Implementing our district mission means equipping each child with the skills necessary to thrive in the modern world. Understandings are statements that describe the broad and transferable concepts that we want students to know and understand within a subject area.
Implementar la misión de nuestro distrito significa equipar a cada niño(a) con las habilidades necesarias para prosperar en el mundo moderno. Los entendimientos son declaraciones que describen los conceptos generales y transferibles que queremos que los estudiantes sepan y comprendan dentro de un área temática.
Pre K-2 | 3-5 | 6-8 |
---|---|---|
In various ways, life in the past is different than life today | Changes over time impact our present and future | Perspectives on historical events change over time |
There is a chronological sequence to the events of the past | Cultures and institutions are influenced by the events of their past | Events of the past often have connections to other historical events |
There are people and events in the past that shaped the present and future | Historical events and relationships often have a cause and effect | Society and historical contexts influence how people, beliefs, and institutions remain consistent or change over time |
People, beliefs, and institutions can remain consistent over time | The modern world is built upon the events and interactions of the past |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Locations have unique cultural and environmental characteristics | Environmental characteristics change over time | Geography affects economic and political decisions |
Human activities affect the environment | Humans and the environment affect one another | Economic and political decisions affect the availability of natural resources |
Where we live influences how we live | Geographic representations (maps, globes, photos, satellite images, etc.) can be used to show relationships between people and places | Analyzing geographic representations (maps, globes, photos, satellite images, etc.) can help understand how spatial relationships affect people and the environment |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Groups have people in authority | Societies require rules, laws and government to function | Power can be misused or abused |
People in authority make rules for reasons | Governments have purposes, functions, and limitations | Limitations of government (party system) |
Rules and laws protect us | There are different forms of government | There are ways to counteract authority in positive or negative ways (myriad) |
Different views of power can lead to conflict | Government can be functional and dysfunctional | |
Authority can be viewed differently by individuals or groups | Individuals are motivated to be in authority for different reasons | |
Revolution occurs when the will of the people differs from those in authority |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People use science and technology in their daily lives | People and society are impacted both negatively and positively by innovation and change | Exploring the historical relationship between science, technology and innovation provides important insight about a society |
New ideas lead to changes in the world | New ideas are shaped by the ideas of others and the past | Innovation can be beneficial as well as disruptive and challenging for a society |
There are catalysts that prompt innovation | Advances in science and technology have broad ranging implications for a society |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
All individuals are part of different cultures (ethnicity, social groups, religion, family, school, etc.) | A person’s perspective is influenced by culture | Cultural differences can both unite and divide people |
Different cultures have similarities and differences | Culture plays an important role in shaping personal identity | Institutions and society play an important role in shaping personal identity |
Family and peers influence personal identity | Cultural differences have value and importance | Personal and cultural identity evolve and change |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Ideas originate in certain places or with certain individuals | Ideas are continually shared and built upon | The movement and sharing of ideas can lead to change and conflict |
People can belong to various groups | Views on the role and function of social structures are shaped by location and culture | Individual perception of social structures can be transformed |
People move for a variety of reasons | The movement of people can be voluntary or involuntary | Some movement of people can be prompted by conflict and injustice |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People make economic choices that have benefits and costs | Incentives drive behavior | Incentives influence personal choices and societal policies |
Goods and services are an important part of an economy | There are a variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services | Competition, buyers, and sellers impact prices and wages in an economy |
People in one country trade goods and services with people from other countries | Trade leads to increased interaction and dependency between nations and regions | Barriers influence trade and policies among nations |
People earn income to provide for wants and needs | Scarcity impacts decision making | Changes in supply and demand cause changes in an economy |
Financial institutions play a role in an economy | Innovation and entrepreneurship play an important role in an economy |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People’s actions can affect their environment | Democracies have structures that protect rights and promote the common good | The principles of the founding documents influence society |
People have rights that are important to protect | Certain rights are protected by the Constitution | It is the responsibility of leaders to act in an ethical manner |
People work together to make decisions | Citizens in a democracy have power and influence | The voting and electoral process provides opportunities and limitations |
Individuals can take meaningful civic action | The media influences decision making | People interpret the Constitution in different ways |
