WELCOME TO THE CODING INNOVATIONS
ENRICH EXPERIENCE
DESCRIPTION AND PARTICIPANTS
The Innovation Generation Project is a fifth grade pre-engineering enrichment experience where students will participate in designing, building, and developing their own innovative problem solving technologies.
PURPOSE
The purpose of this project is to inspire a passion in students for STEM professions by providing them with opportunities to explore what STEM professionals do and a chance to contemplate the importance of these professions in our world today. The goal of this project is to provide students with a strong foothold as they begin their climb to becoming college and career ready and to give students their start in becoming the future generation of innovative problem solvers.
IMPLEMENTATION
The course begins with students analyzing the development of innovations and pondering the need for it. Next, students deliberate about problems in our world today and begin brainstorming solutions for these problems. Brainstorms emerge into designs and then prototypes, built by students using micro:bit technologies, and ran by a student written computer program. After testing the prototype, participants collaborate and reflect on improvements, implement the improvements, and retest. By the end of the course, all participants will have developed an innovation that solves a real world problem to present and demo for their peers.
ABOUT THE COURSE
The Innovation Generation Project is unlike other STEM courses because it is “Forded.” Forded is my neologism for “using Henry Ford’s idea of combining several best practices into one entity or process.” This project combines authentic, cross-curricular, student-centered learning experiences, allowing students to use creativity to develop technology based projects with open ended solutions to real world problems. It employs strategies, not usually incorporated in STEM based learning, to elevate understanding of STEM concepts and skills. Finally, the Innovation Generation Project is designed to address concerns from educational stakeholders by teaching the skills identified by businesses as crucial for success.
COURSE SIGNIFICANCE
As stated earlier, the goal of this project is to provide students with a strong foothold as they begin their climb to becoming college and career ready and to give students their start in becoming the future generation of innovative problem solvers. The Innovation Generation Project attempts to promote a passion and appreciation for the innovative thinking involved in STEM professions. It also provides students with a new learning environment where it is safe to take academic risks, explore your own creativity, contribute to real world solutions, and reflect upon your impact, all while learning and practicing the 21st century skills needed to be successful in today’s working world.
STANDARDS ADDRESSED IN THIS COURSE
ALABAMA DLCS STANDARDS
5th Grade Learning Goals
Learning Goal 1: Students will become computational thinkers by using problem-solving processes to understand how to write and debug an algorithm and to evaluate and create new informational representations which successfully reframe an issue.
Learning Goal 2: Students will become citizens of a digital culture by demonstrating an understanding of concepts involving safety and security, responsible use of technology, and the influence of technology on its users.
Learning Goal 3: Students will become global collaborators by collaboratively utilizing intermediate research skills to create artifacts and use digital tools to communicate or exchange information.
Learning Goal 4: Students will become computing analysts by understanding and using various computing devices strategically to solve a problem and accomplish a task in the most effective way.
Learning Goal 5: Students will become innovative designers by pioneering new solutions, products, and processes through design thinking and becoming familiar with the advantages and limitations of technology.
Learning Goal 2: Students will become citizens of a digital culture by demonstrating an understanding of concepts involving safety and security, responsible use of technology, and the influence of technology on its users.
Learning Goal 3: Students will become global collaborators by collaboratively utilizing intermediate research skills to create artifacts and use digital tools to communicate or exchange information.
Learning Goal 4: Students will become computing analysts by understanding and using various computing devices strategically to solve a problem and accomplish a task in the most effective way.
Learning Goal 5: Students will become innovative designers by pioneering new solutions, products, and processes through design thinking and becoming familiar with the advantages and limitations of technology.
5th Grade Recurring Standards
RS4 Systems: Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.
RS6 Digital Tools: Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
RS6 Digital Tools: Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
5th Grade Computational Thinker Standards
CTS1 Abstraction: Construct a complex system of numbers or letters to represent information.
CTS2 Algorithms: Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
CTS3 Algorithms: Create an algorithm that is defined by simple pseudocode.
CTS4 Algorithms: Create a simple pseudocode.
CTS5 Algorithms: Develop and recommend solutions to a given problem and explain the process to an audience.
CTS6 Programming and Development: Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
CTS7 Programming and Development: Identify variables.
CTS8 Programming and Development: Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.
CTS2 Algorithms: Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
CTS3 Algorithms: Create an algorithm that is defined by simple pseudocode.
CTS4 Algorithms: Create a simple pseudocode.
CTS5 Algorithms: Develop and recommend solutions to a given problem and explain the process to an audience.
CTS6 Programming and Development: Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
CTS7 Programming and Development: Identify variables.
CTS8 Programming and Development: Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.
6th Grade Computational Thinker Standards
CTS1 Abstraction: Remove background details from an everyday process to highlight essential properties.
CTS2 Abstraction: Define a process as a function.
CTS3 Algorithms: Create pseudocode that uses conditionals.
CTS4 Algorithms: Differentiate between flowcharts and pseudocode.
CTS5 Algorithms: Identify algorithms that make use of sequencing, selection or iteration.
CTS6 Programming and Development: Identify steps in developing solutions to complex problems using computational thinking.
CTS7 Programming and Development: Describe how automation works to increase efficiency.
CTS8 Programming and Development: Create a program that initializes a variable.
CTS2 Abstraction: Define a process as a function.
CTS3 Algorithms: Create pseudocode that uses conditionals.
