understanding of how energy (L2) can be transformed, transferred, and conserved by: 1) classifying materials as insulators or conductors and identifying their applications 2) investigating the effectiveness of different insulating and conducting materials.(L)

SC.02.17

Interactions of Matter and Energy (L2)

SC.02.18

Motions and Forces (L2)

SC.02.19

Heredity and Life The student demonstrates an understanding of how science Changes (L2) explains changes in life forms over time, including genetics, heredity, and the process of natural selection by: 1) sorting Alaskan plants and/or animals using physical characteristics (e.g., leaves, beaks) (L) 2) describing how some traits (e.g., claws, teeth, camouflage) of living organisms have helped them survive as a species.

3) showing the relationship between physical characteristics of Alaskan organisms and the environment in which they live.

4) describing fossil evidence (e.g., casts, track ways, imprints, etc.) of extinct organisms.

The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: 1) recognizing that temperature changes cause changes in phase.

The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by: 1) recognizing that objects can be moved without being touched 2) simulating that changes in speed or direction of motion are caused by forces. (L)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

SC.02.20

Structure and Function of Organisms (L2)

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by: 1) sorting animals and plants into groups based on appearance and behaviors.

2) observing and comparing external features of plants and of animals that may help them grow, survive, and reproduce 3) choosing appropriate tools (i.e. hand lens, microscopes, ruler, balance) to examine the basic structural components (e.g., stems, leaves, fish scales, wings) of living things.

4) describing the basic characteristics and requirements of living things.

SC.02.21

Populations and The student demonstrates an understanding that all Ecosystems (L2) organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: 1) identifying and sorting examples of living and non-living things in the local environment. (L) 2) organizing a simple food chain of familiar plants and animals. (L).

3) identifying examples of living and non-living things and the relationship between them (e.g., living things need water, herbivores need plants).

4) identifying a simple food chain and diagramming how energy flows through it and describing the effects of removing one link.

SC.02.22

Geochemical Cycles (L2)

The student demonstrates an understanding of geochemical cycles by: 1) recognizing that most rocks are composed of combinations of different substances. .

2) describing the water cycle to show that water circulates through the crust, oceans, and atmosphere of Earth.

3) describing that most smaller rocks come from the breaking and weathering of larger rocks as part of the rock cycle.

4) recognizing the physical properties of water as they relate to the rock cycle.

3 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

SC.02.23

Forces Shaping Earth (L2)

SC.02.24

Cycles and the The student demonstrates an understanding of cycles Solar System (L2) influenced by energy from the sun and by Earth’s position and motion in our solar system Orgin of the The student demonstrates an understanding of the theories Universe (L2) regarding the origin and evolution of the universe

SC.02.25

The student demonstrates an understanding of the forces that shape Earth by: 1) identifying and comparing a variety of Earth’s land features (i.e., rivers, deltas, lakes, glaciers, mountains, valleys, and islands).

2) observing models of how waves, wind, water, and ice shape and reshape the Earth’s surface by eroding rock and soil. (L) 3) identifying causes (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, and avalanches) of rapid changes on the surface.

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.03.01 SC.03.02 SC.03.03 SC.03.04

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Standard Descriptor

Testable and nontestable questions (L3) Formulates Hypothesis (L3) Asks questions (L3) Valid vs. invalid investigations (L3)

Distinguishes between testable and non-testable questions Brainstorms & formulates hypothesis based on questions and investigations Asks questions about classmatesĂ? science work.

Explain the difference between fair (valid) and unfair (invalid) investigations.

Follows the procedures of scientific process with guidance.

SC.03.05 Scientific process (L3) SC.03.06 SC.03.07 SC.03.08 SC.03.09 SC.03.10 SC.03.11 SC.03.12 SC.03.13 SC.03.14 SC.03.15

Graduation Level = 6

Gathers information (L3) Identifies variables (L3) Conducts experiments (L3) Data collection (L3) Scientific instruments (L3) Speculation vs. observation (L3) Uses technology to display data (L3) Lab reports/presentations (L3) Evidence & science knowledge (L3) Valid vs. invalid investigations (L3)

Structure and SC.03.16 Properties of Matter (L3)

Gathers relevant information about the topic Identifies variables, control groups, reliability, & validity Conducts teacher directed experiments to answer questions Records, collects and explains data Applies and accurately reads appropriate scientific instruments Distinguishes between speculation and observation Displays data in more than one format using technology Writes reports and gives oral presentations of experiment and results Answers questions using evidence and scientific knowledge Lists reasons why investigations are valid or invalid The student demonstrates an understanding of the structure and properties of matter by: 1) Comparing models that represent matter as solids, liquids, or gases and the changes from one state to another.

2) Using models to represent matter as it changes from one state to another.

3) Describing the basic structure of the atom.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

SC.03.17 Energy Changes (L3)

SC.03.18

SC.03.19

SC.03.20

Interactions of Matter and Energy (L3)

Motions and Forces (L3)

Heredity and Life Changes (L3)

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by: 1) classifying the changes (i.e., heat, light, sound, and motion) that electrical energy undergoes in common household appliances (i.e., toaster, blender, radio, light bulb, heater).

2) recognizing that energy can exist in many forms (i.e., heat, light, chemical, electrical, mechanical).

The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: 1) identifying physical and chemical changes based on observable characteristics (e.g. tearing paper vs. burning paper).

2) recognizing that most substances can exist as a solid, liquid, or gas depending on temperature.

The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects 1) investigating that the greater the force acting on an object, the greater the change in motion will be. (L) 2) stating that every object exerts gravitational force on every other object.

3) making waves move through a variety of media. (L) The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, and the process of natural selection by: 1) contrasting inherited traits (e.g. flower color, number of limbs) with those that are not (riding a bike, scar from an accident).

2) making reasonable inferences about fossil organisms based on physical evidence.

3) recognizing sexual and asexual reproduction 4) recognizing that species survive by adapting to changes in their environment.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by: 1) identifying and sorting animals into groups using basic external and internal features.

2) explaining how external features and internal systems (i.e. respiratory, excretory, skeletal, circulatory, and digestive) of plants and animals may help them grow, Structure and Function survive, and reproduce.

SC.03.21 of Organisms (L3) 3) recognizing that organisms are composed of cells.

4) using a dichotomous key to classify animals and plants into groups using external or internal features 5) identifying basic behaviors (e.g. migration, communication, hibernation) used by organisms to meet the requirements of life.

6) describing the levels of organization within a human body (i.e. cells, tissues, organs, systems).

SC.03.22

Populations and Ecosystems (L3)

The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: 1) diagramming how matter and energy are transferred within and between living and nonliving things.

2) organizing a simple food chain of familiar plants and animals that traces the source of the energy back to sunlight.

3) recognizing and explaining that organisms can cause physical and chemical changes (e.g. digestion, growth, respiration, photosynthesis) to matter and recognizing and explaining the importance of energy transfer in these changes.

4) organizing a food web using familiar plants and animals.

3 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.03.23

SC.03.24

SC.03.25

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Geochemical Cycles (L3)

Forces Shaping Earth (L3)

Cycles and the Solar System (L3)

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of geochemical cycles by: 1) observing a model of the rock cycle showing that smaller rocks come from the breaking and weathering of larger rocks and that smaller rocks (e.g., sediments and sands) may combine with plant materials to form soils.

(L) 2) exploring the rock cycle and its relationship to igneous, metamorphic, and sedimentary rocks. (L) 3) identifying the physical properties of water within the stages of the water cycle.

The student demonstrates an understanding of the forces that shape Earth by: 1) describing how wind and water tear down and build up the Earthâ&#x20AC;&#x2122;s surface resulting in new land 2) describing the formation and composition (i.e., sand, silt, clay, organics) of soils.

3) identifying and describing its layers (i.e., crust, mantle, core) 4) describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches).

The student demonstrates an understanding of cycles influenced by energy from the sun and by Earthâ&#x20AC;&#x2122;s position and motion in our solar system by: 1) observing a model that shows how the regular and predictable motion of the Earth and moon determine the apparent shape (phases) of the moon over time. (L) 2) comparing heat absorption and loss by land and water.

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by: 1) distinguishing between stars, planets, moons, comets, and meteors. (L) 2) recognizing that the Earth is in regular and predictable motion and this motion explains the length of a day and Origin and Evolution of SC.03.26 year.

Universe (L3) 3) recognizing and using appropriate instruments of magnification (e.g. binoculars and telescopes). (L) 4) contrasting characteristics of planets and stars. (i.e., light reflecting, light emitting, orbiting, orbited, composition.)

5) defining a light year.

5 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.04.01 SC.04.02 SC.04.03 SC.04.04 SC.04.05 SC.04.06 SC.04.07 SC.04.08 SC.04.09 SC.04.10 SC.04.11 SC.04.12 SC.04.13 SC.04.14 SC.04.15

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 6

Short Name

Standard Descriptor

Asks testable questions (L4) Formulates Hypothesis (L4) Asks others testable questions (L4) Identifies variables (L4) Applies scientific process (L4) Gathers valid and relevant information (L4) Experimental design (L4) Student designed investigations (L4) Data collection and analysis (L4) Scientific instruments (L4) Evaluates data for validity (L4)

Asks testable questions that will lead to information about a larger question Formulates multiple hypothesis based on investigations and questions Asks testable questions about other studentsĂ? work.

Identify variables that influence the outcome of the experiment Applies the scientific process with minimal help Identifies and gathers valid and relevant information about the topic using a minimum of two resources Design experiments with a control group and a single variable Conduct student designed experiments with a control group and a single variable Records, collects, and analyzes relevant data Determines, applies and accurately reads the appropriate scientific instruments Evaluates experimental data for validity

Displays data using the most appropriate format and scale (i.e. bar graph vs. line graph, data table vs. spread sheet) Lab Writes teacher guided lab reports and gives oral reports/presentation presentations with visual aids (i.e. models, scale drawings, s (L4) diagrams) Evidence & science Accurately answers questions using evidence, scientific knowledge (L4) knowledge, and insights regarding connections to real life.

Valid vs. invalid Explains with examples why investigations are valid or investigations (L4) invalid Data displays (L4)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.04.16

SC.04.17

SC.04.18

SC.04.19

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of the structure and properties of matter by: 1) using physical properties (i.e., density, boiling point, freezing point, conductivity) to differentiate among and/or Structure and separate materials (i.e., elements, compounds, and Properties of Matter mixtures).

(L4) 2) using physical and chemical properties (i.e., density, boiling point, freezing point, conductivity, flammability) to differentiate among materials (i.e. elements, compounds, and mixtures).

The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by: 1) explaining that energy (i.e., heat, light, chemical, electrical, mechanical) can change form.

Energy Changes 2) identifying the initial source and resulting change in forms (L4) of energy in common phenomena (e.g., sun to tree to wood to stove to cabin heat).

3) recognizing that most substances can exist as a solid, liquid, or gas depending on the motion of its particles.

Interactions of Matter and Energy (L4)

The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: 1) exploring changes of state with increase or decrease of particle speed associated with heat transfer. (L) 2) exploring through a variety of models (e.g. gumdrops and toothpicks) how atoms may bond together into well defined molecules or bond together in large arrays. (L)

The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by: 1) illustrating that unbalanced forces will cause an object to accelerate.

2) recognizing that electric currents and magnets can exert Motions and Forces a force on each other.

(L4) 3) describing the characteristics of a wave (i.e. amplitude, wavelength, and frequency).

4) demonstrating and explaining circular motion.

5) describing the interactions between charges.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.04.20

SC.04.21

SC.04.22

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Heredity and Life Changes (L4)

Structure and Function of Organisms (L4)

Populations and Ecosystems (L4)

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, and the process of natural selection by: 1) comparing and contrasting sexual and asexual reproduction.

2) describing possible outcomes of mutations (i.e. no effect, damage, benefit).

3) describing the role of genes in sexual reproduction (i.e., traits of the offspring).

The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by: 1) describing the basic structure and function of plant and animal cells.

2) identifying the seven levels of classification of organisms.

3) placing vertebrates into correct classes of taxonomy based on external, observable features.

4) explaining that most organisms utilize inherited and learned behaviors to meet the basic requirements of life.

5) identifying and describing the functions of human organs (i.e. heart, lungs, brain).

6) describing the functions and interdependence of human body systems (i.e. circulatory, respiratory, nervous) The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: 1) recognizing and explaining that organisms can cause physical and chemical changes (e.g. digestion, growth, respiration, photosynthesis) to matter and recognizing/explaining the importance of energy transfer in these changes.

2) stating that energy flows and that matter cycles, but is conserved within an ecosystem.

3)classifying organisms within a food web as producers, consumers, or decomposers.

4) organizing a food web that shows the cycling of energy and matter.

3 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.04.23

SC.04.24

SC.04.25

Short Name

Geochemical Cycles (L4)

Forces Shaping Earth (L4)

Origin and Evolution of Universe (L4)

Graduation Level = 6

Standard Descriptor

The student demonstrates an understanding of geochemical cycles by: 1) describing the rock cycle and its relationship to igneous, metamorphic, and sedimentary rocks.

2) making connections between components of the locally observable geologic environment and the rock cycle. (L) 3) explaining the water cycle’s connection to changes in the Earth’s surface.

4 applying knowledge of the water cycle to explain changes in the Earth’s surface.

The student demonstrates an understanding of the forces that shape Earth by: 1) identifying strategies (e.g., reforestation, dikes, wind breaks, off road activity guidelines) for minimizing erosion.

2) interpreting topographical maps to identify features (i.e., rivers, lakes, mountains, valleys, islands, permafrost, and tundra). *describing how the movement of the tectonic plates results in both slow changes (e.g., formation of mountains, ocean floors, and basins) and short –term events (e.g., volcanic eruptions, seismic waves, and earthquakes) on the surface.

3) using models to show the relationship between convection currents within the mantle and the large-scale movement of the surface. (L) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by: 1) comparing and contrasting characteristics of planets and stars. (i.e. light reflecting, light emitting, orbiting, orbited, composition.)

2) using light-years to describe distances between objects in the universe.

3) creating models of the solar system illustrating size, location/position, composition, moons/rings, and conditions.

(L) 4) comparing the brightness of a star to its distance and size.

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.5E.01 SC.5E.02 SC.5E.03 SC.5E.04 SC.5E.05 SC.5E.06 SC.5E.07 SC.5E.08 SC.5E.09 SC.5E.10 SC.5E.11 SC.5E.12 SC.5E.13 SC.5E.14 SC.5E.20 SC.5E.21 SC.5E.22

SC.5E.23

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Develops questions (L5) Formulates Hypothesis (L5) Identify & use valid resources (L5) Identifies variables (L5) Experimental design (L5) Data collection (L5) Experimental design (L5) Student designed investigations (L5) Replication & sample size (L5)

Graduation Level = 6

Standard Descriptor

Creates a question based upon observation or problem.

Forms a testable hypothesis from a question.

Use multiple valid resources (i.e. internet, science professionals, current media) to research information prior to experiments.

Identify variables in an experiment.

Design an investigation that can be replicated, with most variables controlled.

Determine data and appropriate units of measure to be collected (i.e. temperature, length, weight, speed).

