2009-10 Scope and Sequence - Cleveland Metropolitan School ...

CLEVELAND METROPOLITAN SCHOOL DISTRICT 

"The primary goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America" 

A message from Chief Executive Officer Eugene T.W. Sanders, Ph.D. 

Dear CMSD Faculty Member, 

This past June 15 th and 17th, 2009, over 500 teachers, parents, building administrators, and district supervisors representing virtually every one of our 122 schools 

joined together to revise the pacing guide for the core academic content areas of reading and writing, mathematics, science, and social studies for pre-kindergarten 

through grade ten. In addition on day two of the work teachers, parents, building administrators, and district supervisors worked hard to create a pacing guide for 

core subjects in grades eleven and twelve as well as all encore subjects. This document represents a combination of Version 2.0 work and Version 1.0 work and 

serves as a common course of study for each of our district’s students and schools. 

A carefully outlined pacing guide is critically important to CMSD as we continue on our journey to premier status. Without a clearly articulated curriculum 

framework in place, it is unreasonable to expect CMSD teachers to ensure that a minimum of 75% of their students meet state standards on the Ohio achievement 

Tests and Ohio Graduation tests when only two-thirds 67.5% of their students attend the same school building for the entire academic year. When we can 

collaboratively agree upon what content is taught to our students and at what time of the year, we can ensure that the other one-third of our students who find it 

necessary to change schools during the year will be taught all of the same important concepts as their peers. This pacing guide provides an instructional order for 

the content tested on the Ohio Achievement Tests and Ohio Graduation Tests; the benchmarks of the Ohio Academic Content Standards. 

However, a scope and sequence is only valuable if it honors the important work of professional educators. A tightly scripted pacing guide that details what lesson is 

to be taught on Monday and which test is to be given on Tuesday discounts the importance of the professionals in our classrooms and schools. Just as we need to 

agree upon what content is taught and when, we must also allow enough flexibility to support thoughtful, individualized lesson planning and classroom instruction. 

Therefore, instead of prescribing the content to be taught on any given day (or even week), this pacing guide is arranged in eight sections with each section 

describing the content to be taught in a window of approximately four to five weeks time. 

As noted above, this is the second version for part of this important work and the first version for another part of the work. As you use it this year, you are strongly 

encouraged to make suggestions for SY2010-2011 revisions. To submit feedback at anytime throughout the school year, simply send an email to 

Academics@cmsdnet.net. Your feedback will be used during the summer of 2010 as we refine this pacing guide to ensure that, as a district, we have developed the 

best quality curriculum framework possible for the faculty, staff, and students of the CMSD. This important work could not have been completed without the 

strong collaborative support of the Cleveland Council of Administrators and Supervisors (CCSA), the Cleveland Teachers Union (CTU), and the CMSD School- 

Parent Organization (SPO). On behalf of the children of the Cleveland Metropolitan School District, thank you to these organizations for their clear, strong support 

of this work. My sincere thanks, also, to all of the principals and assistant principals, teachers and para-professionals, parents and family members, and district 

supervisors who contributed to this work. It is an important step on our journey to premier! 

Sincerely, 

Eugene T.W. Sanders, Ph.D. 

Chief Executive Officer 

1

ELA 

PreK-12 

2

GRADE PREKINDERGARTEN ELA SCOPE AND SEQUENCE (VERSION 2) 

EARLY FIRST QUARTER 

READING – Acquisition of Vocabulary 

A. Use context clues to determine the 

meaning of new vocabulary. 

B. Read accurately high frequency sight 

words (their name). 

READING PROCESS-Concepts Of Print, 

Comprehension Strategies and Self- 

Monitoring Strategies 

X. Concept of Print (see PreK indicators). 

E. Demonstrate comprehension by responding 

to questions (e.g. literal, informational and 

evaluative). 

WRITING – Writing Application 

A. Compose writing that convey a clear 

message and include well-chosen details. 

RESEARCH 

A. Generate question for investigation & 

gather information from variety of sources. 

B. Retell important detail and findings. 

ORAL and VISUAL Communication 

A. Use active listening strategies to identify 

the main idea and to gain information from 

oral presentations. 

B. Connect prior experiences, insight and 

ideas of a speaker. 

C. Follow multi-step direction. 

D. Speak clearly and at an appropriate. 

LATE FIRST QUARTER 

Phonemic Awareness, Word Recognition 

and Fluency 

A. Use letter-sound correspondence 

knowledge and structural analysis to 

decode words. 

B. Demonstrate fluent oral reading, using 

sight words and decoding skills, varying 

intonation and timing as appropriate for 

text. 


B. Use context clues to determine the 


C. Read accurately high frequency sight 






D. Apply reading skills and strategies to 

summarize and compare information in text, 

between text and across subject areas. 