Civic ideals are practices at home, in school, and in our world | Democracy requires active, informed, and responsible participation | Political parties, interest groups, and media can influence the democratic process |
Patriotism unites the nation and reflects pride and identity | Individuals can play a role in making improvements and solving problems | Informed and responsible citizens can play a role in making improvements and solving problems |
Patriotism can be demonstrated in words, symbols, and actions | Patriotism can have both positive and negative consequences |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
There are patterns all around us. (examples: nature, designs, classroom environment, life cycles, sun comes up in the day and moon in the night, dark clouds for rain, leaves fall off the trees and flowers grow each spring, shadows and sun, rings on trees,etc.) | Scientists investigate changes in patterns that are observed over time. (examples: Sea levels, flooding in coastal areas, erosion, sun-earth-moon patterns, patterns in changes in animal behavior and habitat, nocturnal, animal formations) | Patterns are related to the natural world both macroscopically (patterns in the solar system/weather) and microscopically (organisms, genetics). |
Scientists carefully observe to discover patterns, describe events, and make predictions. | Similarities and differences in patterns can be used to sort, classify, communicate and analyze | Patterns in data can provide information about systems. |
Scientists often use patterns as evidence of change. | Patterns of change can be used to make predictions and can be used to support an explanation. (examples: Seed germination, what if you manipulate or change pattern – what will happen?) | Patterns can be used to identify cause and effect relationships. |
Graphs, charts and images can be used to identify patterns in data. | Graphs, charts and images can be used to identify patterns in data. | Graphs, charts and images can be used to identify patterns in data. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Events have causes that generate observable patterns. | Cause and effect relationships are routinely identified, tested, and used to explain change. | Events may have more than one cause and/or effect, and some cause and effect relationships in systems can be described using probability. |
Simple tests can be designed to gather evidence to support or refute student ideas about causes. (examples: magnets, literature connections, behavior choices, weather, simple machines, pushing a car off of a tall ramp vs a short ramp, jumping from a high area vs low area-getting hurt) | Scientists develop explanations for the events they observe, if a change occurs. | Cause and effect relationships can predict or explain future events. |
Not every event is cause and effect, some can be correlational. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists use quantitative concepts to describe, compare, and order objects or events (e.g., bigger and smaller; hotter and colder; faster and slower). | Natural objects and events are measureable and their changes can be recorded over short or long periods of time. | Develop an understanding of estimation across scales and contexts. |
In PreK-1st grade, nonstandard units are used to measure. | Standard units are used to measure and describe physical quantities such as mass, weight, time, temperature, and volume. | Ask if numerical results are reasonable. |
At 2nd grade, standard units are used to measure. | Scale can be modeled in multiple ways | Scale, proportion, and quantity affect observations. |
Scale, proportion, and quantity are measured in metric units in Science. | ||
Events can be observed on various scales using models to study systems that are too large or too small |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Systems have parts that work together. (ex. Senses, human body, community) | A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. | Parts of the system are related to the entire system. |
Scientists understand that objects and organisms can be described in terms of their parts. (example: Body parts, Insects, plants) | Scientists understand that each of these small parts has a specific function within the entire system. | System may interact with other systems. |
Models can be used to represent systems and their interactions. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists observe that objects may break into smaller pieces, be put back together into larger pieces, or change shape. (examples: put together shapes to create new shapes, compose and decompose numbers, seeds into plants, life cycles, water cycle) | Matter is made of particles. Both matter and energy can be transferred. | Matter is transported into, out of, and within systems. |
Scientists find evidence of energy in light, sound, heat and motion. | Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within the system. | |
Matter is transported into, out of, and within systems. Energy can be transferred in various ways and between objects. | Energy drives the cycling of matter within and between systems. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists understand that the parts of a structure perform a specific function. If a structure is unstable, it will not be able to perform its function. (ex: block towers falling over, Jenga, coats not hanging up without coat “hook”) | Every structure is made up of parts that perform a specific function, which can sometimes be observed. | Structures / systems can be analyzed to determine how they function. |
Substructures have shapes and parts that serve functions. | Structures can be designed to serve particular functions. | |
Scientists recognize how these structures work by examining, in detail, what they are made of and how they are shaped. | Engineers apply these understandings to design. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Some things stay the same while other things change. (ex. Daily schedule, seasons, weather changes throughout the day | Scientists observe that stability and change are related | Small changes in one part of a system might cause large changes in another part. |