Determine materials necessary for the investigation.

Conduct self-designed investigations that demonstrate correct and safe use of materials (i.e. microscope, triple beam balance, Bunsen burners, and chemicals).

Conduct experiments multiple times and uses valid sample sizes.

Analyze data (i.e. mean, median, mode) through the use of Analyze data (L5) graphs, tables, computer analysis, and/or pie charts.

Analyzes data as Determine if data is adequate to support hypothesis. support for hypothesis (L5) Defends results Explain results using logical reasoning and make relevant (L5) connections to local and/or global community Alternative Recognize and evaluate alternative explanations. explinations (L5) Scientific Use appropriate scientific language in explanations. language (L5) Rock: Rock Cycle Using a model to demonstrate the rock cycle. (L) (L5) Rock: Water Applying knowledge of the water cycle to explain changes in Cycle (L5) the Earthâ&#x20AC;&#x2122;s surface.

Using a model to explain the processes (i.e. formation, Rock: Rock Cycle sedimentation, erosion, reformation) of the rock cycle.

Processes (L5) Rock: Cycle Describing their interrelationships (i.e. water cycle, carbon Interrelationships cycle, oxygen cycle).

(L5)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.5E.24 SC.5E.25 SC.5E.26 SC.5E.27 SC.5E.28 SC.5E.29 SC.5E.30 SC.5E.31 SC.5E.32 SC.5L SC.5L.01 SC.5L.02 SC.5L.03 SC.5L.04 SC.5L.05 SC.5L.06 SC.5L.07 SC.5L.08 SC.5L.09

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Sed: Erosion and Deposition (L5) Sed: Plate Tectonics (L5) Earth: Moon, Sun and Tides (L5) Earth: Aurora Phenomenon (L5) Earth: Human Impact (L5) Earth: Star Changes (L5) Earth: Position of Stars (L5) Earth: Phenomena of Universe (L5) Earth: Big Bang Theory (L5) Life Science (Science Level 5) Develops questions (L5) Formulates Hypothesis (L5) Identify & use valid resources (L5) Identifies variables (L5) Experimental design (L5) Data collection (L5) Experimental design (L5) Student designed investigations (L5) Replication & sample size (L5)

Graduation Level = 6

Standard Descriptor

Recognizing the dynamic interaction of erosion and deposition including human causes.

Describing how the theory of plate tectonics explains the dynamic nature of its surface.

Recognizing the effect of the moon and sun on tides.

Explaining the phenomena of the aurora

Describing causes, effects, preventions, and mitigations of human impact on climate.

Recognizing that a star changes over time.

Explaining that the position of stars changes in the expanding universe.

Recognizing phenomena in the universe (i.e. black holes, nebula) Identifying and describing the Big Bang Theory.

Creates a question based upon observation or problem.

Forms a testable hypothesis from a question.

Use multiple valid resources (i.e. internet, science professionals, current media) to research information prior to experiments.

Identify variables in an experiment.

Design an investigation that can be replicated, with most variables controlled.

Determine data and appropriate units of measure to be collected (i.e. temperature, length, weight, speed).

Determine materials necessary for the investigation.

Conduct self-designed investigations that demonstrate correct and safe use of materials (i.e. microscope, triple beam balance, Bunsen burners, and chemicals).

Conduct experiments multiple times and uses valid sample sizes.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.5L.10 SC.5L.11 SC.5L.12 SC.5L.13 SC.5L.14 SC.5L.20 SC.5L.21 SC.5L.22 SC.5L.23 SC.5L.24

SC.5L.25

SC.5L.26

SC.5L.27 SC.5L.28 SC.5L.29 SC.5L.30

Short Name

Graduation Level = 6

Standard Descriptor

Analyze data (i.e. mean, median, mode) through the use of graphs, tables, computer analysis, and/or pie charts.

Analyzes data as Determine if data is adequate to support hypothesis. support for hypothesis (L5) Defends results Explain results using logical reasoning and make relevant (L5) connections to local and/or global community Alternative Recognize and evaluate alternative explanations. explinations (L5) Scientific Use appropriate scientific language in explanations. language (L5) Gen: Recognizing that all organisms have chromosomes made of Chromosomes DNA and that DNA determines traits. and DNA (L5) Gen: Patterns of Using probabilities to recognize patterns of inheritance (e.g., Inheritance (L5) Punnett Squares).

Inferring evolutionary pathways from evidence (e.g., fossils, Gen: Evolutionary geologic samples, recorded history) Pathways (L5) Analyze data (L5)

Gen: Natural Selection (L5) Gen: Genetic Issues (L5)

Explaining how the processes of natural selection can cause speciation and extinction.

Examining issues related to genetics (L).

Describing and comparing the characteristics of Cells: phyla/divisions from each kingdom.

Classification and Characteristics (L5) Stating the function of major physiological systems (i.e.

Cells: Function of circulatory, excretory, digestive, respiratory, reproductive, Systems (L5) nervous, immune, endocrine, musculoskeletal, and integumentary).

Cells: Form Fits Describing the structure-function relationship (i.e., joints, Function (L5) lungs).

Cells: Cellular Explaining that cells have specialized structures in which Functionv (L5) chemical reactions occur.

Explaining the functions of organs of major systems (i.e.

Cells: Organ respiratory, digestive, circulatory, reproductive, nervous, Function (L5) musculoskeletal, and excretory).

Cells: System Tracing the pathways of the digestive, circulatory, and Structure (L5) excretory systems.

3 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.5L.31

SC.5L.32

SC.5L.33

SC.5L.34 SC.5L.A1 SC.5L.A2

SC.5L.A3

SC.5P SC.5P.01 SC.5P.02 SC.5P.03 SC.5P.04 SC.5P.05 SC.5P.06 SC.5P.07 SC.5P.08

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

ECO: Cycles within Ecosystems (L5) ECO: Carbon Cycle and Climate (L5)

Graduation Level = 6

Standard Descriptor

Describing the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going. (L) Relating the carbon cycle to global climate change.

Identifying dynamic factors (e.g., carrying capacity, limiting ECO: Population factors, biodiversity, and productivity) that affect population Changes (L5) size.

Exploring ecological relationships (e.g., competition, niche, ECO: Ecological feeding relationships, symbiosis). (L) Relationships (L5) Process Based (D) Genetics and Evolution Assessment Cells, Systems and Organisms Assessment (D) Physical Science (Science Level 5) Develops questions (L5) Formulates Hypothesis (L5) Identify & use valid resources (L5) Identifies variables (L5) Experimental design (L5) Data collection (L5) Experimental design (L5) Student designed investigations (L5)

Process Based (D) Genetics and Evolution Assessment

Cells, Systems and Organisms Assessment (D)

Creates a question based upon observation or problem.

Forms a testable hypothesis from a question.

Use multiple valid resources (i.e. internet, science professionals, current media) to research information prior to experiments.

Identify variables in an experiment.

Design an investigation that can be replicated, with most variables controlled.

Determine data and appropriate units of measure to be collected (i.e. temperature, length, weight, speed).

Determine materials necessary for the investigation.

Conduct self-designed investigations that demonstrate correct and safe use of materials (i.e. microscope, triple beam balance, Bunsen burners, and chemicals).

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.5P.09 SC.5P.10 SC.5P.11 SC.5P.12 SC.5P.13 SC.5P.14 SC.5P.20 SC.5P.21 SC.5P.22

SC.5P.23

SC.5P.24 SC.5P.25

SC.5P.26 SC.5P.27 SC.5P.28 SC.5P.29 SC.5P.30

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Replication & sample size (L5)

Graduation Level = 6

Standard Descriptor

Conduct experiments multiple times and uses valid sample sizes.

Analyze data (i.e. mean, median, mode) through the use of (L5)Analyze data graphs, tables, computer analysis, and/or pie charts.

Analyzes data as Determine if data is adequate to support hypothesis. support for hypothesis (L5) Defends results Explain results using logical reasoning and make relevant (L5) connections to local and/or global community Alternative Recognize and evaluate alternative explanations. explinations (L5) Scientific Use appropriate scientific language in explanations. language (L5) Chem: Atomic Describing atoms and their base components (i.e., protons, Structure (L5) neutrons, electrons).

Chem: Periodic Using the periodic table to describe atoms in terms of their Table (L5) base components (i.e., protons, neutrons, electrons).

Chem: Examining energy (i.e., nuclear, chemical, thermal) transfers, Conservations of transformations, and efficiencies by comparing useful energy Energy (L5) to total energy.

Examining the chemical changes and conservation of matter Chem: during chemical reactions (i.e. balancing chemical reactions, Conservation of describing types of reactions as synthesis, decomposition or Matter (L5) replacement) Chem: Chemical Recognizing that a chemical reaction has taken place.

Changes (L5) Explaining that in chemical and nuclear reactions, energy Chem: Energy (e.g., heat, light, mechanical, and electrical) is transferred into Transfer (L5) and out of a system.

Chem: Recognizing that atoms emit and absorb electromagnetic Electromagnetic radiation.

Radiation (L5) Chem: Chemical Describing the behavior of electrons in chemical bonding.

Bonding (L5) Chem: Recognizing that radioactivity is a result of the decay of Radioactivity (L5) unstable nuclei.

Phys: Heat Applying the concepts of heat transfer (i.e., conduction, Transfer (L5) convection, radiation) to Alaskan dwellings.

Phys: Examining energy (i.e., nuclear, electromagnetic, mechanical, Conservation of thermal) transfers, transformations, and efficiencies by Energy (L5) comparing useful energy to total energy.

5 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.5P.31

SC.5P.32

SC.5P.33 SC.5P.34 SC.5P.35

SC.5P.36

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

Phys: Comparing the relative wavelengths and applications of Wavelengths and different forms of electromagnetic radiation (i.e., x-ray, visible, Electromagnetic infrared, microwaves, radio).

Radiation (L5) Explaining the relationship of motion to an objectâ&#x20AC;&#x2122;s mass, and Phys: Mass and the applied force. (i.e. usefulness of machines based on Force (L5) mechanical advantage) Phys: Recognizing that the gravitational attraction between objects Gravitational is proportional to their masses and decreasing with their Forces (L5) distance.

Phys: Wave Describing the interactions of waves (i.e. reflection, Interaction (L5) refraction, wave addition).

Phys: Newtonâ&#x20AC;&#x2122;s Recognizing that when one thing exerts a force on another, 3rd Law (L5) an equal amount of force is exerted back on it.

Explaining that different kinds of materials respond to electric Phys: and magnetic forces (i.e., conductors, insulators, magnetic Electromagnetism and non-magnetic materials) and the interactions between (L5) magnetism and electricity (i.e. generators, motors, doorbells, etc)

6 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.6E.01 SC.6E.02 SC.6E.03 SC.6E.04 SC.6E.05

SC.6E.06 SC.6E.07 SC.6E.08 SC.6E.09 SC.6E.10 SC.6E.11 SC.6E.12 SC.6E.13 SC.6E.14

SC.6E.15

SC.6E.16 SC.6E.20 SC.6E.21

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

Valid vs. invalid Compare and contrast the differences between valid and inhypothesis (L6) valid hypothesis.

Formulates Convert a question into a hypothesis and a hypothesis into Hypothesis (L6) a question.

Science ability to Explain and provide reasons why some types of questions answer questions cannot be answered by science.

(L6) Control variables Design investigations that control all reasonable variables.

(L6) Experimental design Design experiments that accurately test a hypothesis. tests hypothesis (L6) Recording Work in a systematic manner; keep neat, accurate notes observations and while conducting self-designed investigations. data (L6) Analyze data in a manner that effectively demonstrate Data analysis (L6) appropriate relationships between variables.

Community impact Propose how the results of an investigation will impact the (L6) environment/every day life/local or global community.

Present and defend Present and defend explanations (orally and in writing) explinations (L6) utilizing examples and/or models Revise Revise experiments based on reasoning, scientific investigations (L6) knowledge and evidence.

Community Identify extensions/applications of research and/or extensions (L6) experiments related to local community Alternative Evaluate and provide alternative explanations when explinations (L6) possible.

Science, math and Make connections between science and technology (L6) mathematics/technology.

Science and society Ascertain connections between science and society.

(L6) Relate how the process and accepted concepts of science, New knowledge Native ways of knowing, and societal values as development (L6) interdependent and support the development of new knowledge.

Evaluates the impact of human populations on Human impact (L6) environmental quality and natural resources.

Rock: Rock Cycle Using a model to demonstrate the rock cycle. (L) (L6) Rock: Water Cycle Applying knowledge of the water cycle to explain changes (L6) in the Earthâ&#x20AC;&#x2122;s surface.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.6E.22 SC.6E.23 SC.6E.24 SC.6E.25 SC.6E.26 SC.6E.27 SC.6E.28 SC.6E.29 SC.6E.30 SC.6E.31 SC.6E.32 SC.6L SC.6L.01 SC.6L.02 SC.6L.03 SC.6L.04 SC.6L.05

SC.6L.06 SC.6L.07

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

Rock: Rock Cycle Using a model to explain the processes (i.e. formation, Processes (L6) sedimentation, erosion, reformation) of the rock cycle.

Rock: Cycle Describing their interrelationships (i.e. water cycle, carbon Interrelationships cycle, oxygen cycle).

(L6) Sed: Erosion and Recognizing the dynamic interaction of erosion and Deposition (L6) deposition including human causes.

Sed: Plate Tectonics Describing how the theory of plate tectonics explains the (L6) dynamic nature of its surface.

Earth: Moon, Sun Recognizing the effect of the moon and sun on tides. and Tides (L6) Earth: Aurora Explaining the phenomena of the aurora Phenomenon (L6) Earth: Human Describing causes, effects, preventions, and mitigations of Impact (L6) human impact on climate.

Earth: Star Changes Recognizing that a star changes over time.

(L6) Earth: Position of Explaining that the position of stars changes in the Stars (L6) expanding universe.

Earth: Phenomena Recognizing phenomena in the universe (i.e. black holes, of Universe (L6) nebula) Earth: Big Bang Identifying and describing the Big Bang Theory.

Theory (L6) Life Science (Science Level 6) Valid vs. invalid Compare and contrast the differences between valid and inhypothesis (L6) valid hypothesis.

Formulates Convert a question into a hypothesis and a hypothesis into Hypothesis (L6) a question.

Science ability to Explain and provide reasons why some types of questions answer questions cannot be answered by science.

(L6) Control variables Design investigations that control all reasonable variables.

(L6) Experimental design Design experiments that accurately test a hypothesis. tests hypothesis (L6) Recording Work in a systematic manner; keep neat, accurate notes observations and while conducting self-designed investigations. data (L6) Analyze data in a manner that effectively demonstrate Data analysis (L6) appropriate relationships between variables.

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.6L.08 SC.6L.09 SC.6L.10 SC.6L.11 SC.6L.12 SC.6L.13 SC.6L.14

SC.6L.15

SC.6L.16 SC.6L.20 SC.6L.21 SC.6L.22 SC.6L.23 SC.6L.24 SC.6L.25

SC.6L.26

SC.6L.27 SC.6L.28

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Community impact (L6) Present and defend explinations (L6) Revise investigations (L6) Community extensions (L6) Alternative explinations (L6) Science, math and technology (L6) Science and society (L6)

Graduation Level = 6

Standard Descriptor

Propose how the results of an investigation will impact the environment/every day life/local or global community.