CTS4 Algorithms: Differentiate between flowcharts and pseudocode.
CTS5 Algorithms: Identify algorithms that make use of sequencing, selection or iteration.
CTS6 Programming and Development: Identify steps in developing solutions to complex problems using computational thinking.
CTS7 Programming and Development: Describe how automation works to increase efficiency.
CTS8 Programming and Development: Create a program that initializes a variable.
7th Grade Computational Thinker Standards
CTS1 Abstraction: Create a function to simplify a task.
CTS2 Algorithms: Create complex pseudocode using conditionals and Boolean statements.
CTS3 Algorithms: Create algorithms that demonstrate sequencing, selection or iteration.
CTS4 Algorithms: Design a complex algorithm that contains sequencing, selection or iteration.
CTS5 Programming and Development: Solve a complex problem using computational thinking.
CTS6 Programming and Development: Create and organize algorithms in order to automate a process efficiently.
CTS7 Programming and Development: Create a program that updates the value of a variable in the program.
CTS8 Programming and Development: Formulate a narrative for each step of a process and its intended result, given pseudocode or code.
CTS2 Algorithms: Create complex pseudocode using conditionals and Boolean statements.
CTS3 Algorithms: Create algorithms that demonstrate sequencing, selection or iteration.
CTS4 Algorithms: Design a complex algorithm that contains sequencing, selection or iteration.
CTS5 Programming and Development: Solve a complex problem using computational thinking.
CTS6 Programming and Development: Create and organize algorithms in order to automate a process efficiently.
CTS7 Programming and Development: Create a program that updates the value of a variable in the program.
CTS8 Programming and Development: Formulate a narrative for each step of a process and its intended result, given pseudocode or code.
5th Grade Citizens of a Digital Culture Standards
CDCS10 Safety, Privacy, and Security: Identify appropriate and inappropriate uses of communication technology and discuss the permanence of actions in the digital world.
CDCS11 Legal and Ethical Behavior: Explain that laws and tools exist to help ensure that people of varying abilities can access electronic and information technology.
CDCS14 Impact of Computing: Analyze the impact of social media on individuals, families, and society.
CDCS15 Impact of Computing: Explore and predict how advances in computing technologies affect job opportunities and/or processes now and in the future.
CDCS11 Legal and Ethical Behavior: Explain that laws and tools exist to help ensure that people of varying abilities can access electronic and information technology.
CDCS14 Impact of Computing: Analyze the impact of social media on individuals, families, and society.
CDCS15 Impact of Computing: Explore and predict how advances in computing technologies affect job opportunities and/or processes now and in the future.
6th Grade Citizens of a Digital Culture Standards
CDC14 Impact of Computing: Discuss digital globalization and Internet censorship.
CDC15 Impact of Computing: Identify emerging technologies in computing.
CDC15 Impact of Computing: Identify emerging technologies in computing.
7th Grade Citizens of a Digital Culture Standards
CDCS12 Digital Identity: Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.
CDCS14 Impact of Computing: Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
CDCS14 Impact of Computing: Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.
CDCS14 Impact of Computing: Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
CDCS14 Impact of Computing: Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.
5th Grade Global Collaborator Standards
GCS16 Communication: Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
GCS17 Communication: Publish organized information in different ways to make it more useful or relevant.
GCS20 Social Interactions: Collaborate locally and globally using online digital tools under teacher supervision.
GCS17 Communication: Publish organized information in different ways to make it more useful or relevant.
GCS20 Social Interactions: Collaborate locally and globally using online digital tools under teacher supervision.
6th Grade Global Collaborator Standards
GCS16 Creative Communication: Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.
7th Grade Global Collaborator Standards
GCS16 Creative Communication: Construct content designed for specific audiences through an appropriate medium.
GCS17 Creative Communication: Publish content to be available for external feedback.
GCS17 Creative Communication: Publish content to be available for external feedback.
5th Grade Computing Analyst Standards
CAS21 Data: Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.
CAS22 Systems: Identify computing services that may be initially turned on by default.
CAS23 Systems: Identify the key components of a network.
CAS25 Modeling and Simulations: Analyze the concepts, features, and behaviors illustrated by a simulation.
CAS26 Modeling and Simulations: Connect data from a simulation to real-life events.
CAS22 Systems: Identify computing services that may be initially turned on by default.
CAS23 Systems: Identify the key components of a network.
CAS25 Modeling and Simulations: Analyze the concepts, features, and behaviors illustrated by a simulation.
CAS26 Modeling and Simulations: Connect data from a simulation to real-life events.
6th Grade Computing Analyst Standards
CAS19 Data: Track data change from a variety of sources.
CAS20 Data: Identify data transferring protocols, visualization, and the purpose of data and methods of storage
CAS21 Data: Identify varying data structures/systems and methods of classification, including decimal and binary
CAS23 Systems: Discuss how digital devices may be used to collect, analyze, and present information.
CAS24 Systems: Compare and contrast types of networks. Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet
CAS26 Modeling and Simulation: Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.
CAS27 Modeling and Simulation: Explain how simulations serve to implement models.
CAS20 Data: Identify data transferring protocols, visualization, and the purpose of data and methods of storage
CAS21 Data: Identify varying data structures/systems and methods of classification, including decimal and binary
CAS23 Systems: Discuss how digital devices may be used to collect, analyze, and present information.