Things may change slowly or rapidly. (ex. How the wind and rain formed the Grand Canyon) | Scientists understand through gathering evidence that some systems appear stable, but over periods of time may change. | Stability might be disturbed either by sudden events or gradual changes that accumulates over time. |
Scientists measure change in terms of differences over time, which may occur at different rates. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of movements. | Different types of movements have varied results. | Some movements are more appropriate in certain situations. |
There are different types of space. | Activities require different amounts of space. | Spatial awareness can be used as an advantage in performance. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of motor skills. | Motor skills can be combined to make movement patterns | Efficient execution of motor skills leads to successful performance. |
Technique is important and a process. | Technique is practiced. | Technique is applied to game play. |
Beginner | Intermediate | Advanced |
---|---|---|
There are healthy and unhealthy choices. | Choices have results. | Choices lead to lifelong habits. |
Beginner | Intermediate | Advanced |
---|---|---|
There are appropriate and inappropriate behaviors. | Behaviors affect self. | Self-talk can affect the outcome of the situation. |
Behavior influences others. | Behavior is contagious. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of strategies. | Strategies can impact success. | Strategies can transfer. |
Beginner | Intermediate | Advanced |
---|---|---|
Physical activity is important for lifelong health. | There are various ways to incorporate physical activity in life. | Heart rate can be used to monitor and adjust level of exertion. |
There are different types of activities. | Muscles allow movement. | Muscles have purposes that enable movement. |
Fitness has multiple components. | The components of fitness can be incorporated into daily physical activities. | A balanced physical activity routine includes all components of fitness. |
Developing | Proficient | Advanced |
---|---|---|
The arts use a specific set of elements. | An artistic work is a combination of elements. | Use of elements can convey meaning in an artistic work. |
Developing | Proficient | Advanced |
---|---|---|
The arts use specific skills and techniques. | Skills and techniques are improved through practice and affect the final outcome. | Skills and techniques can be modified to meet specific needs. |
Skills and techniques increase in difficulty and complexity. | Skill and technique choices are justified by artistic purpose and intent. |
Developing | Proficient | Advanced |
---|---|---|
Elements are put together to create an artistic work. | Combining elements through purposeful choice or chance changes the outcome. | Established artistic works can be dissected into component parts. |
Interpretation can be influenced by purposeful choices in the composition. |
Developing | Proficient | Advanced |
---|---|---|
There are different levels of quality. | The amount of effort you put forth is going to affect the quality. | Self evaluation, practice, and collaborative relationships improve overall quality. |
Quality can be improved. |
Developing | Proficient | Advanced |
---|---|---|
Art changes. | Art is changed by its environment. | Art changes society but society also changes art. |
Art is a process. | Artists’ processes change. | Artists can make independent decisions that affect the outcome. |
Art is different for everyone. | There are different means to an end. |
Developing | Proficient | Advanced |
---|---|---|
We are surrounded by art. | We are influenced by the art that surrounds us. | Art can inform, influence, and change people’s thoughts and ideas. |
Art is a form of communication. | The audience and artist can view the purpose of art differently. | |
Art has many purposes. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
I am a consumer | I am a consumer within an economy | I am a critical consumer within an economy |
Money is used to buy needs or wants | Money has different values and can be exchanged for goods and/or services | Factors such as interest and savings impact financial status |
Money has different values and can be exchanged for goods and/or services | A budget is a strategy to manage money | Resources are finite and impact costs |
Money is not unlimited |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Measurements are used to describe surroundings | Measurements are used to describe our surroundings, make decisions, and/or solve problems | Complex measurements are evaluated and compared within our world |
Shapes make-up our environment | Recognizing when different levels of precision are needed | Appropriate levels of precision are used to define our world |
Time is relevant to situations |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Patterns repeat and are extended | Patterns are extended or diminished | Patterns are extended, diminished, or altered to determine unknowns |
Patterns are found in many forms | Patterns help us solve new problems | Patterns are used to identify relationships |
Patterns are generalized | Patterns are generalized |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Relationships exist between two or more objects and/or quantities | Relationships exist between two or more objects and/or quantities | Relationships exist between two or more objects and/or quantities |
Relationships are a comparison of two or more objects and/or quantities | Relationships are a comparison of two or more objects and/or quantities expressing equality/ inequality | Relationships are a comparison of two or more objects and/or quantities expressing equality/ inequality |
Relationships are communicated | Relationships exhibit unique characteristics that are communicated in a variety of ways | Relationships exhibit unique characteristics that are communicated in multiple ways |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Predictions are made based on information | Outcomes are based on available or unknown information | Outcomes and alternatives are used to make informed decisions |