Present and defend explanations (orally and in writing) utilizing examples and/or models Revise experiments based on reasoning, scientific knowledge and evidence.

Identify extensions/applications of research and/or experiments related to local community Evaluate and provide alternative explanations when possible.

Make connections between science and mathematics/technology.

Ascertain connections between science and society.

Relate how the process and accepted concepts of science, Native ways of knowing, and societal values as interdependent and support the development of new knowledge.

Evaluates the impact of human populations on Human impact (L6) environmental quality and natural resources.

Recognizing that all organisms have chromosomes made of Gen: Chromosomes DNA and that DNA determines traits. and DNA (L6)

New knowledge development (L6)

Gen: Patterns of Using probabilities to recognize patterns of inheritance Inheritance (L6) (e.g., Punnett Squares).

Gen: Evolutionary Inferring evolutionary pathways from evidence (e.g., fossils, Pathways (L6) geologic samples, recorded history) Gen: Natural Explaining how the processes of natural selection can Selection (L6) cause speciation and extinction.

Gen: Genetic Issues Examining issues related to genetics (L).

(L6) Cells: Classification Describing and comparing the characteristics of and Characteristics phyla/divisions from each kingdom.

(L6) Stating the function of major physiological systems (i.e.

Cells: Function of circulatory, excretory, digestive, respiratory, reproductive, Systems (L6) nervous, immune, endocrine, musculoskeletal, and integumentary).

Cells: Form Fits Describing the structure-function relationship (i.e., joints, Function (L6) lungs).

Cells: Cellular Explaining that cells have specialized structures in which Function (L6) chemical reactions occur.

3 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.6L.29 SC.6L.30 SC.6L.31 SC.6L.32 SC.6L.33 SC.6L.34 SC.6P SC.6P.01 SC.6P.02 SC.6P.03 SC.6P.04 SC.6P.05

SC.6P.06 SC.6P.07 SC.6P.08 SC.6P.09 SC.6P.10 SC.6P.11

Short Name

Graduation Level = 6

Standard Descriptor

Explaining the functions of organs of major systems (i.e. respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory).

Cells: System Tracing the pathways of the digestive, circulatory, and Structure (L6) excretory systems.

Describing the carbon and nitrogen cycle within an ECO: Cycles within ecosystem and how the continual input of energy from Ecosystems (L6) sunlight keeps the process going. (L) ECO: Carbon Cycle Relating the carbon cycle to global climate change. and Climate (L6) Identifying dynamic factors (e.g., carrying capacity, limiting ECO: Population factors, biodiversity, and productivity) that affect population Changes (L6) size.

ECO: Ecological Exploring ecological relationships (e.g., competition, niche, Relationships (L6) feeding relationships, symbiosis). (L) Physical Science (Science Level 6) Valid vs. invalid Compare and contrast the differences between valid and inhypothesis (L6) valid hypothesis.

Formulates Convert a question into a hypothesis and a hypothesis into Hypothesis (L6) a question.

Science ability to Explain and provide reasons why some types of questions answer questions cannot be answered by science.

(L6) Control variables Design investigations that control all reasonable variables.

(L6) Experimental design Design experiments that accurately test a hypothesis. tests hypothesis (L6) Recording Work in a systematic manner; keep neat, accurate notes observations and while conducting self-designed investigations. data (L6) Analyze data in a manner that effectively demonstrate Data analysis (L6) appropriate relationships between variables.

Community impact Propose how the results of an investigation will impact the (L6) environment/every day life/local or global community.

Present and defend Present and defend explanations (orally and in writing) explinations (L6) utilizing examples and/or models Revise Revise experiments based on reasoning, scientific investigations (L6) knowledge and evidence.

Community Identify extensions/applications of research and/or extensions (L6) experiments related to local community Cells: Organ Function (L6)

4 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.6P.12 SC.6P.13 SC.6P.14

SC.6P.15

SC.6P.16 SC.6P.20 SC.6P.21 SC.6P.22

SC.6P.23

SC.6P.24 SC.6P.25

SC.6P.26 SC.6P.27 SC.6P.28 SC.6P.29 SC.6P.30

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Alternative explinations (L6) Science, math and technology (L6) Science and society (L6)

Graduation Level = 6

Standard Descriptor

Evaluate and provide alternative explanations when possible.

Make connections between science and mathematics/technology.

Ascertain connections between science and society.

Relate how the process and accepted concepts of science, New knowledge Native ways of knowing, and societal values as development (L6) interdependent and support the development of new knowledge.

Evaluates the impact of human populations on Human impact (L6) environmental quality and natural resources.

Chem: Atomic Describing atoms and their base components (i.e., protons, Structure (L6) neutrons, electrons).

Chem: Periodic Using the periodic table to describe atoms in terms of their Table (L6) base components (i.e., protons, neutrons, electrons).

Chem: Examining energy (i.e., nuclear, chemical, thermal) Conservations of transfers, transformations, and efficiencies by comparing Energy (L6) useful energy to total energy.

Examining the chemical changes and conservation of Chem: matter during chemical reactions (i.e. balancing chemical Conservation of reactions, describing types of reactions as synthesis, Matter (L6) decomposition or replacement) Chem: Chemical Recognizing that a chemical reaction has taken place.

Changes (L6) Explaining that in chemical and nuclear reactions, energy Chem: Energy (e.g., heat, light, mechanical, and electrical) is transferred Transfer (L6) into and out of a system.

Chem: Recognizing that atoms emit and absorb electromagnetic Electromagnetic radiation.

Radiation (L6) Chem: Chemical Describing the behavior of electrons in chemical bonding.

Bonding (L6) Chem: Radioactivity Recognizing that radioactivity is a result of the decay of (L6) unstable nuclei.

Phys: Heat Transfer Applying the concepts of heat transfer (i.e., conduction, (L6) convection, radiation) to Alaskan dwellings.

Examining energy (i.e., nuclear, electromagnetic, Phys: Conservation mechanical, thermal) transfers, transformations, and of Energy (L6) efficiencies by comparing useful energy to total energy.

5 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.6P.31

SC.6P.32

SC.6P.33 SC.6P.34 SC.6P.35

SC.6P.36

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

Graduation Level = 6

Standard Descriptor

Phys: Wavelengths Comparing the relative wavelengths and applications of and different forms of electromagnetic radiation (i.e., x-ray, Electromagnetic visible, infrared, microwaves, radio).

Radiation (L6) Explaining the relationship of motion to an objectâ&#x20AC;&#x2122;s mass, Phys: Mass and and the applied force. (i.e. usefulness of machines based Force (L6) on mechanical advantage) Recognizing that the gravitational attraction between Phys: Gravitational objects is proportional to their masses and decreasing with Forces (L6) their distance.

Phys: Wave Describing the interactions of waves (i.e. reflection, Interaction (L6) refraction, wave addition).

Phys: Newtonâ&#x20AC;&#x2122;s 3rd Recognizing that when one thing exerts a force on another, Law (L6) an equal amount of force is exerted back on it.

Explaining that different kinds of materials respond to Phys: electric and magnetic forces (i.e., conductors, insulators, Electromagnetism magnetic and non-magnetic materials) and the interactions (L6) between magnetism and electricity (i.e. generators, motors, doorbells, etc)

6 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.7E.01

SC.7E.02

SC.7E.03 SC.7E.04 SC.7E.05

SC.7E.06

SC.7E.20 SC.7E.21 SC.7E.22

SC.7E.23

SC.7E.24 SC.7E.25 SC.7E.26

SC.7E.27 SC.7E.28

Short Name

Graduation Level = 6

Standard Descriptor

Conducts Conducts an investigation of a current local, regional or global investigation scientific issue.

(L7) Interview Contacts and interviews a research professional related to the research investigation professional (L7) Community Presents a 10-page minimum (or multimedia equivalent) paper presentation on findings and recommendations (may be based on previous (L7) investigation) to community members.

Attend science Attend and report on lectures, meetings or hearings related to a meetings (L7) scientific issue.

Research Research a minimum of 2 specific career opportunities in science careers science.

(L7) Prepare and present a report on a major historical development History of in science (i.e. Copernican revolution, Newtonian synthesis, science (L7) plate tectonics, Darwinian evolution). Report should include the short and long term effects on science and society.

Rock: Rock Using a model to demonstrate the rock cycle. (L) Cycle (L7) Rock: Water Applying knowledge of the water cycle to explain changes in Cycle (L7) the Earthâ&#x20AC;&#x2122;s surface.

Rock: Rock Using a model to explain the processes (i.e. formation, Cycle sedimentation, erosion, reformation) of the rock cycle.

Processes (L7) Rock: Cycle Describing their interrelationships (i.e. water cycle, carbon Interrelationshi cycle, oxygen cycle). ps (L7) Sed: Erosion Recognizing the dynamic interaction of erosion and deposition and Deposition including human causes.

(L7) Sed: Plate Describing how the theory of plate tectonics explains the Tectonics (L7) dynamic nature of its surface.

Earth: Moon, Recognizing the effect of the moon and sun on tides.

Sun and Tides (L7) Earth: Aurora Explaining the phenomena of the aurora Phenomenon (L7) Earth: Human Describing causes, effects, preventions, and mitigations of Impact (L7) human impact on climate.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.7E.29 SC.7E.30 SC.7E.31

SC.7E.32

SC.7L

SC.7L.01

SC.7L.02

SC.7L.03 SC.7L.04 SC.7L.05

SC.7L.06

SC.7L.20

SC.7L.21

SC.7L.22

Earth: Star Changes (L7) Earth: Position of Stars (L7) Earth: Phenomena of Universe (L7) Earth: Big Bang Theory (L7)

Graduation Level = 6

Standard Descriptor

Short Name

Recognizing that a star changes over time.

Explaining that the position of stars changes in the expanding universe.

Recognizing phenomena in the universe (i.e. black holes, nebula) Identifying and describing the Big Bang Theory.

Life Science (Science Level 7) Conducts Conducts an investigation of a current local, regional or global investigation scientific issue.

(L7) Interview Contacts and interviews a research professional related to the research investigation professional (L7) Community Presents a 10-page minimum (or multimedia equivalent) paper presentation on findings and recommendations (may be based on previous (L7) investigation) to community members.

Attend science Attend and report on lectures, meetings or hearings related to a meetings (L7) scientific issue.

Research Research a minimum of 2 specific career opportunities in science careers science.

(L7) Prepare and present a report on a major historical development History of in science (i.e. Copernican revolution, Newtonian synthesis, science (L7) plate tectonics, Darwinian evolution). Report should include the short and long term effects on science and society.

Gen: Recognizing that all organisms have chromosomes made of Chromosomes DNA and that DNA determines traits. and DNA (L7) Gen: Patterns Using probabilities to recognize patterns of inheritance (e.g., of Inheritance Punnett Squares).

(L7) Gen: Inferring evolutionary pathways from evidence (e.g., fossils, Evolutionary geologic samples, recorded history) Pathways (L7)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.7L.23 SC.7L.24

SC.7L.25

SC.7L.26

SC.7L.27

Gen: Natural Selection (L7) Gen: Genetic Issues (L7) Cells: Classification and Characteristics (L7)

Cells: Cellular Function (L7)

SC.7L.29

Cells: Organ Function (L7)

SC.7L.31

SC.7L.32

SC.7L.33

SC.7L.34

SC.7P

Explaining how the processes of natural selection can cause speciation and extinction.

Examining issues related to genetics (L).

Describing and comparing the characteristics of phyla/divisions from each kingdom.

Stating the function of major physiological systems (i.e.

Cells: Function circulatory, excretory, digestive, respiratory, reproductive, of Systems (L7) nervous, immune, endocrine, musculoskeletal, and integumentary).

Describing the structure-function relationship (i.e., joints, lungs).

Cells: Form Fits Function (L7)

SC.7L.28

SC.7L.30

Graduation Level = 6

Standard Descriptor

Short Name

Cells: System Structure (L7) ECO: Cycles within Ecosystems (L7) ECO: Carbon Cycle and Climate (L7) ECO: Population Changes (L7) ECO: Ecological Relationships (L7) Physical Science (Science Level 7)

Explaining that cells have specialized structures in which chemical reactions occur.

Explaining the functions of organs of major systems (i.e. respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory).

Tracing the pathways of the digestive, circulatory, and excretory systems.

Describing the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going. (L) Relating the carbon cycle to global climate change.

Identifying dynamic factors (e.g., carrying capacity, limiting factors, biodiversity, and productivity) that affect population size.

Exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis). (L)

3 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.7P.01

SC.7P.02

SC.7P.03 SC.7P.04 SC.7P.05

SC.7P.06

SC.7P.20 SC.7P.21

SC.7P.22

SC.7P.23

SC.7P.24

SC.7P.25

SC.7P.26

Short Name

Graduation Level = 6

Standard Descriptor

Conducts Conducts an investigation of a current local, regional or global investigation scientific issue.

(L7) Interview Contacts and interviews a research professional related to the research investigation professional (L7) Community Presents a 10-page minimum (or multimedia equivalent) paper presentation on findings and recommendations (may be based on previous (L7) investigation) to community members.

Attend science Attend and report on lectures, meetings or hearings related to a meetings (L7) scientific issue.

Research Research a minimum of 2 specific career opportunities in science careers science.

(L7) Prepare and present a report on a major historical development History of in science (i.e. Copernican revolution, Newtonian synthesis, science (L7) plate tectonics, Darwinian evolution). Report should include the short and long term effects on science and society.

Chem: Atomic Describing atoms and their base components (i.e., protons, Structure (L7) neutrons, electrons).

Using the periodic table to describe atoms in terms of their Chem: Periodic base components (i.e., protons, neutrons, electrons).

Table (L7) Chem: Examining energy (i.e., nuclear, chemical, thermal) transfers, Conservations transformations, and efficiencies by comparing useful energy to of Energy (L7) total energy.

Examining the chemical changes and conservation of matter Chem: during chemical reactions (i.e. balancing chemical reactions, Conservation of describing types of reactions as synthesis, decomposition or Matter (L7) replacement) Chem: Recognizing that a chemical reaction has taken place.

Chemical Changes (L7) Explaining that in chemical and nuclear reactions, energy (e.g., Chem: Energy heat, light, mechanical, and electrical) is transferred into and Transfer (L7) out of a system.

Chem: Recognizing that atoms emit and absorb electromagnetic Electromagneti radiation. c Radiation (L7)

4 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Science DART_ID

SC.7P.27

SC.7P.28 SC.7P.29 SC.7P.30

SC.7P.31

SC.7P.32

SC.7P.33 SC.7P.34 SC.7P.35

SC.7P.36

Short Name

Graduation Level = 6

Standard Descriptor

Chem: Describing the behavior of electrons in chemical bonding.

Chemical Bonding (L7) Chem: Recognizing that radioactivity is a result of the decay of Radioactivity unstable nuclei.