CAS24 Systems: Compare and contrast types of networks. Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet
CAS26 Modeling and Simulation: Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.
CAS27 Modeling and Simulation: Explain how simulations serve to implement models.
7th Grade Computing Analyst Standards
CAS23 Systems: Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.
CAS23 Systems: Diagram a network given a specific setup or need. Examples: Home network, public network, business network.
CAS27 Modeling and Simulation: Identify data needed to create a model or simulation of a given event.
CAS23 Systems: Diagram a network given a specific setup or need. Examples: Home network, public network, business network.
CAS27 Modeling and Simulation: Identify data needed to create a model or simulation of a given event.
5th Grade Innovative Designer Standards
IDS27 Human/Computer Relationships: Define social engineering and discuss possible defenses.
IDS28 Design Thinking: Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.
IDS28 Design Thinking: Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.
6th Grade Innovative Designer Standards
IDS28 Human/Computer Partnerships: Define assistive technologies and state reasons they may be needed.
IDS29 Human/Computer Partnerships: Define artificial intelligence and identify examples of artificial intelligence in the community.
IDS29 Human/Computer Partnerships: Define artificial intelligence and identify examples of artificial intelligence in the community.
7th Grade Innovative Designer Standards
IDS28 Human/Computer Relationships: Classify types of assistive technologies.
IDS29 Human/Computer Relationships: Compare and contrast human intelligence and artificial intelligence.
IDS30 Design Thinking: Apply the problem-solving process to solve real-world problems.
IDS29 Human/Computer Relationships: Compare and contrast human intelligence and artificial intelligence.
IDS30 Design Thinking: Apply the problem-solving process to solve real-world problems.
NCSS STANDARDS
CULTURE
Students will engage in class discussions about how human beings create, learn, share, and adapt to culture, and gain an appreciation for the role of culture in shaping their lives and society, as well as the lives and societies of others.
TIME, CONTINUITY, AND CHANGE
Students will evaluate the past, examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world.
PEOPLE, PLACES, AND ENVIRONMENTS
Students will develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why they are there, and to explore the relationship between human beings and the environment.
INDIVIDUAL DEVELOPMENT AND IDENTITY
Students will analyze how their personal identity is shaped by family, peers, culture, and institutional influences.
INDIVIDUALS, GROUPS, AND INSTITUTIONS
Students will explore how institutions such as families and civic, educational, governmental, and religious organizations, exert a major influence on people’s lives.
POWER, AUTHORITY, AND GOVERNANCE
Students will debate laws governing technology and the conflicts that technology causes in a citizen’s right to privacy.
PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Students will investigate production, distribution, and consumption of goods and services, and determine their impact on domestic and global economic issues.
SCIENCE, TECHNOLOGY, AND SOCIETY
Students will explore the relationships between science, technology, and society and develop an understanding of past and present advances in science and technology and their impact.
GLOBAL CONNECTIONS
Students will debate the impact of technology on globalization.
CIVIC IDEALS AND PRACTICES
Students will gain an understanding of civic ideals and practices and be able to identify civic duties and responsibilities that help societies to flourish.
Students will engage in class discussions about how human beings create, learn, share, and adapt to culture, and gain an appreciation for the role of culture in shaping their lives and society, as well as the lives and societies of others.
TIME, CONTINUITY, AND CHANGE
Students will evaluate the past, examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world.
PEOPLE, PLACES, AND ENVIRONMENTS
Students will develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why they are there, and to explore the relationship between human beings and the environment.
INDIVIDUAL DEVELOPMENT AND IDENTITY
Students will analyze how their personal identity is shaped by family, peers, culture, and institutional influences.
INDIVIDUALS, GROUPS, AND INSTITUTIONS
Students will explore how institutions such as families and civic, educational, governmental, and religious organizations, exert a major influence on people’s lives.
POWER, AUTHORITY, AND GOVERNANCE
Students will debate laws governing technology and the conflicts that technology causes in a citizen’s right to privacy.
PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Students will investigate production, distribution, and consumption of goods and services, and determine their impact on domestic and global economic issues.
SCIENCE, TECHNOLOGY, AND SOCIETY
Students will explore the relationships between science, technology, and society and develop an understanding of past and present advances in science and technology and their impact.
GLOBAL CONNECTIONS
Students will debate the impact of technology on globalization.
CIVIC IDEALS AND PRACTICES
Students will gain an understanding of civic ideals and practices and be able to identify civic duties and responsibilities that help societies to flourish.
AL SOCIAL STUDIES STANDARDS
5th Grade Standards
Standard 10.4: Identifying the impact of technological developments on United States’ expansion
Standard 13: Describe social and economic influences on United States’ expansion prior to World War I.
Standard 13.1: Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny
Standard 13.2: Locating on a map states, capitals, and important geographic features west of the Mississippi River
Standard 13: Describe social and economic influences on United States’ expansion prior to World War I.
Standard 13.1: Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny
Standard 13.2: Locating on a map states, capitals, and important geographic features west of the Mississippi River
6th Grade Standards
Standard 1: Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.
Standard 3.3: Analyzing technological advances of the World War I era for their impact on modern warfare.
Standard 4: Identify cultural and economic developments in the United States from 1900 through the 1930s
Standard 4.2: Identifying contributions of turn-of-the-century inventors Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright
Standard 5: Explain causes and effects of the Great Depression on the people of the United States.