Situations are fair or unfair | The likelihood of an event is quantified to determine fairness | The likelihood of multiple events is quantified to determine predictability |
Data are collected and organized in order to draw conclusions | Multiple representations are used to expound on data | Multiple representations of data are used to analyze correlation |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
In various ways, life in the past is different than life today | Changes over time impact our present and future | Perspectives on historical events change over time |
There is a chronological sequence to the events of the past | Cultures and institutions are influenced by the events of their past | Events of the past often have connections to other historical events |
There are people and events in the past that shaped the present and future | Historical events and relationships often have a cause and effect | Society and historical contexts influence how people, beliefs, and institutions remain consistent or change over time |
People, beliefs, and institutions can remain consistent over time | The modern world is built upon the events and interactions of the past |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Locations have unique cultural and environmental characteristics | Environmental characteristics change over time | Geography affects economic and political decisions |
Human activities affect the environment | Humans and the environment affect one another | Economic and political decisions affect the availability of natural resources |
Where we live influences how we live | Geographic representations (maps, globes, photos, satellite images, etc.) can be used to show relationships between people and places | Analyzing geographic representations (maps, globes, photos, satellite images, etc.) can help understand how spatial relationships affect people and the environment |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Groups have people in authority | Societies require rules, laws and government to function | Power can be misused or abused |
People in authority make rules for reasons | Governments have purposes, functions, and limitations | Limitations of government (party system) |
Rules and laws protect us | There are different forms of government | There are ways to counteract authority in positive or negative ways (myriad) |
Different views of power can lead to conflict | Government can be functional and dysfunctional | |
Authority can be viewed differently by individuals or groups | Individuals are motivated to be in authority for different reasons | |
Revolution occurs when the will of the people differs from those in authority |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People use science and technology in their daily lives | People and society are impacted both negatively and positively by innovation and change | Exploring the historical relationship between science, technology and innovation provides important insight about a society |
New ideas lead to changes in the world | New ideas are shaped by the ideas of others and the past | Innovation can be beneficial as well as disruptive and challenging for a society |
There are catalysts that prompt innovation | Advances in science and technology have broad ranging implications for a society |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
All individuals are part of different cultures (ethnicity, social groups, religion, family, school, etc.) | A person’s perspective is influenced by culture | Cultural differences can both unite and divide people |
Different cultures have similarities and differences | Culture plays an important role in shaping personal identity | Institutions and society play an important role in shaping personal identity |
Family and peers influence personal identity | Cultural differences have value and importance | Personal and cultural identity evolve and change |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Ideas originate in certain places or with certain individuals | Ideas are continually shared and built upon | The movement and sharing of ideas can lead to change and conflict |
People can belong to various groups | Views on the role and function of social structures are shaped by location and culture | Individual perception of social structures can be transformed |
People move for a variety of reasons | The movement of people can be voluntary or involuntary | Some movement of people can be prompted by conflict and injustice |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People make economic choices that have benefits and costs | Incentives drive behavior | Incentives influence personal choices and societal policies |
Goods and services are an important part of an economy | There are a variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services | Competition, buyers, and sellers impact prices and wages in an economy |
People in one country trade goods and services with people from other countries | Trade leads to increased interaction and dependency between nations and regions | Barriers influence trade and policies among nations |
People earn income to provide for wants and needs | Scarcity impacts decision making | Changes in supply and demand cause changes in an economy |
Financial institutions play a role in an economy | Innovation and entrepreneurship play an important role in an economy |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
People’s actions can affect their environment | Democracies have structures that protect rights and promote the common good | The principles of the founding documents influence society |
People have rights that are important to protect | Certain rights are protected by the Constitution | It is the responsibility of leaders to act in an ethical manner |
People work together to make decisions | Citizens in a democracy have power and influence | The voting and electoral process provides opportunities and limitations |
Individuals can take meaningful civic action | The media influences decision making | People interpret the Constitution in different ways |
Civic ideals are practices at home, in school, and in our world | Democracy requires active, informed, and responsible participation | Political parties, interest groups, and media can influence the democratic process |