(L7) Phys: Heat Applying the concepts of heat transfer (i.e., conduction, Transfer (L7) convection, radiation) to Alaskan dwellings.

Phys: Examining energy (i.e., nuclear, electromagnetic, mechanical, Conservation of thermal) transfers, transformations, and efficiencies by Energy (L7) comparing useful energy to total energy.

Phys: Comparing the relative wavelengths and applications of Wavelengths different forms of electromagnetic radiation (i.e., x-ray, visible, and infrared, microwaves, radio).

Electromagneti c Radiation (L7) Explaining the relationship of motion to an objectâ&#x20AC;&#x2122;s mass, and Phys: Mass the applied force. (i.e. usefulness of machines based on and Force (L7) mechanical advantage) Phys: Recognizing that the gravitational attraction between objects is Gravitational proportional to their masses and decreasing with their distance.

Forces (L7) Phys: Wave Describing the interactions of waves (i.e. reflection, refraction, Interaction (L7) wave addition).

Recognizing that when one thing exerts a force on another, an Phys: Newtonâ&#x20AC;&#x2122;s equal amount of force is exerted back on it.

3rd Law (L7) Explaining that different kinds of materials respond to electric Phys: and magnetic forces (i.e., conductors, insulators, magnetic and Electromagneti non-magnetic materials) and the interactions between sm (L7) magnetism and electricity (i.e. generators, motors, doorbells, etc)

5 Bering Strait School District Student Learning Standards (Revised May 2008)

Science DART_ID

SC.08.01 SC.08.02 SC.08.03 SC.08.04 SC.08.05 SC.08.06 SC.08.07

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 6

Short Name

Standard Descriptor

Regional Science Fair (L8) Teaches Science Standards to Others (L8) Scientific Debate (L8) Publishes Science paper (L8) Networking With Science Professional (L8) Works in Science Related Field (L8) History of Science (L8)

Matrix Only?

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Matrix Only?

Matrix Only?

Matrix Only?

Matrix Only?

Matrix Only?

Matrix Only?

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies Social Studies DART_ID

Graduation Level = 8

Standard Descriptor

Short Name

Collects information through listening, questioning and from visual images.

SS.01.01

Collects information

SS.01.02

Restates understanding Verifies correct understanding through restatement.

SS.01.03

Classifies information

Classifies information according to appropriate criteria.

SS.01.04

Past, present, future

Understands the concepts of past, present and future.

SS.01.05

Sequences information Sequences information in order of occurrence.

Presents findings through dictation, drawing and Presents information discussion.

Recognizes and understands purpose of national Symbols symbols, holidays and monuments (flag salute, traditional patriotic songs, flag facts).

SS.01.06 SS.01.07

Understands goods and services used and consumed by their family (collages, lists, and drawings.)

SS.01.08

Goods and services

SS.01.09

Types of transportation Identifies types of transportation.

Uses a map to identify locations in the classroom and Maps school.

Understands left and right directions and east, west, Directions north, south directions.

SS.01.10 SS.01.11 SS.01.12

Family roles

Describes family roles (mother, father, aunt, and uncle).

SS.01.13

Describes family events

Uses photographs, objects, or pictures to orally describe events in the family.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies Social DART_ID Studies

SS.02.01 SS.02.02 SS.02.03 SS.02.04 SS.02.05 SS.02.06

Short Name

Brainstorms responses Sequences information Charts and graphs Alternative choices Decision making process Goods and services

SS.02.07 Resources SS.02.08 Reads price tags SS.02.09 Choices SS.02.10 Maps SS.02.11

Symbols and monuments

Graduation Level = 8

Standard Descriptor

Brainstorms several responses on a topic.

Sequences information in order of importance.

Places information or constructs charts and graphs.

Listens to alternative choices before making a decision.

Explains rights, responsibilities, rules and the decision making process in the classroom and school.

Read costs of goods and services on charts and graphs.

Identifies examples of natural and human resources used in making a product.

Read price tags on goods.

Identifies a choice they have made and why they had to make a choice.

Draws simple local maps with routes, locations, title, legend and directions Relates state symbols and monuments to Alaska history.

SS.02.12 State Symbols

Recognizes and names state symbols.

SS.02.13 Social groups

Identifies types of social groups (i.e. family, clan, tribe, village, neighborhood, and community).

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Studies Social Studies DART_ID

SS.3A

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

SS.3A.06

Formulates questions Lists ideas Evaluates information Main ideas Decision making process Alternative choices

SS.3A

Alaska Studies L3

SS.3A.01 SS.3A.02 SS.3A.03 SS.3A.04 SS.3A.05

Standard Descriptor

Short Name

Alaska Studies L3

Graduation Level = 8

Survey of Alaska Studies Process Skills Formulates questions to be answered through research.

Generates a list of ideas on a topic.

Determines relevant and irrelevant information related to a topic.

Clearly states the main ideas Identifies situations in which a decision is required.

Identifies alternative courses of action.

Survey of Alaska Studies Content Skills

SS.3A.07 Describes Authority

Describes authority in a variety of settings i.e. the family, school, and tribe, past and present.

SS.3A.08 Interviews Leaders

Interviews leaders in the local and tribal community.

SS.3A.09 Identifies Leaders

Recognizes leadership positions in the city, state and nation (mayor/chief, governor and president).

SS.3A.10

Identifies types of laws

SS.3A.11 Imports and exports SS.3A.12 Resources SS.3A.13 Personal budgeting SS.3A.14

Alaska regions and features

SS.3A.15 Cultural elements

SS.3A.16

Native AK characteristics

SS.3A.17 Native AK history SS.3A.18

Identifies local district, state, and federal jurisdictions.

Understands imports and exports of our state and region.

Understands the use of resources in subsistence economies.

Identifies and demonstrates the components and use of a state budget (spending and saving).

Identifies geographical regions and features of Alaska. (see also CA 4.5) Explains key elements of culture (language, art, customs, and dress).

Compares and contrasts the characteristics of at least three Native Alaskan groups (Athabaskans, Aleuts, Tlingits, Inupiats, Yupiks). (SEE ALSO CA 3.2) Sequences events in the history of Native Alaskans.

European settlement Understands European exploration and settlement of in AK Alaska (fur trappers, miners, and missionaries).

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Studies DART_ID Social Studies

SS.3A

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Standard Descriptor

Short Name

Global Studies L3

Graduation Level = 8

Survey of Global Studies Process Skills

SS.3G.01 Formulates questions Formulates questions to be answered through research.

SS.3G.02 Lists ideas Evaluates SS.3G.03 information SS.3G.04 Main ideas Decision making SS.3G.05 process SS.3G.06 Alternative choices SS.3A Global Studies L3

Generates a list of ideas on a topic.

Determines relevant and irrelevant information related to a topic.

Clearly states the main ideas of a presentation.

Identifies situations in which a decision is required.

Identifies alternative courses of action.

Survey of Global Studies Content Skills Understands key vocabulary and concepts in comparative Comparative SS.3G.07 government (republic, parliamentary system, democracy, government aristocracy, and despotism).

Understands the qualities and characteristics of world SS.3G.08 Leaders and Heroes leaders Understands the differences between currencies from SS.3G.09 Exchange rates different countries.

Understands different forms of economies such as SS.3G.10 Different economies subsistenced, barter and money-based.

Understands that countries' trade with one another (Import.

SS.3G.11 Global trade Export) Identifies key geographical features and regions in the SS.3G.12 World geography world (nations, continents, and oceans).

Understands how to use and calculate scale, longitude and SS.3G.13 Maps latitude, and time zones on maps.

Explains key elements of culture (language, art, customs, SS.3G.14 Cultural elements and dress).

SS.3G.15 Indigenous Peoples Introduction to indigenous peoples by continent.

Intro to Ancient Introduction to Ancient History (such as the Egyptians, SS.3G.16 History Chinese, etc. and the contributions of these cultures.

Introduction to exploration and conquest,l including people Exploration and SS.3G.17 such as Marco Polo, the conquistadores, Magellan, Conquest DeGamma, Alexander the Great, etc.

Introduction to Medieval History, including the causes and SS.3G.18 Medieval History effects of the Fall of Rome, until the Reformation and Renaissance.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Studies Social DART_ID Studies

SS.3A SS.3U.01 SS.3U.02 SS.3U.03 SS.3U.04 SS.3U.05 SS.3U.06

SS.3U.07 SS.3U.08

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

U.S. Studies L3 Formulates questions Lists ideas Evaluates information Main ideas Decision making process Alternative choices U.S. Studies L3 Identifies types of laws Understands citizenship

SS.3U.09 Equality and justice SS.3U.10

Participate in government

SS.3U.11 Political parties Branches of Government SS.3U.13 Heroes & Leaders SS.3U.12

SS.3U.14 American Economy

SS.3U.15

Graduation Level = 8

Standard Descriptor

Survey of U.S. Studies Process Skills Formulates questions to be answered through research.

Generates a list of ideas on a topic.

Determines relevant and irrelevant information related to a topic.

Clearly states the main ideas of a presentation.

Identifies situations in which a decision is required.

Identifies alternative courses of action.

Survey of U.S. Studies Content Skills Identifies local district, state, and federal jurisdictions.

Understands the rights and responsibilities of citizenship. (was SS 6.12) Understands the concepts of equality, justice, liberty and privacy.

Identifies the ways people participate in government (writing letters, voting, working on a campaign, protesting, lobbying).

Identifies the role of political parties and campaigns in elections.

Identifies the three branch of the U.S. government Lists characteristics of national heroes and leaders Understands key concepts in the American economy (inclu: supply and demand, opportunity cost, scarcity, monopolies, natural resouces, etc.)

Features and regions Identifies key geographical features and regions in the Americas of the Americas

Identifies political and cultural divisions in the Western Hemisphere Understands the impact of European exploration on Native SS.3U.17 European exploration African and Native American peoples.

Identifies people and places impacted by the westward SS.3U.18 Westward expansion expansion of the United States, including Native American groups, homesteaders, cowboys, miners, ranchers.

Identifies immigrant groups and their reasons for SS.3U.19 Eimmigration immigtation to the United States Identifies even sequences and people involved in the SS.3U.20 Conflicts American Revolution and American Civil War SS.3U.16

Political/cultural divisions

1 Bering Strait School District Student Learning Standards Revised May 2008

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID Social Science

Alaska Studies L4 Summarizes SS.4A.01 information SS.4A.02 Organizes Ideas Compare and contrast ideas SS.4A.04 Cause and effect Decision making SS.4A.05 process Social Science SS.4A.06 vocabulary Alaska Studies L4 SS.4A.03

SS.4A.07 Describes Authority SS.4A.08 Interviews Leaders SS.4A.09 Identifies Leaders Identifies types of laws SS.4A.11 Imports and exports SS.4A.10

SS.4A.12 Resources SS.4A.13 Personal budgeting SS.4A.14

Alaska regions and features

SS.4A.15 Cultural elements SS.4A.16

Native AK characteristics

SS.4A.17 Native AK history SS.4A.18

Standard Descriptor

Short Name

SS.4A

Graduation Level = 8

Survey of Alaska Studies Process Skills Summarizes information through restatement.

Forms a simple organization of main and subordinate ideas on a topic.

Compares and contrasts differing sets of ideas, values, personalities, behaviors and institutions.

Notes cause and effect relationships.

Acquires information relevant to making a decision.

Recognizes and understands an increasing number of social science terms.

Survey of Alaska Studies Content Skills Describes authority in a variety of settings i.e. the family, school, and tribe, past and present.

Interviews leaders in the local and tribal community.

Recognizes leadership positions in the city, state and nation (mayor/chief, governor and president).

Identifies local district, state, and federal jurisdictions.

Understands imports and exports of our state and region.

Understands the use of resources in subsistence economies.

Identifies and demonstrates the components and use of a state budget (spending and saving).

Identifies geographical regions and features of Alaska. (see also CA 4.5) Explains key elements of culture (language, art, customs, and dress).

Compares and contrasts the characteristics of at least three Native Alaskan groups (Athabaskans, Aleuts, Tlingits, Inupiats, Yupiks).

Sequences events in the history of Native Alaskans.

European settlement Understands European exploration and settlement of in AK Alaska (fur trappers, miners, and missionaries).

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID Social Science

Standard Descriptor

Short Name

SS.4A

Global Studies L4 Summarizes SS.4G.01 information SS.4G.02 Organizes Ideas Compare and contrast ideas SS.4G.04 Cause and effect Decision making SS.4G.05 process Social Science SS.4G.06 vocabulary Global Studies L4 SS.4G03

Graduation Level = 8

Survey of Global Studies Process Skills Summarizes information through restatement.

Forms a simple organization of main and subordinate ideas on a topic.

Compares and contrasts differing sets of ideas, values, personalities, behaviors and institutions.

Notes cause and effect relationships.

Acquires information relevant to making a decision.

Recognizes and understands an increasing number of social science terms.

Survey of Global Studies Content Skills Understands key vocabulary and concepts in comparative Comparative SS.4G.07 government (republic, parliamentary system, democracy, government aristocracy, and despotism).

Understands the qualities and characteristics of world SS.4G.08 Leaders and Heroes leaders Understands the differences between currencies from SS.4G.09 Exchange rates different countries.

SS.4G.10 Different economies SS.4G.11 Global trade SS.4G.12 World geography SS.4G.13 Maps SS.4G.14 Cultural elements SS.4G.15 Indigenous Peoples SS.4G.16

Intro to Ancient History

Exploration and SS.4G.17 Conquest SS.4G.18 Medieval History

Understands different forms of economies such as subsistenced, barter and money-based.

Understands that countries' trade with one another (Import.

Export) Identifies key geographical features and regions in the world (nations, continents, and oceans).

Understands how to use and calculate scale, longitude and latitude, and time zones on maps.

Explains key elements of culture (language, art, customs, and dress).

Introduction to indigenous peoples by continent.

Introduction to Ancient History (such as the Egyptians, Chinese, etc. and the contributions of these cultures.

Introduction to exploration and conquest, including people such as Marco Polo, the conquistadores, Magellan, DeGamma, etc.

Introduction to Medieval History, including the causes and effects of the Fall of Rome, until the Reformation and Renaissance.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID Social Science

U.S. Studies L4 Summarizes SS.4A.01 information SS.4A.02 Organizes Ideas SS.4A.03

Compare and contrast ideas

SS.4A.04 Cause and effect Decision making process Social Science SS.4A.06 vocabulary U.S. Studies L4 Identifies types of SS.4U.07 laws Understands SS.4U.08 citizenship SS.4A.05

SS.4U.09 Equality and justice SS.4U.10

Participate in government

SS.4U.11 Political parties SS.4U.12

Standard Descriptor

Short Name

SS.4A

Branches of Government

Graduation Level = 8

Survey of U.S. Studies Process Skills Summarizes information through restatement.

Forms a simple organization of main and subordinate ideas on a topic.

Compares and contrasts differing sets of ideas, values, personalities, behaviors and institutions.

Notes cause and effect relationships.

Acquires information relevant to making a decision.

Recognizes and understands an increasing number of social science terms.