Standard 5.5: Describing the impact of the Cold War on technological innovations Examples: Sputnik; space race; weapons of mass destruction; accessibility of microwave ovens, calculators, and computers
Standard 9: Critique major social and cultural changes in the United States since World War II
Standard 9.4: Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States’ culture since World War II
Standard 10: Analyze changing economic priorities and cycles of economic expansion and contraction for their impact on society since World War II.
Standard 11: Identify technological advancements on society in the United States since World War II
Standard 12.6: Identifying the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process
Standard 3.3: Analyzing technological advances of the World War I era for their impact on modern warfare.
Standard 4: Identify cultural and economic developments in the United States from 1900 through the 1930s
Standard 4.2: Identifying contributions of turn-of-the-century inventors Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright
Standard 5: Explain causes and effects of the Great Depression on the people of the United States.
Standard 5.5: Describing the impact of the Cold War on technological innovations Examples: Sputnik; space race; weapons of mass destruction; accessibility of microwave ovens, calculators, and computers
Standard 9: Critique major social and cultural changes in the United States since World War II
Standard 9.4: Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States’ culture since World War II
Standard 10: Analyze changing economic priorities and cycles of economic expansion and contraction for their impact on society since World War II.
Standard 11: Identify technological advancements on society in the United States since World War II
Standard 12.6: Identifying the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process
7th Grade Standards
Geography Standard 1: Describe the world in spatial terms using maps and other geographic representations, tools, and technologies
Geography Standard 1.2: Identifying geospatial technologies to acquire, process, and report information from a spatial perspective
Geography Standard 2.3: Analyzing interactions among regions to show transnational relationships, including the flow of commodities and Internet connectivity
Geography Standard 2.5: Explaining globalization and its impact on people in all regions of the world
Geography Standard 6: Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns.
Geography Standard 6.1: Comparing one location to another for production of goods and services
Geography Standard 6.2: Analyzing the impact of economic interdependence and globalization on places and their populations
Geography Standard 7: Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Geography Standard 7.1: Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
Geography Standard 7.2: Describing settlement patterns in association with the location of resources
Geography Standard 7.3: Describing ways in which urban areas interact and influence surrounding regions
Geography Standard 9: Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment
Geography Standard 11: Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location.
Geography Standard 11.1: Evaluating various cultural viewpoints regarding the use or value of natural resources
Geography Standard 11.2: Identifying issues regarding depletion of nonrenewable resources and the sustainability of renewable resources
Civics Standard 7: Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them
Civics Standard 7.1: Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts
Civics Standard 7.2: Analyzing agriculture, tourism, and urban growth in Alabama for their impact on economic development
Civics Standard 8: Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
Civics Standard 10: Describe individual and civic responsibilities of citizens of the United States
Civics Standard 11: Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
Civics Standard 12: Describe how the United States can be improved by individual and group participation in civic and community activities
Civics Standard 12.1: Identifying options for civic and community action
Geography Standard 1.2: Identifying geospatial technologies to acquire, process, and report information from a spatial perspective
Geography Standard 2.3: Analyzing interactions among regions to show transnational relationships, including the flow of commodities and Internet connectivity
Geography Standard 2.5: Explaining globalization and its impact on people in all regions of the world
Geography Standard 6: Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns.
Geography Standard 6.1: Comparing one location to another for production of goods and services
Geography Standard 6.2: Analyzing the impact of economic interdependence and globalization on places and their populations
Geography Standard 7: Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.
Geography Standard 7.1: Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
Geography Standard 7.2: Describing settlement patterns in association with the location of resources
Geography Standard 7.3: Describing ways in which urban areas interact and influence surrounding regions
Geography Standard 9: Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment
Geography Standard 11: Explain the cultural concept of natural resources and changes in spatial distribution, quantity, and quality through time and by location.
Geography Standard 11.1: Evaluating various cultural viewpoints regarding the use or value of natural resources
Geography Standard 11.2: Identifying issues regarding depletion of nonrenewable resources and the sustainability of renewable resources
Civics Standard 7: Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them
Civics Standard 7.1: Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts
Civics Standard 7.2: Analyzing agriculture, tourism, and urban growth in Alabama for their impact on economic development
Civics Standard 8: Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
Civics Standard 10: Describe individual and civic responsibilities of citizens of the United States
Civics Standard 11: Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
Civics Standard 12: Describe how the United States can be improved by individual and group participation in civic and community activities
Civics Standard 12.1: Identifying options for civic and community action
AL SCIENCE STANDARDS
5th Grade Matter and Its Interactions Standards
Standard 1: Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).
5th Grade Motion and Stability Forces and Interactions Standards
Standard 7: Design and conduct a test to modify the speed of a falling object due to gravity (e.g., constructing a parachute to keep an attached object from breaking).
5th Grade Earth and Human Activity Standards
Standard 16: Collect and organize scientific ideas that individuals and communities can use to protect Earth’s natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).
Standard 17: Design solutions, test, and revise a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup).
Standard 17: Design solutions, test, and revise a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup).
6th Grade Earth's Place in the Universe Standards
Standard 2: Construct models and use simulations to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system.
6th Grade Earth's Systems Standards
Standard 12: Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions.
Standard 12a: Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).
Standard 12a: Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts).
6th Grade Earth and Human Activity Standards
Standard 15: Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth’s systems.