Patriotism unites the nation and reflects pride and identity | Individuals can play a role in making improvements and solving problems | Informed and responsible citizens can play a role in making improvements and solving problems |
Patriotism can be demonstrated in words, symbols, and actions | Patriotism can have both positive and negative consequences |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
There are patterns all around us. (examples: nature, designs, classroom environment, life cycles, sun comes up in the day and moon in the night, dark clouds for rain, leaves fall off the trees and flowers grow each spring, shadows and sun, rings on trees,etc.) | Scientists investigate changes in patterns that are observed over time. (examples: Sea levels, flooding in coastal areas, erosion, sun-earth-moon patterns, patterns in changes in animal behavior and habitat, nocturnal, animal formations) | Patterns are related to the natural world both macroscopically (patterns in the solar system/weather) and microscopically (organisms, genetics). |
Scientists carefully observe to discover patterns, describe events, and make predictions. | Similarities and differences in patterns can be used to sort, classify, communicate and analyze | Patterns in data can provide information about systems. |
Scientists often use patterns as evidence of change. | Patterns of change can be used to make predictions and can be used to support an explanation. (examples: Seed germination, what if you manipulate or change pattern – what will happen?) | Patterns can be used to identify cause and effect relationships. |
Graphs, charts and images can be used to identify patterns in data. | Graphs, charts and images can be used to identify patterns in data. | Graphs, charts and images can be used to identify patterns in data. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Events have causes that generate observable patterns. | Cause and effect relationships are routinely identified, tested, and used to explain change. | Events may have more than one cause and/or effect, and some cause and effect relationships in systems can be described using probability. |
Simple tests can be designed to gather evidence to support or refute student ideas about causes. (examples: magnets, literature connections, behavior choices, weather, simple machines, pushing a car off of a tall ramp vs a short ramp, jumping from a high area vs low area-getting hurt) | Scientists develop explanations for the events they observe, if a change occurs. | Cause and effect relationships can predict or explain future events. |
Not every event is cause and effect, some can be correlational. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists use quantitative concepts to describe, compare, and order objects or events (e.g., bigger and smaller; hotter and colder; faster and slower). | Natural objects and events are measureable and their changes can be recorded over short or long periods of time. | Develop an understanding of estimation across scales and contexts. |
In PreK-1st grade, nonstandard units are used to measure. | Standard units are used to measure and describe physical quantities such as mass, weight, time, temperature, and volume. | Ask if numerical results are reasonable. |
At 2nd grade, standard units are used to measure. | Scale can be modeled in multiple ways | Scale, proportion, and quantity affect observations. |
Scale, proportion, and quantity are measured in metric units in Science. | ||
Events can be observed on various scales using models to study systems that are too large or too small |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Systems have parts that work together. (ex. Senses, human body, community) | A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. | Parts of the system are related to the entire system. |
Scientists understand that objects and organisms can be described in terms of their parts. (example: Body parts, Insects, plants) | Scientists understand that each of these small parts has a specific function within the entire system. | System may interact with other systems. |
Models can be used to represent systems and their interactions. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists observe that objects may break into smaller pieces, be put back together into larger pieces, or change shape. (examples: put together shapes to create new shapes, compose and decompose numbers, seeds into plants, life cycles, water cycle) | Matter is made of particles. Both matter and energy can be transferred. | Matter is transported into, out of, and within systems. |
Scientists find evidence of energy in light, sound, heat and motion. | Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within the system. | |
Matter is transported into, out of, and within systems. Energy can be transferred in various ways and between objects. | Energy drives the cycling of matter within and between systems. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Scientists understand that the parts of a structure perform a specific function. If a structure is unstable, it will not be able to perform its function. (ex: block towers falling over, Jenga, coats not hanging up without coat “hook”) | Every structure is made up of parts that perform a specific function, which can sometimes be observed. | Structures / systems can be analyzed to determine how they function. |
Substructures have shapes and parts that serve functions. | Structures can be designed to serve particular functions. | |
Scientists recognize how these structures work by examining, in detail, what they are made of and how they are shaped. | Engineers apply these understandings to design. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Some things stay the same while other things change. (ex. Daily schedule, seasons, weather changes throughout the day | Scientists observe that stability and change are related | Small changes in one part of a system might cause large changes in another part. |
Things may change slowly or rapidly. (ex. How the wind and rain formed the Grand Canyon) | Scientists understand through gathering evidence that some systems appear stable, but over periods of time may change. | Stability might be disturbed either by sudden events or gradual changes that accumulates over time. |