Survey of U.S. Studies Content Skills Identifies local,state, and federal jurisdictions.

Understands the rights and responsibilities of citizenship. (was SS 6.12) Understands the concepts of equality, justice, liberty and privacy.

Identifies the ways people participate in government (writing letters, voting, working on a campaign, protesting, lobbying).

Identifies the role of political parties and campaigns in elections.

Identifies the three branch of the U.S. government

SS.4U.13 Heroes & Leaders

Lists characteristics of national heroes and leaders

SS.4U.14 American Economy

Understands key concepts in the American economy (inclu: supply and demand, opportunity cost, scarcity, monopolies, natural resouces, etc.)

SS.4U.15

Features and regions Identifies key geographical features and regions in the of the Americas Americas

Identifies political and cultural divisions in the Western Hemisphere Understands the impact of European exploration on Native SS.4U.17 European exploration African and Native American peoples.

SS.4U.16

Political/cultural divisions

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID Social Science

Graduation Level = 8

Standard Descriptor

Short Name

Identifies people and places impacted by the westward SS.4U.18 Westward expansion expansion of the United States, including Native American groups, homesteaders, cowboys, miners, ranchers.

SS.4U.19 Immigration SS.4U.20 Conflicts

Identifies immigrant groups and their reasons for immigration to the United States Identifies event sequences and people involved in the American Revolution, American Civil War, the Great Depression and 20th century wars

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

Alaska Studies L5 Organizes SS.5A.01 information Fact & SS.5A.02 Opinion/Inferencing SS.5A.03

Cause and effect

Researches information SS.5A.05 Charts and graphs SS.5A.06 Current events SS.5A Alaska Studies L5 SS.5A.04

SS.5A.07 Describes Authority SS.5A.08 Interviews Leaders SS.5A.09 Identifies Leaders Identifies types of laws SS.5A.11 Imports and exports SS.5A.10

SS.5A.12 Resources SS.5A.13 Personal budgeting SS.5A.14

Alaska regions and features

SS.5A.15 Cultural elements SS.5A.16

Native AK characteristics

SS.5A.17 Native AK history SS.5A.18

Standard Descriptor

Short Name

SS.5A

Graduation Level = 8

Alaska Studies Process Skills Organizes information in outline form.

Distinguishes fact from opinions and draws inferences from factual material.

Traces effects from causes and recognizes many possible effects Uses several sources for researching information including reference and expository sources.

Interprets data in time lines, graphs, and charts.

Keeps informed on issues that affect society.

Alaska Studies Content Skills Describes authority in a variety of settings i.e. the family, school, and tribe, past and present.

Interviews leaders in the local and tribal community.

Recognizes leadership positions in the city, state and nation (mayor/chief, governor and president).

Identifies local district, state, and federal jurisdictions.

Understands imports and exports of our state and region.

Understands the use of resources in subsistence economies.

Identifies and demonstrates the components and use of a state budget (spending and saving).

Identifies geographical regions and features of Alaska. (see also CA 4.5) Explains key elements of culture (language, art, customs, and dress).

Compares and contrasts the characteristics of at least three Native Alaskan groups (Athabaskans, Aleuts, Tlingits, Inupiats, Yupiks).

Sequences events in the history of Native Alaskans.

European settlement Understands European exploration and settlement of in AK Alaska (fur trappers, miners, and missionaries).

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

SS.5G.03

Cause and effect

Researches information SS.5G.05 Charts and graphs SS.5G.06 Current events SS.5A Global Studies L5 SS.5G.04

SS.5G.07

Standard Descriptor

Short Name

SS.5G Global Studies L5 SS.5G.01 Organizes information Fact & SS.5G.02 Opinion/Inferencing

Comparative government

SS.5G.08 Leaders and Heroes SS.5G.09 Exchange rates SS.5G.10 Different economies SS.5G.11 Global trade SS.5G.12 World geography SS.5G.13 Maps SS.5G.14 Cultural elements

Graduation Level = 8

Survey of Global Studies Process Skills Organizes information in outline form.

Distinguishes fact from opinions and draws inferences from factual material.

Traces effects from causes and recognizes many possible effects Uses several sources for researching information including reference and expository sources.

Interprets data in time lines, graphs, and charts.

Keeps informed on issues that affect society.

Global Studies Content Skills Understands key vocabulary and concepts in comparative government (republic, parliamentary system, democracy, aristocracy, and despotism).

Understands the qualities and characteristics of world leaders Understands the differences between currencies from different countries.

Understands different forms of economies such as subsistenced, barter and money-based.

Understands that countries' trade with one another (Import. Export) Identifies key geographical features and regions in the world (nations, continents, and oceans).

Understands how to use and calculate scale, longitude and latitude, and time zones on maps.

Explains key elements of culture (language, art, customs, and dress).

SS.5G.15 Indigenous Peoples

Introduction to indigenous peoples by continent.

SS.5G.16 Intro to Ancient History

Introduction to Ancient History (such as the Egyptians, Chinese, etc. and the contributions of these cultures.

Exploration and SS.5G.17 Conquest SS.5G.18 Medieval History

Introduction to exploration and conquest, including people such as Marco Polo, the conquistadores, Magellan, DeGamma, etc.

Introduction to Medieval History, including the causes and effects of the Fall of Rome, until the Reformation and Renaissance.

1 Bering Strait School District Student Learning Standards (Revised May 2007)

Social Studies Social Studies DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

U.S. Studies L5 Organizes SS.5U.01 information Fact & SS.5U.02 Opinion/Inferencing SS.5U.03 SS.5U.04 SS.5U.05 SS.5U.06 SS.5U SS.5U.07 SS.5U.08

Cause and effect Researches information Charts and graphs Current events U.S. Studies L5 Identifies types of laws Understands citizenship

SS.5U.09 Equality and justice SS.5U.10

Standard Descriptor

Short Name

SS.5U

Participate in government

SS.5U.11 Political parties Branches of Government SS.5U.13 Heroes & Leaders SS.5U.12

SS.5U.14 American Economy

Graduation Level = 8

U.S. Studies Process Skills Organizes information in outline form.

Distinguishes fact from opinions and draws inferences from factual material.

Traces effects from causes and recognizes many possible effects Uses several sources for researching information including reference and expository sources.

Interprets data in time lines, graphs, and charts.

Keeps informed on issues that affect society.

U.S. Studies Content Skills Identifies local,state, and federal jurisdictions.

Understands the rights and responsibilities of citizenship. (was SS 6.12) Understands the concepts of equality, justice, liberty and privacy.

Identifies the ways people participate in government (writing letters, voting, working on a campaign, protesting, lobbying).

Identifies the role of political parties and campaigns in elections.

Identifies the three branch of the U.S. government Lists characteristics of national heroes and leaders Understands key concepts in the American economy (inclu: supply and demand, opportunity cost, scarcity, monopolies, natural resouces, etc.)

SS.5U.15

Features and regions Identifies key geographical features and regions in the of the Americas Americas

SS.5U.16

Political/cultural divisions

SS.5U.17 European exploration

Identifies political divisions in the United States Understands the impact of European exploration on Native African and Native American peoples.

Identifies people and places impacted by the westward SS.5U.18 Westward expansion expansion of the United States, including Native American groups, homesteaders, cowboys, miners, ranchers.

Identifies immigrant groups and their reasons for SS.5U.19 Immigration immigration to the United States Identifies event sequences and people involved in the SS.5U.20 Conflicts American Revolution and American Civil War 1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science Social DART_ID Science

Short Name

SS.6A

Graduation Level = 8

Standard Descriptor

Alaska Studies L6 Opinions based on SS.6A.01 evidence SS.6A.02 Supporting facts

Alaska Studies Process Skills

SS.6A.03 Predicts outcomes

Predicts likely outcomes based on facts.

SS.6A.04 Political cartoons/art

Interprets social and political messages in cartoons and works of art.

SS.6A.05

Understands historical change

Form opinions based on examination of evidence.

Indicates facts that support a central point of view.

Understands that historical accounts are subject to change based on newly uncovered records and interpretations.

SS.6A.06 Makes inferences

Draws inference from a variety of factual materials.

SS.6A.07 Information sources

Understands primary and secondary sources.

SS.6A

Alaska Studies Content Skills

Alaska Studies L6

Understands the organization and responsibilities of Alaska SS.6A.08 AK State government state government, including the Alaska Constitution and the Statehood Compact. (was SS 5.10)

Government SS.6A.10 regulation of economy

Understands the impact of non-governmental groups Government policy (lobbying and public interest groups, Whaling Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Understands the role of government in regulating the economy (taxation, anti-trust legislation, and wage and price controls).

SS.6A.11 ANILCA

Understands the purpose and land impact of ANILCA

Non-government SS.6A.09 groups

SS.6A.12

Physical and human Make tables, charts and graphs of the physical and human resources resources in the community and states. (was SS 5.13)

Identifies regional corporations Human origin SS.6A.14 theories SS.6A.13

Identifies the thirteen regional corporations created by ANCSA on a map.

Understands theories about human origins: evolution, explanations of traditional societies.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science Social DART_ID Science

SS.6A.15

Short Name

AK History 1910 present day

SS.6A.16 US History

SS.6A.17 ANCSA SS.6A.18 Current events

Graduation Level = 8

Standard Descriptor

Understands events and turning points in the history of Alaska from 1910 gold rush thorugh WWII, the oil boom, statehood, Native Rights movement, to present day.

Understands events and turning points in the history of Alaska before 1910 (Russian exploration, Gold Rush, Etc.) Understands the Alaska Native Claims Settlement Act and its impact on the people and the state.

Understands current issues in the context of historical events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

Standard Descriptor

Short Name

SS.6G

Graduation Level = 8

Global Studies L6 Opinions based on SS.6G.01 evidence SS.6G.02 Supporting facts

Global Studies Process Skills

SS.6G.03 Predicts outcomes

Predicts likely outcomes based on facts.

Form opinions based on examination of evidence.

Indicates facts that support a central point of view.

SS.6G.03 Predicts outcomes

Predicts likely outcomes based on facts.

Interprets social and political messages in cartoons and SS.6G.04 Political cartoons/art works of art.

Understands Understands that historical accounts are subject to change SS.6G.05 historical change based on newly uncovered records and interpretations.

SS.6G.06 Makes inferences

Draws inference from a variety of factual materials.

SS.6G.07 Information sources SS.6G Global Studies L6 SS.6G.08 SS.6G.09 SS.6G.10 SS.6G.11 SS.6G.12 SS.6G.13 SS.6G.14 SS.6G.15 SS.6G.16 SS.6G.17 SS.6G.18

Understands primary and secondary sources.

Global Studies Content Skills Understands the concept of limited government and Government unlimited power (totalitarianism, fascism, dictatorship, and concepts autocracy).

Understands international law (treaties, pacts, the International law Declaration of Human Rights).

Understands the purpose of international organizations International (e.g., NATO, United Nations, the World Copurt, Green organizations Peace, Red Cross, etc.)

Understands the meaning of economic statistics Economic statistics (Gross National Products, cost of living) Understands International trade (e.g., embargos, taxes, International trade imports and exports, etc.)

Understands how factors of production influence Factors of Production internatinal corporations and the world economy.

Global Identifies nations, cities and landforms that relate to History/Economy global history and economy Human origin Understands theories about human origins: evolution, theories explanations of traditional societies.

Exploration and Conquest/Rise and Fall of major Ancient Civilizations civilzations. Choose three empires to focus on, each from a Understands how foreign imperialism affected indigenous Foreign Imperialism cultures.

Understands current issues in the context of historical Current events events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

Short Name

Graduation Level = 8

Standard Descriptor

Global Influences on Culture and Civilizations: pick two of the following: The origins, spread and major beliefs of the workd's major religions (Islam, Buddhism, Hinduism, Christianity, Judaism); The Renaisssacne and the Age of SS.6G.19 Western Civilization Enlightdnment; 20th Century achievements and conflicts (rise of the nuclear and computer ages, the impact of technology on the world economy, the making an breaking of world alliances).

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

Standard Descriptor

Short Name

SS.6U

Graduation Level = 8

US History L6 Opinions based on SS.6U.01 evidence SS.6U.02 Supporting facts

US History Process Skills Form opinions based on examination of evidence.

SS.6U.07 Information sources

Understands primary and secondary sources.

SS.6U

US History L6

SS.6U.08

Declaration of Independence

US History Content Skills Identifies key ideas in the Declaration of Independence and the Constitution of the United States, including the branches of government, distribution and limitations of power, checks and balances, the federalist system, the amendment process and the Bill of Rights.

Identifies the components of the federal budget (e.g., transportation, social services, and military spending). ( The words state and were removed) Understands the characteristics of political points of view (radical, liberal, moderate, conservative, and reactionary).

Understands the impact of non-governmental groups Government policy (lobbying and public interest groups, Whaling Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Understands how a bill becomes a law.

Indicates facts that support a central point of view.

Interprets social and political messages in cartoons and SS.6U.04 Political cartoons/art works of art.

Understands Understands that historical accounts are subject to change SS.6U.05 historical change based on newly uncovered records and interpretations.

SS.6U.06 Makes inferences Draws inference from a variety of factual materials.

SS.6U.09 Federal Budget SS.6U.10

Political points of view

SS.6U.11

Non-government groups

SS.6U.12 Bill to Law process

SS.6U.13 Supply and Demand Understands the law of supply and demand.

Understands the role of the entrepreneur in the market system.

Understands the meaning of economic statistics Economic statistics (unemployment percentage, gross domestic product, inflation, consumer price index, and interest rates).

Government Understands the role of government in regulating the regulation of economy (taxation, anti-trust legislation, and wage and economy price controls).

Physical and human Make tables, charts and graphs of the physical and human resources resources in the community and states. (was SS 5.13) Territories and Identifies territories and possessions of the United Possessions States.

SS.6U.14 Entrepreneurs SS.6U.15

SS.6U.16 SS.6U.17 SS.6U.18

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID Social Studies

SS.6U.19

Standard Descriptor

Short Name

US settlement patterns

SS.6U.20 Immigration

SS.6U.21

Industrial development

SS.6U.22

Issues of demographics

SS.6U.23 US History

SS.6U.24 Current events

Graduation Level = 8

Describes the patterns of human settlement in the Unites States (population density, ideaology, ethnicity, age, etc.)

Understands the history of immigration and the cultural heritage of immigrants in the United States.

Understands the history of industrial development and the organization of labor in the United States, including the characteristics of the factory system and corporations, conflicts between workers and management, the gospel of wealth, union rights and collective bargaining.

Understands issues of class, gender, religion, ethnicity and race, focusing on two of the following: the Womenâ&#x20AC;&#x2122;s Rights Movement, the Civil Rights Movement, First Amendment issues in regard to freedom of religion, Native Rights Movements, Latino Rights Movements, environmental rights and protection and the rights of people who experience disabilities.

Understands the eras and epochs as well as turning points in United States History (the American Revolution, American Civil War, and the reconstruction period, twentieth century wars, and economic depression and the New Deal) have influenced Alaska.

Understands current issues in the context of historical events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Science DART_ID

SS.7A

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 8

Standard Descriptor

Short Name

Alaska Studies L7

Alaska Studies Process Skills Compares and contrasts credibility of differing accounts of the SS.7A.01 Information credibility same event.