Standard 16: Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land)
Standard 16: Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land)
8th Grade Motion and Stability Forces and Interactions Standards
Standard 3: Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.
Standard 3a: Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.
Standard 7: Design, construct, and test a device (e.g., glow stick, hand warmer, hot or cold pack, thermal wrap) that either releases or absorbs thermal energy by chemical reactions (e.g., dissolving ammonium chloride or calcium chloride in water) and modify the device as needed based on criteria (e.g., amount/concentration, time, temperature).
Standard 3a: Collect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.
Standard 7: Design, construct, and test a device (e.g., glow stick, hand warmer, hot or cold pack, thermal wrap) that either releases or absorbs thermal energy by chemical reactions (e.g., dissolving ammonium chloride or calcium chloride in water) and modify the device as needed based on criteria (e.g., amount/concentration, time, temperature).
8th Grade Motion and Stability Forces and Interactions Standards
Standard 8: Use Newton’s first law to demonstrate and explain that an object is either at rest or moves at a constant velocity unless acted upon by an external force (e.g., model car on a table remaining at rest until pushed).
Standard 9: Use Newton’s second law to demonstrate and explain how changes in an object’s motion depend on the sum of the external forces on the object and the mass of the object (e.g., billiard balls moving when hit with a cue stick).
Standard 10: Use Newton’s third law to design a model to demonstrate and explain the resulting motion of two colliding objects (e.g., two cars bumping into each other, a hammer hitting a nail).
Standard 11: Plan and carry out investigations to evaluate how various factors (e.g., electric force produced between two charged objects at various positions; magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) affect the strength of electric and magnetic forces.
Standard 12: Construct an argument from evidence explaining that fields exist between objects exerting forces on each other (e.g., interactions of magnets, electrically charged strips of tape, electrically charged pith balls, gravitational pull of the moon creating tides) even when the objects are not in contact.
Standard 9: Use Newton’s second law to demonstrate and explain how changes in an object’s motion depend on the sum of the external forces on the object and the mass of the object (e.g., billiard balls moving when hit with a cue stick).
Standard 10: Use Newton’s third law to design a model to demonstrate and explain the resulting motion of two colliding objects (e.g., two cars bumping into each other, a hammer hitting a nail).
Standard 11: Plan and carry out investigations to evaluate how various factors (e.g., electric force produced between two charged objects at various positions; magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) affect the strength of electric and magnetic forces.
Standard 12: Construct an argument from evidence explaining that fields exist between objects exerting forces on each other (e.g., interactions of magnets, electrically charged strips of tape, electrically charged pith balls, gravitational pull of the moon creating tides) even when the objects are not in contact.
8th Grade Energy Standards
Standard 14: Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate’s hair).
Standard 16: Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).
Standard 16: Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).
8th Grade Waves and Their Applications in Technologies for Information Transfer Standards
Standard 19: Integrate qualitative information to explain that common communication devices (e.g., cellular telephones, radios, remote controls, Wi-Fi components, global positioning systems [GPS], wireless technology components) use electromagnetic waves to encode and transmit information.
AL MATHEMATICS STANDARDS
5th Grade Standards For Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them.
Standard 2: Reason abstractly and quantitatively.
Standard 3: Construct viable arguments and critique the reasoning of others.
Standard 4: Model with mathematics.
Standard 5: Use appropriate tools strategically.
Standard 6: Attend to precision.
Standard 7: Look for and make use of structure.
Standard 8: Look for and express regularity in repeated reasoning.
Standard 2: Reason abstractly and quantitatively.
Standard 3: Construct viable arguments and critique the reasoning of others.
Standard 4: Model with mathematics.
Standard 5: Use appropriate tools strategically.
Standard 6: Attend to precision.
Standard 7: Look for and make use of structure.
Standard 8: Look for and express regularity in repeated reasoning.
5th Grade Standards For Operations and Algebraic Thinking
Write and interpret numerical expressions.
Standard 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5-OA2]
Analyze patterns and relationships.
Standard 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5-OA3]
5th Grade Standards For Numbers and Operations Base 10
Understand the place value system.
Standard 6: Read, write, and compare decimals to thousandths. [5-NBT3]
Standard 6a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form [5-NBT3a]
Standard 7: Use place value understanding to round decimals to any place. [5-NBT4]
Standard 6a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form [5-NBT3a]
Standard 7: Use place value understanding to round decimals to any place. [5-NBT4]
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard 8: Fluently multiply multi-digit whole numbers using the standard algorithm. [5-NBT5]
Standard 9: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5-NBT6]
Standard 10: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [5-NBT7]
Standard 9: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5-NBT6]
Standard 10: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [5-NBT7]
5th Grade Standards For Measurement and Data
Convert like measurement units within a given measurement system.
Standard 8: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real-world problems. [5-MD1]
6th Grade Standards For Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems.
Standard 1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6-RP1]
Standard 3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Standard 3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6th Grade Standards For Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions.
Standard 12: Write and evaluate numerical expressions involving whole-number exponents. [6-EE1]
Standard 13: Write, read, and evaluate expressions in which letters stand for numbers. [6-EE2]
Standard 13a: Write expressions that record operations with numbers and with letters standing for numbers. [6-EE2a]
Standard 13b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. [6-EE2b]
Standard 13c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). [6-EE2c]
Standard 13: Write, read, and evaluate expressions in which letters stand for numbers. [6-EE2]
Standard 13a: Write expressions that record operations with numbers and with letters standing for numbers. [6-EE2a]
Standard 13b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. [6-EE2b]
Standard 13c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). [6-EE2c]
Apply and extend previous understandings of arithmetic to algebraic expressions.