Scientists measure change in terms of differences over time, which may occur at different rates. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of movements. | Different types of movements have varied results. | Some movements are more appropriate in certain situations. |
There are different types of space. | Activities require different amounts of space. | Spatial awareness can be used as an advantage in performance. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of motor skills. | Motor skills can be combined to make movement patterns | Efficient execution of motor skills leads to successful performance. |
Technique is important and a process. | Technique is practiced. | Technique is applied to game play. |
Beginner | Intermediate | Advanced |
---|---|---|
There are healthy and unhealthy choices. | Choices have results. | Choices lead to lifelong habits. |
Beginner | Intermediate | Advanced |
---|---|---|
There are appropriate and inappropriate behaviors. | Behaviors affect self. | Self-talk can affect the outcome of the situation. |
Behavior influences others. | Behavior is contagious. |
Beginner | Intermediate | Advanced |
---|---|---|
There are a variety of strategies. | Strategies can impact success. | Strategies can transfer. |
Beginner | Intermediate | Advanced |
---|---|---|
Physical activity is important for lifelong health. | There are various ways to incorporate physical activity in life. | Heart rate can be used to monitor and adjust level of exertion. |
There are different types of activities. | Muscles allow movement. | Muscles have purposes that enable movement. |
Fitness has multiple components. | The components of fitness can be incorporated into daily physical activities. | A balanced physical activity routine includes all components of fitness. |
Developing | Proficient | Advanced |
---|---|---|
The arts use a specific set of elements. | An artistic work is a combination of elements. | Use of elements can convey meaning in an artistic work. |
Developing | Proficient | Advanced |
---|---|---|
The arts use specific skills and techniques. | Skills and techniques are improved through practice and affect the final outcome. | Skills and techniques can be modified to meet specific needs. |
Skills and techniques increase in difficulty and complexity. | Skill and technique choices are justified by artistic purpose and intent. |
Developing | Proficient | Advanced |
---|---|---|
Elements are put together to create an artistic work. | Combining elements through purposeful choice or chance changes the outcome. | Established artistic works can be dissected into component parts. |
Interpretation can be influenced by purposeful choices in the composition. |
Developing | Proficient | Advanced |
---|---|---|
There are different levels of quality. | The amount of effort you put forth is going to affect the quality. | Self evaluation, practice, and collaborative relationships improve overall quality. |
Quality can be improved. |
Developing | Proficient | Advanced |
---|---|---|
Art changes. | Art is changed by its environment. | Art changes society but society also changes art. |
Art is a process. | Artists’ processes change. | Artists can make independent decisions that affect the outcome. |
Art is different for everyone. | There are different means to an end. |
Developing | Proficient | Advanced |
---|---|---|
We are surrounded by art. | We are influenced by the art that surrounds us. | Art can inform, influence, and change people’s thoughts and ideas. |
Art is a form of communication. | The audience and artist can view the purpose of art differently. | |
Art has many purposes. |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
I am a consumer | I am a consumer within an economy | I am a critical consumer within an economy |
Money is used to buy needs or wants | Money has different values and can be exchanged for goods and/or services | Factors such as interest and savings impact financial status |
Money has different values and can be exchanged for goods and/or services | A budget is a strategy to manage money | Resources are finite and impact costs |
Money is not unlimited |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Measurements are used to describe surroundings | Measurements are used to describe our surroundings, make decisions, and/or solve problems | Complex measurements are evaluated and compared within our world |
Shapes make-up our environment | Recognizing when different levels of precision are needed | Appropriate levels of precision are used to define our world |
Time is relevant to situations |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Patterns repeat and are extended | Patterns are extended or diminished | Patterns are extended, diminished, or altered to determine unknowns |
Patterns are found in many forms | Patterns help us solve new problems | Patterns are used to identify relationships |
Patterns are generalized | Patterns are generalized |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Relationships exist between two or more objects and/or quantities | Relationships exist between two or more objects and/or quantities | Relationships exist between two or more objects and/or quantities |
Relationships are a comparison of two or more objects and/or quantities | Relationships are a comparison of two or more objects and/or quantities expressing equality/ inequality | Relationships are a comparison of two or more objects and/or quantities expressing equality/ inequality |
Relationships are communicated | Relationships exhibit unique characteristics that are communicated in a variety of ways | Relationships exhibit unique characteristics that are communicated in multiple ways |
Pre K-2 | 3-5 | 6-8 |
---|---|---|
Predictions are made based on information | Outcomes are based on available or unknown information | Outcomes and alternatives are used to make informed decisions |
Situations are fair or unfair | The likelihood of an event is quantified to determine fairness | The likelihood of multiple events is quantified to determine predictability |
Data are collected and organized in order to draw conclusions | Multiple representations are used to expound on data | Multiple representations of data are used to analyze correlation |