Information Recognizes instances in which more than one interpretation of SS.7A.02 interpretation factual material is valid.

Understands the implications of a point of view on a variety of SS.7A.03 Point of view specific issues.

Explains own point of SS.7A.04 Forms, expresses and explains own point of view. view Reevalute point of SS.7A.05 Ability to reevaluate point of view in light of new information. view SS.7A.06 Point of view bias

Recognizes the bias in a point of view.

SS.7A.07 Data bias

Detects bias in data.

SS.7A SS.7A.08

SS.7A.09

SS.7A.10 SS.7A.11 SS.7A.12 SS.7A.13 SS.7A.14 SS.7A.15

SS.7A.16 SS.7A.17 SS.7A.18

Alaska Studies L7

Alaska Studies Content Skills Understands the organization and responsibilities of Alaska state AK State government government, including the Alaska Constitution and the Statehood Compact. (was SS 5.10) Understands the impact of non-governmental groups Non-government Government policy (lobbying and public interest groups, Whaling groups Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Government Understands the role of government in regulating the economy regulation of (taxation, anti-trust legislation, and wage and price controls). economy ANILCA Understands the purpose and land impact of ANILCA Physical and human Make tables, charts and graphs of the physical and human resources resources in the community and states. (was SS 5.13) Identifies regional Identifies the thirteen regional corporations created by ANCSA corporations on a map.

Human origin Understands theories about human origins: evolution, theories explanations of traditional societies.

Understands events and turning points in the history of Alaska AK History 1910 from 1910 gold rush thorugh WWII, the oil boom, statehood, present day Native Rights movement, to present day.

Understands the eras and epochs as well as turning points in Alaska History (Russian explaintation, settlement, gold US History rush, etc.)

Understands the Alaska Native Claims Settlement Act and its ANCSA impact on the people and the state.

Understands current issues in the context of historical events Current events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Science DART_ID

SS.7G

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 8

Standard Descriptor

Short Name

Global Studies L7

Global Studies Process Skills Compares and contrasts credibility of differing accounts of SS.7G.01 Information credibility the same event.

Information Recognizes instances in which more than one SS.7G.02 interpretation interpretation of factual material is valid.

Understands the implications of a point of view on a variety SS.7G.03 Point of view of specific issues.

Explains own point of SS.7G.04 Forms, expresses and explains own point of view. view Reevalute point of Ability to reevaluate point of view in light of new SS.7G.05 view information.

SS.7G.06 Point of view bias

Recognizes the bias in a point of view.

SS.7G.07 Data bias

Detects bias in data.

SS.7G

Global Studies L7

Global Studies Content Skills Understands the concept of limited government and Government unlimited power (totalitarianism, fascism, dictatorship, and SS.7G.08 concepts autocracy).

Understands international law (treaties, pacts, the SS.7G.09 International law Declaration of Human Rights).

Understands the purpose of internatinal organizations (e.g., International SS.7G.10 NATO, United Nations, the World Copurt, Green Peace, organizations Red Cross, etc.)

Understands the meaning of economic statistics SS.7G.11 Economic statistics (Gross National Products, Cost of Living).

Understands International trade (e.g., embargos, taxes, SS.7G.12 International trade imports and exports, etc.)

Understands how factors of production influence SS.7G.13 Factors of Production internatinal corporations and the world economy.

Global Identifies nations, cities, and landforms that relate to SS.7G.14 History/Economy global history and economy Human origin Understands theories about human origins: evolution, SS.7G.15 theories explanations of traditional societies.

Exploration and Conquest/Rise and Fall of major civilzations.Choose three empires to focus on, each from a different continent (Greek Empire, Roman Empire, SS.7G.16 Western Civilization Ottoman Empire, Aztec Empire, British Empire, Babylonian Empire, The Moors Mongols, Huns, Vikings, Egyptians, Chinese Dynasties).

Understands how foreign imperialism affected indigenous SS.7G.17 Foreign Imperialism cultures.

Understands current issues in the context of historical SS.7G.18 Current events events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

Global Influences on Culture and Civilizations: pick two of SS.7G.19 Global Influences the following: The origins, spread and major beliefs of the

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID

SS.7U

Graduation Level = 8

Standard Descriptor

Short Name

US History L7

US History Process Skills Compares and contrasts credibility of differing accounts of SS.7U.01 Information credibility the same event.

Information Recognizes instances in which more than one SS.7U.02 interpretation interpretation of factual material is valid.

Understands the implications of a point of view on a variety SS.7U.03 Point of view of specific issues.

Explains own point of SS.7U.04 Forms, expresses and explains own point of view. view Reevalute point of Ability to reevaluate point of view in light of new SS.7U.05 view information.

SS.7U.06 Point of view bias

Recognizes the bias in a point of view.

SS.7U.07 Data bias

Detects bias in data.

SS.7U

US History L7

SS.7U.08

Declaration of Independence

US History Content Skills Identifies key ideas in the Declaration of Independence and the Constitution of the United States, including the branches of government, distribution and limitations of power, checks and balances, the federalist system, the amendment process and the Bill of Rights.

Identifies the components of the federal budget (e.g., transportation, social services, and military spending).

Understands the characteristics of political points of view (radical, liberal, moderate, conservative, and reactionary).

Understands the impact of non-governmental groups Government policy (lobbying and public interest groups, Whaling Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Understands how a bill becomes a law.

SS.7U.09 Federal Budget SS.7U.10

Political points of view

SS.7U.11

Non-government groups

SS.7U.12 Bill to Law process

SS.7U.13 Supply and Demand Understands the law of supply and demand.

Understands the role of the entrepreneur in the market SS.7U.14 Entrepreneurs system.

Understands the meaning of economic statistics SS.7U.15 Economic statistics (unemployment percentage, gross domestic product, inflation, consumer price index, and interest rates).

Government Understands the role of government in regulating the SS.7U.16 regulation of economy (taxation, anti-trust legislation, and wage and economy price controls).

Physical and human Make tables, charts and graphs of the physical and human SS.7U.17 resources resources in the community and states. (was SS 5.13) 1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID

Standard Descriptor

Short Name

Territories and SS.7U.18 Possessions US settlement SS.7U.19 patterns SS.7U.20 Immigration

SS.7U.21

Industrial development

SS.7U.22

Issues of demographics

SS.7U.23 US History

SS.7U.24 Current events

Graduation Level = 8

Identifies territories and possessions of the United States.

Describes the patterns of human settlement in the Unites States (population density, ideaology, ethnicity, age, etc.)

Understands the history of immigration and the cultural heritage of immigrants in the United States.

Understands the history of industrial development and the organization of labor in the United States, including the characteristics of the factory system and corporations, conflicts between workers and management, the gospel of wealth, union rights and collective bargaining.

Understands issues of class, gender, religion, ethnicity and race, focusing on two of the following: the Womenâ&#x20AC;&#x2122;s Rights Movement, the Civil Rights Movement, First Amendment issues in regard to freedom of religion, Native Rights Movements, Latino Rights Movements, environmental rights and protection and the rights of people who experience disabilities.

Understands the eras and epochs as well as turning points in United States History (the American Revolution, American Civil War, and the reconstruction period, twentieth century wars, and economic depression and the New Deal) have influenced Alaska.

Understands current issues in the context of historical events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

Social Science DART_ID

SS.8A

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Standard Descriptor

Short Name

Alaska Studies L8

Graduation Level = 8

Alaska Studies Process Skills

Recognizes the self-evident principles or assumptions in a belief system.

Reinterprets events in terms of what might have happened SS.8A.02 Cause and effect and shows the likely effects of subsequent events.

SS.8A.03 Evaluates validity Evaluates the validity and soundness of an argument.

Develops a plan of action that follows consistently from a SS.8A.04 Action plans well-researched and reasoned decision.

Compare and Compares and contrasts differing accounts of the same SS.8A.05 contrast ideas event.

Recognizes how societiesâ&#x20AC;&#x2122; values may effect interpretation SS.8A.06 Society values of facts.

SS.8A.07 Political process Works to become involved and affect the political process.

SS.8A Alaska Studies L8 Alaska Studies Content Skills Understands the organization and responsibilities of Alaska SS.8A.08 AK State government state government, including the Alaska Constitution and the Statehood Compact. (was SS 5.10) Understands the impact of non-governmental groups Non-government Government policy (lobbying and public interest groups, SS.8A.09 groups Whaling Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Government Understands the role of government in regulating the SS.8A.10 regulation of economy (taxation, anti-trust legislation, and wage and economy price controls).

SS.8A.11 ANILCA Understands the purpose and land impact of ANILCA Physical and human Make tables, charts and graphs of the physical and human SS.8A.12 resources resources in the community and states. (was SS 5.13) Identifies regional Identifies the thirteen regional corporations created by SS.8A.13 corporations ANCSA on a map.

SS.8A.01 Belief systems

SS.8A.14

Human origin theories

AK History 1910 SS.8A.15 present day SS.8A.16 US History SS.8A.17 ANCSA SS.8A.18 Current events

Understands theories about human origins: evolution, explanations of traditional societies.

Understands events and turning points in the history of Alaska from 1910 gold rush thorugh WWII, the oil boom, statehood, Native Rights movement, to present day.

Understands the eras and epochs as well as turning points in Alaska History (Russian explaintation, settlement, gold rush, etc.)

Understands the Alaska Native Claims Settlement Act and its impact on the people and the state.

Understands current issues in the context of historical events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID

SS.8G SS.8G.01 SS.8G.02 SS.8G.03 SS.8G.04 SS.8G.05 SS.8G.06 SS.8G.07 SS.8G SS.8G.08 SS.8G.09 SS.8G.10 SS.8G.11 SS.8G.12 SS.8G.13 SS.8G.14 SS.8G.15 SS.8G.16 SS.8G.17 SS.8G.18

Short Name

Global Studies L8

Graduation Level = 8

Standard Descriptor

Global Studies Process Skills Recognizes the self-evident principles or assumptions in a Belief systems belief system.

Reinterprets events in terms of what might have happened Cause and effect and shows the likely effects of subsequent events.

Evaluates validity Evaluates the validity and soundness of an argument.

Develops a plan of action that follows consistently from a Action plans well-researched and reasoned decision.

Compare and Compares and contrasts differing accounts of the same contrast ideas event.

Recognizes how societiesâ&#x20AC;&#x2122; values may effect interpretation Society values of facts.

Political process Works to become involved and affect the political process.

Global Studies L8 Global Studies Content Skills Understands the concept of limited government and Government unlimited power (totalitarianism, fascism, dictatorship, and concepts autocracy).

Understands international law (treaties, pacts, the International law Declaration of Human Rights).

Understands the purpose of internatinal organizations (e.g., International NATO, United Nations, the World Copurt, Green Peace, organizations Red Cross, etc.)

Understands the meaning of economic statistics Economic statistics (Gross National Products, Cost of Living).

Understands International trade (e.g., embargos, taxes, International trade imports and exports, etc.)

Understands how factors of production influence Factors of Production internatinal corporations and the world economy.

Global Identifies nations, cities, and landforms that relate to History/Economy global history and economy Human origin Understands theories about human origins: evolution, theories explanations of traditional societies.

Exploration and Conquest/Rise and Fall of major Ancient Civilizations civilzations. Pick two of the following: The origins, spread, and major beliefs of the worlds' beliefs Understands how foreign imperialism affected indigenous Foreign Imperialism cultures.

Understands current issues in the context of historical Current events events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Science DART_ID

Short Name

Graduation Level = 8

Standard Descriptor

Global Influences on Culture and Civilizations: pick two of the following: The origins, spread and major beliefs of the workd's major religions (Islam, Buddhism, Hinduism, Christianity, Judaism); The Renaisssacne and the Age of SS.8G.19 Western Civilization Enlightdnment; 2oth Century achievements and conflicts (rise of the nuclear and computer ages, the impact of technology on the world economy, the making an breaking of world alliances).

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID

SS.8U

SS.8U.01 Belief systems SS.8U.02 Cause and effect SS.8U.03 Evaluates validity SS.8U.04 Action plans SS.8U.05

Compare and contrast ideas

SS.8U.06 Society values SS.8U.07 Political process SS.8U US History L8

SS.8U.08

Standard Descriptor

Short Name

US History L8

Declaration of Independence

SS.8U.09 Federal Budget SS.8U.10

Political points of view

SS.8U.11

Non-government groups

SS.8U.12 Bill to Law process

Graduation Level = 8

US History Process Skills Recognizes the self-evident principles or assumptions in a belief system.

Reinterprets events in terms of what might have happened and shows the likely effects of subsequent events.

Evaluates the validity and soundness of an argument.

Develops a plan of action that follows consistently from a well-researched and reasoned decision.

Compares and contrasts differing accounts of the same event.

Recognizes how societiesâ&#x20AC;&#x2122; values may effect interpretation of facts.

Works to become involved and affect the political process.

US History Content Skills Identifies key ideas in the Declaration of Independence and the Constitution of the United States, including the branches of government, distribution and limitations of power, checks and balances, the federalist system, the amendment process and the Bill of Rights.

Identifies the components of the federal budget (e.g., transportation, social services, and military spending).

Understands the characteristics of political points of view (radical, liberal, moderate, conservative, and reactionary).

Understands the impact of non-governmental groups Government policy (lobbying and public interest groups, Whaling Commission, Walrus Commission, etc.) (SEE ALSO CA 7.3) Understands how a bill becomes a law.

SS.8U.13 Supply and Demand Understands the law of supply and demand.

Understands the role of the entrepreneur in the market SS.8U.14 Entrepreneurs system.

Understands the meaning of economic statistics SS.8U.15 Economic statistics (unemployment percentage, gross domestic product, inflation, consumer price index, and interest rates).

Government Understands the role of government in regulating the SS.8U.16 regulation of economy (taxation, anti-trust legislation, and wage and economy price controls).

Physical and human Make tables, charts and graphs of the physical and human SS.8U.17 resources resources in the community and states. (was SS 5.13)

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID

Standard Descriptor

Short Name

Territories and SS.8U.18 Possessions US settlement SS.8U.19 patterns SS.8U.20 Immigration

SS.8U.21

Industrial development

SS.8U.22

Issues of demographics

SS.8U.23 US History

SS.8U.24 Current events

Graduation Level = 8

Identifies territories and possessions of the United States.

Describes the patterns of human settlement in the Unites States (population density, ideaology, ethnicity, age, etc.)

Understands the history of immigration and the cultural heritage of immigrants in the United States.

Understands the history of industrial development and the organization of labor in the United States, including the characteristics of the factory system and corporations, conflicts between workers and management, the gospel of wealth, union rights and collective bargaining.

Understands issues of class, gender, religion, ethnicity and race, focusing on two of the following: the Womenâ&#x20AC;&#x2122;s Rights Movement, the Civil Rights Movement, First Amendment issues in regard to freedom of religion, Native Rights Movements, Latino Rights Movements, environmental rights and protection and the rights of people who experience disabilities.