Standard 20: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6-EE9]
6th Grade Standards For Statistics and Probability
Develop understanding of statistical variability.
Standard 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6-SP1]
Summarize and describe distributions.
Standard 29: Summarize numerical data sets in relation to their context, such as by: [6-SP5]
Standard 29a: Reporting the number of observations. [6-SP5a]
Standard 29b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. [6-SP5b]
Standard 29c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. [6-SP5c]
Standard 29d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. [6-SP5d]
Standard 29a: Reporting the number of observations. [6-SP5a]
Standard 29b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. [6-SP5b]
Standard 29c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. [6-SP5c]
Standard 29d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. [6-SP5d]
AL ENGLISH LANGUAGE ARTS STANDARDS
5th Grade Reading Standards for Informational Text
Key Ideas and Details Standard 12: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]
Craft and Structure Standard 13: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. [RI.5.4]
Craft and Structure Standard 14: Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5]
Craft and Structure Standard 15: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. [RI.5.6]
Craft and Structure Standard 13: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. [RI.5.4]
Craft and Structure Standard 14: Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5]
Craft and Structure Standard 15: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. [RI.5.6]
5th Grade Writing Standards
Text Types and Purposes Standard 23: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
Text Types and Purposes Standard 23a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
Text Types and Purposes Standard 23b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
Text Types and Purposes Standard 23c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
Text Types and Purposes Standard 23d: Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
Text Types and Purposes Standard 23e: Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
Text Types and Purposes Standard 24: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
Text Types and Purposes Standard 24a: Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]
Text Types and Purposes Standard 24b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]
Text Types and Purposes Standard 24c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
Text Types and Purposes Standard 24d: Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
Text Types and Purposes Standard 24e: Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
Production and Distribution of Writing Standard 25: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [W.5.4]
Production and Distribution of Writing Standard 26: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [W.5.5]
Production and Distribution of Writing Standard 27: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]
Text Types and Purposes Standard 23a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
Text Types and Purposes Standard 23b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
Text Types and Purposes Standard 23c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
Text Types and Purposes Standard 23d: Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
Text Types and Purposes Standard 23e: Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
Text Types and Purposes Standard 24: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
Text Types and Purposes Standard 24a: Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]
Text Types and Purposes Standard 24b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]
Text Types and Purposes Standard 24c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
Text Types and Purposes Standard 24d: Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
Text Types and Purposes Standard 24e: Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
Production and Distribution of Writing Standard 25: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [W.5.4]
Production and Distribution of Writing Standard 26: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [W.5.5]
Production and Distribution of Writing Standard 27: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]
6th Grade Writing Standards
Text Types and Purposes Standard 21: Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
Text Types and Purposes Standard 21a: Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
Text Types and Purposes Standard 21b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]
Text Types and Purposes Standard 21c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
Text Types and Purposes Standard 21d: Establish and maintain a formal style. [W.6.1d]
Text Types and Purposes Standard 21e: Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
Text Types and Purposes Standard 22: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
Text Types and Purposes Standard 22a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]
Text Types and Purposes Standard 22b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]
Text Types and Purposes Standard 22c: Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]
Text Types and Purposes Standard 22d: Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]
Text Types and Purposes Standard 22e: Establish and maintain a formal style. [W.6.2e]
Text Types and Purposes Standard 22f: Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]
Text Types and Purposes Standard 21a: Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
Text Types and Purposes Standard 21b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]
Text Types and Purposes Standard 21c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
Text Types and Purposes Standard 21d: Establish and maintain a formal style. [W.6.1d]
Text Types and Purposes Standard 21e: Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
Text Types and Purposes Standard 22: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
Text Types and Purposes Standard 22a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]
Text Types and Purposes Standard 22b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]
Text Types and Purposes Standard 22c: Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]
Text Types and Purposes Standard 22d: Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]
Text Types and Purposes Standard 22e: Establish and maintain a formal style. [W.6.2e]
Text Types and Purposes Standard 22f: Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]
5th Grade Speaking and Listening Standards
Comprehension and Collaboration Standard 32: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [SL.5.1]
Comprehension and Collaboration Standard 32a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]
Comprehension and Collaboration Standard 32b: Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]
Comprehension and Collaboration Standard 32c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]
Comprehension and Collaboration Standard 32d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]
Comprehension and Collaboration Standard 33: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]
Comprehension and Collaboration Standard 34: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. [SL.5.3]
Presentation of Knowledge and Ideas Standard 35: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]
Presentation of Knowledge and Ideas Standard 36: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]
Presentation of Knowledge and Ideas Standard 37: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.[SL.5.6]
Comprehension and Collaboration Standard 32a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]