Understands the eras and epochs as well as turning points in United States History (the American Revolution, American Civil War, and the reconstruction period, twentieth century wars, and economic depression and the New Deal) have influenced Alaska.

Understands current issues in the context of historical events (Loss of native language in terms of Sheldon Jacksonâ&#x20AC;&#x2122;s mission, etc.)

2 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID

Short Name

Compare and SS.09.01 contrast info SS.09.02 SS.09.03 SS.09.04 SS.09.05 SS.09.06 SS.09.07 SS.09.08

SS.09.09

SS.09.10

SS.09.11 SS.09.12

Graduation Level = 8

Standard Descriptor

Develops appropriate criteria for comparing and contrasting information.

Recognizes criteria for determining validity and soundness Validity criteria of an argument.

Identifies different types of factors in a causal chain Causal chain factors (economic, social, cultural, and political).

Works individually or with others to decide on an Action plans appropriate course of action in response to a contemporary problem.

Uses tools of the futurist (examples: decision-making trees, Futurist tools flow charts, webbing).

Proposes a new plan of operation, creates a new system, Creates new system or devises a future scenario based on available information.

Compare and Compares and contrasts different concepts as well as the contrast events same concept at different times in history.

Understands the concept of capitalism and its impact on Capitalism class, production, the distribution of wealth and resource development.

Understands the impact of two individual thinkers on Revolutionary revolutions in science and social science, (Plato, Saint thinkers Augustine, Galileo, John Locke, Karl Marx, Sigmund Freud).

Traces the origin and development of an idea, institution or Origins of ideas political system, (liberty, human rights, language, democracy).

Analyzes the social, economic, and political consequences Environmental issues of at least two environmental issues (the greenhouse effect, global warming, rainforest depletion, and toxic waste).

Understands changes in strategy, technology, and History of warfare diplomacy in the history of warfare.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Social Studies DART_ID

SS.10.02 Tests info validity SS.10.03 Action plans SS.10.04

Influence people in power

SS.10.05

Understands basic statistical methods

SS.10.06

Researches constitutional law

American ideals, SS.10.07 political and social life Population SS.10.08 distribution on world resources Strategies for SS.10.09 resource management Using historical data SS.10.10 to predict SS.10.11

Standard Descriptor

Short Name

SS.10.01 Research Paper

American identity and culture

Graduation Level = 8

Prepares a research paper that requires a creative solution to a problem.

Tests the validity of researched information, using such criteria such as source, objectivity, technical correctness, currency.

Develops a plan of action that follows consistently from a well-researched and reasoned decision.

Works to influence those in power in the local, state, or national community.

Understands concepts and methods of sampling, testing and evaluating research (validity, reliability, correlation coefficient, and standard deviation).

Researches at least two issues, problems, or concepts in constitutional law (examples: limits on free speech, euthanasia, and affirmative action).

Recognizes the disparity between American ideals and the reality of American political and social life (I.e.: due process protection under the fourteenth amendment in relation to sexual harassment or job discrimination).

Understands the impact of population distribution on world resource production and consumption.

Develops strategies for resource management.

Uses historical data and demographics to predict future trends.

Uses events and documents from history to develop and support a point of view toward American identity and culture.

1 Bering Strait School District Student Learning Standards (Revised May 2008)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

Standard Descriptor

TE.01

Technology Level 1

TE.01.02

Beginning Keyboarding Turn On/Off

TE.01.03

Tech Guidelines

TE.01.04

Edu-Software

TE.01.01

Graduation Level = 6

Explores keys to learn alphabet and types name.

Turns the computer on and off properly.

Follow classroom rules for responsible use of computers (headphones, CD's, mouse).

Explores educational software.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

Standard Descriptor

TE.02 TE.02.01 TE.02.02 TE.02.03 TE.02.04 TE.02.05

Graduation Level = 6

Technology Level 2 Keyboarding 5 Seconds

Uses proper keyboard position to locate keys within 5 seconds and types simple sentences.

Logs in as a student user on the computer (knows Student User Login username and password).

Identifies and uses desktop items (i.e. icons, trash, Basic Operations folders, drag and drop).

Identifies and uses components (monitor, keyboard, Identifies Basic mouse, power button, headphones and volume Computer Parts control).

Prints documents and saves documents using Saves Files appropriate file name.

TE.02.06

Respects Others Digital Rights

Demonstrates respect, responsibility, and honesty with files, software, login names, and passwords.

TE.02.07

Proper Computer Use

Follows classroom rules for proper care of computers.

Digital TE.02.08 Communication Project

Participates in teacher led digital communication project (i.e. email another class, Audio/ video conference, web based collaboration).

TE.02.09

Participates in a teacher led internet research project (i.e. DART, national monument, virtual tour).

Intro to Internet

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

Graduation Level = 6

Standard Descriptor

TE.03

Technology Level 3

TE.03.01

Keyboards 10 WPM

TE.03.02

Install Software Intro

Keyboards 10 WPM with hands on homerow with 90% accuracy and proper ergonomics.

Student will understand that software needs to be installed on the computer.

TE.03.03

Logon to File Server

Logs onto school file server, saves files to personal space, and prints to designated printer.

TE.03.04

BSSD Webmail Basics

Accesses school email via a web browser and send and receive email.

TE.03.05

Media Ownership

Student demonstrates knowledge of media ownership.

TE.03.06

Safe Email Usage

TE.03.07

Digital Data

TE.03.08

Digital Classroom Demo

Student participates in a teacher led demonstration or project using video and photos in both a multimedia editing software and presentation software.

Group Digital Project

Use technology tools (e.g. multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and/or collaborative writing, communication, and publishing activities) to create knowledge product for audiences.

TE.03.09

Explain safe practice for email and internet use (i.e. privacy, viruses, etiquette).

Students participate in incorporating data into a tables, spreadsheets, and charts.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

Standard Descriptor

TE.04 TE.04.01 TE.04.02

TE.04.03

TE.04.04 TE.04.05

TE.04.06

TE.04.07

TE.04.08

Technology Level 4 Keyboards 20 WPM w/90% accuracy with correct ergonomics.

Can locate internal specs (GHz, RAM, HD capacity, Locate Internal optical drive abilities) and label Ports (Firewire, USB, Specs DVI/VGA, Ethernet, Power).

Explain/demonstrate the use of aliases and their Aliases and Their interaction with parent or original file, folder, or Uses application.

Explain/demonstrate the roles of file hierarchy by File Hierarchy saving in and deleting from appropriate locations to Saving and Deleting include files and applications.

Identify OS, Utilities Identify Operating system and uses utilities and system and SysPref preferences to troubleshoot common problems (e.g.

Keyboards 20 WPM

Student can draw a basic LAN (Local Area Network) using 5 of the following devices: ethernet, laptop, desktop, wireless access point (airport), printer, LAN/WAN Diagram servers, routers, switches, and WAN (Wide Area Network) using 5 of the following: servers, DNS (Domain Name Server), Satellite, Router, Land Line, Microwave, Fiber.

Electronic Communication

Send and receive email with attachments, explain proper electronic communication etiquette, interacts with moodle, blogs, gallery, and other electronic communication tools.

Browser Use

Uses internet browsers to search the web, create and organize bookmarks, locate valid information, and access school information systems (DART).

Acceptable TE.04.09 Technology Use

TE.04.10

Graduation Level = 6

Digital Media Copyright

Understand, describe, and demonstrate knowledge of the school technology acceptable use policy and know the consequences of violating the policy.

Student explains the various digital media copyright policies and applies them appropriately in a variety of situations (Fair Use, LGPL, GNU, PDL).

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

Graduation Level = 6

Standard Descriptor

TE.04.11

Create Documents w/Structure

TE.04.12

Tables, Charts, and Uses technology tools to enter data organize and draw Spreadsheets conclusion using spreadsheets, charts, and tables.

TE.04.13

Tech Planning Tools

TE.04.14

Use 4 Forms of Tech

TE.04.15

File Format and Size

TE.04.16

Create Multimedia Project

Create documents with structure, add pictures, copy, paste, undo

Uses a technology tool to organize and plan (e.g. iCal, Inspiration).

Can use 4 various forms of technology, with assistance (i.e.. digital camera, digital video cameras, printers, scanners, flash drive, video conferencing, external hard drives etc.)

Explains various standard file formats (.pdf, .doc, .jpg, .xls, .ppt, .mov, .mp3, AIFF, .zip, .gif) and relative size.

Use technology tools (e.g. multimedia authoring, presentation, web tools, digital cameras, scanners) for individual writing, communication, and desktop publishing to create knowledge product for audiences.

2 Bering Strait School District Student Learning Standards (Revised May 2006)

Technology DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009 Short Name

TE.05

Graduation Level = 6

Standard Descriptor

Technology Tools Level 5 Types 35 WPM with 90% accuracy and correct ergonomics.

TE.05.01

Keyboards 35 WPM

TE.05.02

Presents Safe Tech Presents proper ergonomics and safe equipment use Use to an audience outside the classroom.

TE.05.03 TE.05.04 TE.05.05 TE.05.06 TE.05.07

Downloads from Internet Uses Removable Media General Troubleshooting Contributes to BSSD Wiki Uses Tech Tools to Create ILP

Individually downloads items designated by instructor (internet, PODcasts, etc.).

Independently uses removable media for transfer and storage.

General Troubleshooting (e.g. update OS and other apps, network, printing, hardware, data backup).

Contributes three resources to the BSSD Wiki.

Independently accesses dart, Wiki, and/or online resources to create an ILP. Presents various digital media copyright policies to an audience outside the classroom incorporating digital media.

TE.05.08

Presents Digital Media Issues

TE.05.09

Tech on the Job

TE.05.10

Import Digital Media Import digital media (i.e.. video & photos).

TE.05.11

Creates a Variety of Independently uses and creates a variety of Documents documents.

TE.05.12

Identifies basic components of a spreadsheet and uses Uses Spreadsheets functions to analyze data in real life situations (e.g. concessions expenses, exercise data, scientific data).

TE.05.13 TE.05.14 TE.05.15 TE.05.16

Examines the role of technology in the workplace.

Distance Learning Project Creates Multimedia Presentation

Student will participate in a distance learning environment.

Independently creates a presentation using a variety of media and archive to CD/DVD. Web Creation (personal web page creation with CMS or Personal Web Page blog / works on a collaborative website or blog) New Technology Forum

Explores and shares on the "new technologies forum" a new and innovative technology and its uses.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

TE.06

TE.06.01

Standard Descriptor

Applied Technology Level 6 Computer Performance

Disk Utility Troubleshooting User, Permissions TE.06.03 and Preferences Format and Player TE.06.04 Usage Advanced Search TE.06.05 Tools TE.06.02

TE.06.06

Graduation Level = 6

Tech Impacts on Society

Peer to Peer File Sharing Web Tools for Self TE.06.08 Expression TE.06.07

Identifies the relationships between a computers specifications and how they affect computer performance (i.e. RAM, Processor Speed, Memory).

Uses disk utility for trouble shooting.

Sets up a user and configure permissions and preferences.

Understands a variety of image, audio, and video formats and associated players.

Uses advanced search tools to research information for use in other content areas.

Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.

Defines the negative effects of peer to peer file sharing.

Uses the web for self expression/project (blogs, web pages, forums).

TE.06.09

Tech Integration

Independently uses a variety of technology tools to complete project(s) in other content area(s).

TE.06.10

Emerging Technologies

Implements two new emerging technologies.

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Technology DART_ID

Short Name

TE.07 Advanced TE.07.01 Technology Application

Graduation Level = 6

Standard Descriptor

Advanced Technology Level 7 Completes a certification program, technology internship, or district approved project (e.g. Apple Help Desk, Site Junior Tech Liaison, Pro Apps Cert, School Website, etc.).

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing DART_ID WR.00

Short Name

Writing Level K

Graduation Level = 8

Standard Descriptor

Level K: ORAL MESSAGE completed by end of K)*

Communicates w/pictures & scribbles Random letters

Writes random letters or letter strings.

WR.00.03

Marks as communication

Uses letter-like marks to communicate.

[K]1.1.1)

WR.00.04

Explains pictures

Assigns meaning to pictures orally. (GLE [K]1.2.1)

WR.00.05

Prints first name Speaks using sentences

Prints first name. (GLE [K]1.3.1)

WR.00.01 WR.00.02

WR.00.06 WR.00.07 WR.00.08 WR.00.09

Pencil Grip Copies w/o comprehension Dictates or writes on single topic

(Level

Uses pictures or scribble writing to communicate. (GLE [K]1.1.1, 1.2.1) (GLE

Practices speaking in complete sentences.

Demonstrates proper pencil grip upon prompting. (GLE [K]1.3.6) Copies print without comprehension.

Dictates or writes words, phrases, or sentences related to a single topic. (GLE [K] 1.1.2)

WR.00.10

Spatial orientation

Begins to write using correct spatial orientation (e.g. left to right, and top to bottom). (GLE [K] 1.3.4)

WR.00.11

Discusses punctuation

Notices and discusses capitalization and end punctuation with teacher (e.g. in morning message). (GLE [K] 1.3.5)

WR.00.12

Explains meaning

Explains meaning of personal writing and adds details verbally (with support) . (GLE [K]1.4.1)

WR.00.13

Begins to write some recognizable, and understandable words Temporary spelling including sight words from the Fry list with support (e.g. uses word wall)

WR.00.14

Phonetic spelling

Resources:

Attempts phonetic spelling (beginning and/or ending sound).

Conventions Continuum End of Level Assessment Writing Binder Level K wiki links

*Recommended pacing for timely graduation (12th grade)

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

WR.01

Writing Level 1

Standard Descriptor Level 1: BEGINNING WRITER completed by end of 1st grade)*

WR.01.01

Copies print with comprehension

Copies print with comprehension.

Graduation Level = 8 (Level

Explains meaning of personal writing using complete Explains meaning & sentences, and adds written details (with support). (GLE adds details [1]1.4.1) Shares own writing (e.g. stories, pictures, ideas) and responds WR.01.03 Shares writing appropriately to feedback from others (e.g., â&#x20AC;&#x153;Thank you." "I like your idea.â&#x20AC;?). (GLE [K] 1.4.2) Prints first and last WR.01.05 Prints first and last name. (GLE [1]1.3.1) name Demonstrates proper pencil grip without teacher prompting.

WR.01.06 Masters pencil grip (GLE [1]1.3.6) Writes L to R and T WR.01.07 Writes left to right, and top to bottom. to B WR.01.09 Phonetic spelling Uses phonetic spelling (beginning, middle, and ending sound).

Writes all letters in upper and lower case independently and in Writes alphabet w/o alphabetical order without a model, and begins to form letters WR.01.10 help using correct directionality (e.g. left around the apple and down the leaf).

WR.01.11 Writes Letters Writes letters from dictation.

Writes about a single topic using drawings and multiple Writes multiple sentences (a minimum of three) using correct capitalization WR.01.12 sentences (e.g. beginning of sentences and "I") and end punctuation when producing final drafts. (GLE [1] 1.3.2, [1]1.1.2 [1]1.3.5) Purposeful writing Engages in purposeful writing for specific audiences (greeting WR.01.13 for an audience cards, letters, lists, signs, thank you notes). (GLE [1][2]1.2.1) Uses spaces between letters and words.

(GLE WR.01.14 Uses spaces [1]1.3.6) Independently writes a complete sentence with a subject and predicate, a capital at the beginning of the sentence, and WR.01.15 Writes a Sentence correct end punctuation (period, question mark, or exclamation point). (GLE [1]1.1.1) Beginning, Middle, Identifies and writes the beginning, middle, and end in a piece WR.01.16 and End of writing. (GLE [1]1.1.3) Correctly spells Fry WR.01.17 Uses correct spelling for sight words (Fry list 1-100). list 1-100 Write One handbook Conventions Continuum Resources: End of Level Assessment Writing Binder Level 1 wiki links *Recommended pacing for timely graduation (12th grade) WR.01.02

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing DART_ID WR.02

Short Name

Graduation Level = 8

Standard Descriptor

Writing Level Level 2: DEVELOPING WRITER 2 grade)*

(Level completed by end of 2nd

WR.02.01

Correctly spells Uses correct spelling for sight words (Fry list 1-200).

Fry list 100-200

WR.02.02

I-Stays on topic Ideas: Writes sentences that follow a common theme and stay on one topic.

WR.02.03

O-Logical organization

Organization: Sequencing of ideas and details is logical. Writes chronological stories that include a beginning, middle, and an end.

WC-Clear word choice SF-Varies sentence beginnings C-s/v agreement, caps, end punct.

Word Choice: Uses language that is clear and easy to understand. Words are used correctly.

WR.02.07

Penmanship: legible

Penmanship: Student consistently writes letters on lined paper using correct directionality (e.g. left around the apple and down the leaf).

WR.02.08

Proofreads: legibility, s/v agreement

Proofreads writing for legibility, subject/verb agreement, correct use of capitals, and end punctuation when producing final drafts. (GLE [3]1.3.1, 1.3.3)

WR.02.04 WR.02.05

WR.02.06

WR.02.09

WR.02.10

WR.02.11

Revise: add details Revise: subtract irrelevant details Provides appropriate feedback

Sentence Fluency: Begins sentences in different ways.

Conventions: In simple sentences (subject/predicate), there will be subject/verb agreement, correct use of capitals, and end punctuation.

[3]1.1.1)

(GLE

Revises writing for detail and clarity, adding relevant details. (GLE [3]1.4.1) Revises writing for detail and clarity, subtracting irrelevant or distracting words.

Provides appropriate feedback to peers about written work.

WR.02.12

Writes a bare bones paragraph

Writes a paragraph with a topic sentence, body (two or more sentences), and a closing sentence using the above criteria. Students must be able to identify the parts of a paragraph. (GLE [2]1.1.2, 1.1.4)

WR.02.13

Purposeful writing for an audience

Engages in purposeful writing for specific audiences (e.g. stories, reports, letters, journal entries). (GLE [2] 1.2.1)

Write One& Write Away handbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 2 wiki links *Recommended pacing for timely graduation (12th grade) 1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID

Short Name

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Graduation Level = 8

Standard Descriptor

WR.03

Writing Level 3

Level 3: EXPERIENCED WRITER completed by end of 3rd grade)*

WR.03.01

Correctly spells Fry list 200-300

Uses correct spelling for sight words (Fry list 200-300).

WR.03.02

Organization: Sequencing of ideas and details is logical. Writes O-experiments not only in chronological order, but also experiments with: with org. formats topical, spatial, cause and effect, or problem/solution.

WR.03.03

V-personality shines through

Voice: Writes in a way that starts to show personality. Reader senses the person behind the words. Writes for a specific audience and purpose.

WR.03.04

WC-experiments with descriptive words

Word Choice: Student experiments with strong verbs, adjectives, adverbs, and descriptive words.

WR.03.05

Conventions: Student uses quotation marks, irregular verbs, C- verbs, quotes, plural nouns, correct verb tense, commas in a series, dates, commas cities, and states.

WR.03.06

Penmanship developing

Begins to show conformity to appropriate size, formation, and spacing in both manuscript and cursive writing.

WR.03.07

Proofread for legibility & conventions

Proofreads writing for legibility, spelling, capitalization, punctuation, and complete sentences when producing final drafts.

(GLE [3]1.1.1, 1.3.1, 1.3.3)

WR.03.08 WR.03.09

WR.03.10

(Level

Revises for detail Revises writing for detail and clarity.

(GLE and clarity [3]1.4.1) Provides Provides appropriate feedback to peers about written work. appropriate feedback Proficient paragraphs

Writes three proficient one-paragraph samples in three different genres such as: narrative, explanatory, letters and notes, poems, and book reviews. (GLE [3]1.1.2)

Citation: title and Lists titles and authors of books and other materials when used author as references in written work.

Write Away & Write on Track handbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 3 wiki links *Recommended pacing for timely graduation (12th grade) WR.03.11

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing DART_ID WR.04 WR.04.01 WR.04.02

Short Name

Writing Level 4 6-Trait skills articulated Penmanship mastered

Graduation Level = 8

Standard Descriptor

Level 4: (Level completed by end of 5th grade)* Articulates and exhibits knowledge of the 6-Traits.

Writes legibly in cursive and manuscript.

WR.04.03

Writing process articulated

Articulates writing process (e.g., prewriting, drafting, evaluating, revising, proofreading, publishing or presenting).

WR.04.04

Multi-paragraph writing samples

Writes a minimum of four proficient writing samples (multiple paragraphs that address a single topic) in three different formats such as: narrative/creative, (GLE [4]2.1.1) explanatory, observations, or reports. (GLE [4]2.2.1, 2.2.2)

WR.04.05

Proofread L4 continuum

Proofreads and corrects grammar, sentence structure, paragraph structure, punctuation, capitalization, spelling and usage in finished written work.

WR.04.06

Revise for supporting details

Revises writing to improve the logical progression of ideas and supporting information. (GLE [4]2.4.1)

WR.04.07

Feedback by criteria

Provides feedback to peers based upon established criteria, to improve quality and effectiveness of writing. (GLE [4]2.4.2)

WR.04.08

Resources

Uses resources such as computers, word processing software, dictionaries, and thesauruses to improve writing. (GLE [5]2.6.1

Researches, writes and organizes one research paper (1-2 pages long) and cites at least one source using the MLA format.

(GLE[6]2.6.1) Writers Express handbook Conventions Continuum Resources: End of Level Assessment Writing Binder Level 4 wiki links *Recommended pacing for timely graduation (12th grade) WR.04.09

Research paper-L4

1 Bering Strait School District Student Learning Standards (Revised May 2006)

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing DART_ID

Short Name

Graduation Level = 8

Standard Descriptor

WR.05

Writing Level 5

Level 5: (Level completed by end of 6th grade)*

WR.05.01

6-Trait skills-L5

Articulates and exhibits knowledge of the 6-Traits.

WR.05.02

Pre-writing strategies

Uses a variety of prewriting strategies including generating ideas (brainstorming, note taking, discussing, interviewing) and organizing information.

WR.05.03

Follows writing process

Follows writing process (e.g., prewriting, drafting, evaluating, revising, proofreading, publishing or presenting).

WR.05.04

5-paragraph essay

Demonstrates ability to write a structured 5-paragraph essay.

(This can count as a proficient writing sample.)

WR.05.05

Writes a minimum of five proficient multi-paragraph writing samples in four different formats (both fiction and non-fiction) Writing samples-L5 such as: narrative/creative, poetry, autobiographical, explanatory, observations or reports.

(GLE [6]2.1.1, 2.2.1, 2.2.2)

WR.05.06

Researches, writes and organizes one research paper (2-3 Research paper-L5 pages long) and cites information from two sources using MLA or APA format. (GLE [6]2.5.1)

WR.05.07

Revise writing-L5

Revise writing to improve organization, word choice, paragraph development, and voice appropriate to the purpose. (GLE [6]2.4.1)

Forms and explains own standards or judgments of quality writing Write Source 2000handbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 5 wiki links *Recommended pacing for timely graduation (12th grade) WR.05.08

Explain judgments of quality

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Short Name

Graduation Level = 8

Standard Descriptor Level 6: Basic Writing (Level WR.06 Basic Writing completed by end of 8th grade)* WR.06.01 6-Trait skills-L6 Articulates and exhibits knowledge of the 6-Traits.

Variety of Writes to a variety of audiences (e.g. author, friend, business, WR.06.02 Audiences-L6 adult, self). (GLE [7&8]3.4.5) Uses the entire writing process consistently (prewriting, Uses writing WR.06.03 drafting, evaluating, revising, proofreading, publishing, or process-L6 presenting).(GLE [7]3.2.4, [7&8]3.6.3) Researches, writes and organizes one research paper (4-5 WR.06.04 Research paper-L6 pages long) and cites information from three sources using MLA or APA format. (GLE [7&8]3.5.1) Writes a minimum of five proficient multi-paragraph** writing samples in five different formats (both fiction and non-fiction) such as: narrative/creative, poetry, autobiographical, WR.06.05 Writing samples-L6 explanatory (including: explaining a process, compositions that define, compositions that give reasons), summaries, scientific reports, and business letters (persuasive).(GLE [7&8]3.2.1, 3.2.2 [8]3.2.4) Revises writing to improve style, word choice, sentence variety, WR.06.06 Revise writing-L6 and subtlety of meaning in relation to the purpose and audience.

Write Source 2000handbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 6 wiki links *Recommended pacing for timely graduation (12th grade) **Four paragraph minimum suggested

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID WR.07

Short Name

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing Workshop I

Graduation Level = 8

Standard Descriptor

Level 7: Writing Workshop I by the middle of 10th grade)*

(Level completed

WR.07.01 6-Trait skills-L7

Articulates and exhibits knowledge of the 6-Traits.

WR.07.02 Business writing

Writes a minimum of two technical or business formats (i.e. job applications, business letters, resumes, instructions, etc.).

WR.07.03

Content area writing

Uses writing to enhance learning in all content areas: (reading logs, learning logs, response journals, etc.).

WR.07.04

Applies writing process

Applies the writing process independently (prewriting, drafting, evaluating, revising, proofreading, publishing or presenting).

WR.07.05 Self-reflection WR.07.06

Practices self-reflection to improve writing.

(GLE [9&10]4.4.1)

Analyzes strengths Analyzes strengths and weaknesses in writing of peers. (GLE and weaknesses [9&10]4.4.1)

WR.07.07 Note taking skills

Applies note-taking skills in a variety of situations. (GLE [9&10]4.4.2)

Researches, writes and organizes one research paper (6-7 pages long) and cites information from four sources using MLA or APA WR.07.08 Research paper-L7 format.(This can count as a proficient writing sample.)(GLE [9&10]4.1.1) Develops WR.07.09 persuasive arguments

Develops simple persuasive arguments and presents ideas in a logical, well-supported composition that elaborates each step fully avoiding a list-like style. (This can count as a proficient writing sample.)

Writes a minimum of five proficient writing samples (multiple paragraphs**): each in a different genre (both fiction and nonfiction) such as: narrative/creative, poetry, autobiographical, WR.07.10 Writing samples-L7 explanatory (including: explaining a process, compositions that define, compositions that give reasons, persuasive writing), summaries, research papers, scientific reports (see Write Source handbooks).(GLE [9&10]4.2.2) Write Inchandbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 7 wiki links *Recommended pacing for timely graduation (12th grade) **Six paragraph minimum suggested 1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID WR.08

Short Name

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

Writing Workshop II

Graduation Level = 8

Standard Descriptor

Level 8: Writing Workshop II: by end of 12th grade)*

(Level completed

WR.08.01

6-Trait skills-L8

Articulates and exhibits knowledge of the 6-Traits.

WR.08.02

Writing in Writes with consistent high quality across the content areas. content areas-L8

WR.08.03

Independently uses writing process

Independently directs the writing process with increased sophistication.

WR.08.04

Complex persuasive arguments

Writes complex persuasive essays that employ unusual strategies and give equal elaboration to both sides of the argument while giving concrete evidence to support own position. (This can count as a proficient writing sample.)

WR.08.05

Researches, writes and organizes one research paper (8-10 pages Research paper- long) and cites information from five sources using MLA or APA L8 format. (This can count as a proficient writing sample.)

(GLE [9&10]4.1.1)

WR.08.06

Validity of information

WR.08.07

Offers specific feedback on other's writing with regard to ideas, Specific feedback-organization, voice, word choice, sentence fluency, and L8 conventions including recommendations for revisions.

(GLE [9&10]4.4.1, 4.4.2)

WR.08.08

Writes a minimum of five proficient multi-paragraph** writing samples in a variety of formats (both fiction and non-fiction) such Writing samples- as: narrative/creative, poetry, autobiographical, explanatory L8 (including: explaining a process, compositions that define, compositions that give reasons, persuasive writing), summaries, research papers, scientific reports. (GLE [9&10]4.2.2)

Determines appropriateness (credibility or validity) of information sources for a research topic.

Writers Inchandbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 8 wiki links *Recommended pacing for timely graduation (12th grade)

1 Bering Strait School District Student Learning Standards (Revised May 2006)

Writing DART_ID WR.09

Short Name

STUDENT LEARNING STANDARDS BERING STRAIT SCHOOL DISTRICT 2008-2009

College Prep English

Graduation Level = 8

Standard Descriptor

Level 9: College Prep English (Level completed before enrolling in post-secondary education)*

WR.09.01

Researches, writes and organizes three research papers (two @ 8-10 pages & one @ 10+ pages) each citing information from Research Papers-L9 six sources using MLA or APA format. (This can count as a proficient writing sample.)

WR.09.02

Develops personal writing

Creates and designs personal writing (e.g. play, short story, TV/movie script, or poetry).

WR.09.03

Complex literary analysis

Writes complex literary analysis (interpreting passages and relating to the whole, comparing and contrasting different pieces of literature as they relate to literary themes and techniques, exploring an author's body of work).

WR.09.04 WR.09.05 WR.09.06 WR.09.07

Self-directed portfolio Explains effective writing-L9 Researches writing careers Writes for career choice

Self-directs the creation of student writing-portfolio.

Demonstrates advanced articulation of the qualities that make a piece of writing effective.

Researches and studies writing career options.

Produces writing in accordance with a career selection where appropriate.

WR.09.08

Writes increasingly complex persuasive essays using specific strategies (appealing to logic and emotion; personal anecdotes) Complex persuasive in a variety of formats (cause-effect reasoning, compareessays contrast reasoning, expert opinions) to develop effective arguments. (This can count as a proficient writing sample.)

WR.09.09

Writes a minimum of five proficient writing samples in a variety of formats (both fiction and non-fiction) such as: narrative/creative, poetry, autobiographical, explanatory Writing samples-L9 (including: explaining a process, compositions that define, compositions that give reasons, persuasive writing), summaries, research papers, scientific reports, literary analysis.

Writers Inc handbooks Conventions Continuum Resources: End of Level Assessment Writing Binder Level 9 wiki links *Recommended pacing for timely graduation (12th grade)

1 Bering Strait School District Student Learning Standards (Revised May 2006)