Comprehension and Collaboration Standard 32b: Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]
Comprehension and Collaboration Standard 32c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]
Comprehension and Collaboration Standard 32d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]
Comprehension and Collaboration Standard 33: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]
Comprehension and Collaboration Standard 34: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. [SL.5.3]
Presentation of Knowledge and Ideas Standard 35: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]
Presentation of Knowledge and Ideas Standard 36: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]
Presentation of Knowledge and Ideas Standard 37: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.[SL.5.6]
6th Grade Speaking and Listening Standards
Comprehension and Collaboration Standard 32: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [SL.6.2]
Comprehension and Collaboration Standard 33: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]
Comprehension and Collaboration Standard 33: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]
5th Grade Language Standards
Vocabulary Acquisition and Use Standard 41: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]
Vocabulary Acquisition and Use Standard 41a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]
Vocabulary Acquisition and Use Standard 41b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]
Vocabulary Acquisition and Use Standard 41c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]
Vocabulary Acquisition and Use Standard 41a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]
Vocabulary Acquisition and Use Standard 41b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]
Vocabulary Acquisition and Use Standard 41c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]
AL CHARACTER EDUCATION STANDARDS
Standard 3: Citizenship
Standard 4: Honesty
Standard 6: Respect for Others
Standard 8: Cooperation
Standard 9: Self-respect
Standard 10: Self-control
Standard 11: Courtesy
Standard 12: Compassion
Standard 14: Diligence
Standard 16: Punctuality
Standard 21: Patience
Standard 22: Creativity
Standard 24: Loyalty
Standard 25: Perseverance
Standard 4: Honesty
Standard 6: Respect for Others
Standard 8: Cooperation
Standard 9: Self-respect
Standard 10: Self-control
Standard 11: Courtesy
Standard 12: Compassion
Standard 14: Diligence
Standard 16: Punctuality
Standard 21: Patience
Standard 22: Creativity
Standard 24: Loyalty
Standard 25: Perseverance
SOFT SKILLS IDENTIFIED IN WORKFORCE DEVELOPMENT
These goals are matched with Counseling and Guidance Education Standards.
Standard 1: The student will be able to articulate feelings of competence and confidence as learners.
Standard 2: The student will be able to display a positive interest in learning.
Standard 3: The student will be able to take pride in work and achievement.
Standard 4: The student will be able to accept mistakes as essential to the learning process.
Standard 5: The student will be able to identify attitudes and behaviors leading to successful learning.
Standard 6: The student will be able to apply time-management and task-management skills.
Standard 7: The student will be able to demonstrate how effort and persistence positively affect learning.
Standard 8: The student will be able to use communications skills to know when and how to ask for help when needed.
Standard 9: The student will be able to apply knowledge and learning styles to positively influence school performance.
Standard 10: The student will be able to take responsibility for their actions.
Standard 11: The student will be able to demonstrate the ability to work independently, as well as the ability to work cooperatively with other students.
Standard 12: The student will develop a broad range of interests and abilities.
Standard 13: The student will demonstrate dependability, productivity and initiative.
Standard 14: The student will be able to share knowledge.
Standard 15: The student will be able to demonstrate the motivation to achieve individual potential.
Standard 16: The student will be able to learn and apply critical-thinking skills.
Standard 17: The student will be able to apply the study skills necessary for academic success at each level.
Standard 18: The student will be able to seek information and support from faculty, staff, family and peers
Standard 19: The student will be able to organize and apply academic information from a variety of sources.
Standard 20: The student will be able to use knowledge of learning styles to positively influence school
performance.
Standard 21: The student will be able to become a self-directed and independent learner.
Standard 22: The student will be able to establish challenging academic goals in elementary, middle/junior high and high school.
Standard 25: The student will be able to apply knowledge of aptitudes and interests to goal setting.
Standard 26: The student will be able to use problem-solving and decision-making skills to assess progress toward educational goals.
Standard 27: The student will be able to understand the relationship between classroom performance and success in school.
Standard 28: The student will be able to identify postsecondary options consistent with interests, achievement, aptitude and abilities.
Standard 31: The student will be able to understand the relationship between learning and work.
Standard 32: The student will be able to demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals.
Standard 33: The student will be able to understand that school success is the preparation to make the transition from student to community member.
Standard 34: The student will be able to understand how school success and academic achievement enhance future career and vocational opportunities.
Standard 36: The student will be able to learn about the variety of traditional and nontraditional occupations.
Standard 37: The student will be able to develop an awareness of personal abilities, skills, interests and motivations.
Standard 38: The student will be able to learn how to interact and work cooperatively in teams.
Standard 39: The student will be able to learn to make decisions.
Standard 40: The student will be able to learn how to set goals.
Standard 41: The student will be able to understand the importance of planning.
Standard 42: The student will be able to pursue and develop competency in areas of interest.
Standard 43: The student will be able to develop hobbies and vocational interests.
Standard 45: The student will be able to acquire employability skills such as working on a team and problem-solving and organizational skills.
Standard 46: The student will be able to apply job readiness skills to seek employment opportunities.
Standard 47: The student will be able to demonstrate knowledge about the changing workplace.
Standard 51: The student will develop a positive attitude toward work and learning.
Standard 52: The student will be able to understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace.
Standard 53: The student will be able to utilize time- and task-management skills.
Standard 60: The student will be able to describe traditional and nontraditional career choices and how they relate to career choice.
Standard 61: The student will be able to understand how changing economic and societal needs influence employment trends and future training.
Standard 67: The student will be able to understand the relationship between educational achievement and career success.
Standard 68: The student will be able to explain how work can help to achieve personal success and satisfaction.
Standard 69: The student will be able to identify personal preferences and interests influencing career choice and success.
Standard 74: The student will be able to demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals.
Standard 75: The student will be able to learn how to use conflict management skills with peers and adults.
Standard 76: The student will be able to learn to work cooperatively with others as a team member.
Standard 80: The student will be able to learn the goal-setting process.
Standard 81: The student will be able to understand change is a part of growth.
Standard 85: The student will be able to understand the need for self-control and how to practice it.
Standard 86: The student will be able to demonstrate cooperative behavior in groups.
Standard 95: The student will be able to use effective communications skills.
Standard 96: The student will be able to know that communication involves speaking, listening and nonverbal behavior.
Standard 98: The student will be able to use a decision-making and problem-solving model.
Standard 99: The student will be able to understand consequences of decisions and choices.
Standard 103: The student will be able to know how to apply conflict-resolution skills.
Standard 108: The student will be able to use persistence and perseverance in acquiring knowledge and skills.
Standard 2: The student will be able to display a positive interest in learning.
Standard 3: The student will be able to take pride in work and achievement.
Standard 4: The student will be able to accept mistakes as essential to the learning process.
Standard 5: The student will be able to identify attitudes and behaviors leading to successful learning.
Standard 6: The student will be able to apply time-management and task-management skills.
Standard 7: The student will be able to demonstrate how effort and persistence positively affect learning.
Standard 8: The student will be able to use communications skills to know when and how to ask for help when needed.
Standard 9: The student will be able to apply knowledge and learning styles to positively influence school performance.
Standard 10: The student will be able to take responsibility for their actions.
Standard 11: The student will be able to demonstrate the ability to work independently, as well as the ability to work cooperatively with other students.
Standard 12: The student will develop a broad range of interests and abilities.
Standard 13: The student will demonstrate dependability, productivity and initiative.
Standard 14: The student will be able to share knowledge.
Standard 15: The student will be able to demonstrate the motivation to achieve individual potential.
Standard 16: The student will be able to learn and apply critical-thinking skills.
Standard 17: The student will be able to apply the study skills necessary for academic success at each level.
Standard 18: The student will be able to seek information and support from faculty, staff, family and peers
Standard 19: The student will be able to organize and apply academic information from a variety of sources.
Standard 20: The student will be able to use knowledge of learning styles to positively influence school
performance.
Standard 21: The student will be able to become a self-directed and independent learner.
Standard 22: The student will be able to establish challenging academic goals in elementary, middle/junior high and high school.
Standard 25: The student will be able to apply knowledge of aptitudes and interests to goal setting.
Standard 26: The student will be able to use problem-solving and decision-making skills to assess progress toward educational goals.
Standard 27: The student will be able to understand the relationship between classroom performance and success in school.
Standard 28: The student will be able to identify postsecondary options consistent with interests, achievement, aptitude and abilities.
Standard 31: The student will be able to understand the relationship between learning and work.
Standard 32: The student will be able to demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals.
Standard 33: The student will be able to understand that school success is the preparation to make the transition from student to community member.
Standard 34: The student will be able to understand how school success and academic achievement enhance future career and vocational opportunities.
Standard 36: The student will be able to learn about the variety of traditional and nontraditional occupations.
Standard 37: The student will be able to develop an awareness of personal abilities, skills, interests and motivations.
Standard 38: The student will be able to learn how to interact and work cooperatively in teams.
Standard 39: The student will be able to learn to make decisions.
Standard 40: The student will be able to learn how to set goals.
Standard 41: The student will be able to understand the importance of planning.
Standard 42: The student will be able to pursue and develop competency in areas of interest.
Standard 43: The student will be able to develop hobbies and vocational interests.
Standard 45: The student will be able to acquire employability skills such as working on a team and problem-solving and organizational skills.
Standard 46: The student will be able to apply job readiness skills to seek employment opportunities.
Standard 47: The student will be able to demonstrate knowledge about the changing workplace.
Standard 51: The student will develop a positive attitude toward work and learning.
Standard 52: The student will be able to understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace.
Standard 53: The student will be able to utilize time- and task-management skills.
Standard 60: The student will be able to describe traditional and nontraditional career choices and how they relate to career choice.
Standard 61: The student will be able to understand how changing economic and societal needs influence employment trends and future training.
Standard 67: The student will be able to understand the relationship between educational achievement and career success.
Standard 68: The student will be able to explain how work can help to achieve personal success and satisfaction.
Standard 69: The student will be able to identify personal preferences and interests influencing career choice and success.
Standard 74: The student will be able to demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals.
Standard 75: The student will be able to learn how to use conflict management skills with peers and adults.
Standard 76: The student will be able to learn to work cooperatively with others as a team member.
Standard 80: The student will be able to learn the goal-setting process.
Standard 81: The student will be able to understand change is a part of growth.
Standard 85: The student will be able to understand the need for self-control and how to practice it.
Standard 86: The student will be able to demonstrate cooperative behavior in groups.
Standard 95: The student will be able to use effective communications skills.
Standard 96: The student will be able to know that communication involves speaking, listening and nonverbal behavior.
Standard 98: The student will be able to use a decision-making and problem-solving model.
Standard 99: The student will be able to understand consequences of decisions and choices.
Standard 103: The student will be able to know how to apply conflict-resolution skills.
Standard 108: The student will be able to use persistence and perseverance in acquiring knowledge and skills.