E. Demonstrate comprehension by 

responding to questions(e.g. literal, information 

and evaluative). 












A. Use active listening strategies to identify the main ides and to gain information from oral 

presentations. 

B. Connect prior experiences, insight and ideas to those of a speaker. 

Ongoing Emphasis 

EARLY SECOND QUARTER 





decode words. 






WRITING PROCESS 

A. Generate ideas for written composition. 

B. Use organizers to clarify ideas. 




Writing Conventions 

A. Print legibly using appropriate spacing. 









LATE SECOND QUARTER 





decode words. 










D. Apply reading skills & strategies to 

summarize & compare information in text, 

between text & across subject areas. 

F. Apply and adjust self-monitoring strategies 

to assess understanding text. 

READING - Literary Text 

A. Compare & contrast plot across literary 

works. 


B. Develop audience and purpose for selfselected 

and assignment writing tasks. 

D. Use revision strategies and resources to 

improve ideas and content, organization, word 

choice and detail. 










D. Speak clearly and at an appropriate pace and volume. 

E. Deliver a variety of presentations that include relevant information & a clear sense of purpose. 

3

GRADE PREKINDERGARTEN ELA SCOPE AND SEQUENCE (VERSION 2) 

EARLY THIRD QUARTER 




knowledge and structural analysis to decode 

words. 




B. Read accurately high frequency sight words 

(their name). 





responding to questions (e.g. literal, 

informational and evaluative). 

READING – Informational Technical and 

Persuasive Text 

A. Use text features and structures to organize 

content, draw, draw conclusions and build text 

knowledge. 

D. Use visual aids as sources to gain 

additional information from text. 


A. Recognize the defining characteristics and 

features of different types of literary forms and 

genres. 


A. Edit to improve sentence fluency, grammar 

and usage. 

WRITING APPLICATION 



LATE THIRD QUARTER 





words. 





(their name). 



C. Identify the central ideas and supporting 

details of informational text. 


C. Recognize the defining characteristics and 


genres. 


B. Publish writing samples for display or 

sharing with others, using techniques such as 

electronic resources and graphics. 


A. Use supporting ideas to identify and 

describe main ideas, characters and setting. 




A. Use active listening strategies to identify the main ides and to gain information from oral 


B. Connect prior experiences, insight and ideas to those of a speaker. 


EARLY FOURTH QUARTER 





words. 





(their name) 




X. Concept of Print (see PreK indicators) 

C. Draw conclusion from information. 

E. Demonstrate comprehension by responding 

to questions (e.g. literal, informational and 

evaluative) 


A. Recognize the defining characteristics and 


genres. 

A. Use visual aids as sources to gain 

additional information from text 




C. Write friendly letters and invitations 

complete with date, salutation, body, closing 

and signature. 

LATE FOURTH QUARTER 





words. 





(their name). 

E. Use resources to determine the meanings 

and pronunciations of unknown words. 




X. Concept of Print (see PreK indicators) 


responding to questions (e.g. literal, 

informational and evaluative). 



B. Use text features and structures to organize 

content, draw, draw conclusions and build text 

knowledge. 

D. Use visual aids as sources to gain 






D. Speak clearly and at an appropriate pace and volume. 

E. Deliver a variety of presentations that include relevant information and a 

clear sense of purpose. 

4

GRADE KINDERGARTER ELA SCOPE AND SEQUENCE (VERSION 2) 





K.2.A - Use context clues to demonstrate the K.2.A - Use context clues to demonstrate the 



K.2.B - Read accurately high-frequency sight K.2.B - Read accurately high-frequency sight 

words. 

words. 

READING APPLICATION-: READING – READING APPLICATION-: READING – 

Informational Technical and Persuasive Informational Technical and Persuasive 

Text 

Text 

K.4.C - Identify the central ideas and 

K.4.E - Evaluate two- and three-step directions 

supporting details of informational text. 

for proper sequencing and completeness. 

READING APPLICATION-: READING - READING APPLICATION-: READING - 

Literary Text 

Literary Text 

K.5.A - Compare and contrast plot across K.5. B - Use supporting details to identify and 

literary works. 




K.7.A – Compose writings that convey a clear K.7.A - Compose writings that convey a clear 

message and include well-chosen details. message and include well-chosen details. 

ORAL and VISUAL Communications 


K.10.A - Use active listening strategies to K.10.B - Connect prior experiences, insights 

identify the main idea and to gain information and ideas to those of a speaker. 

from oral presentations. 

K.10.C - Follow multi-step directions. 

K.10.B - Connect prior experiences, insights 

and ideas to those of a speaker. 

READING - Phonemic Awareness, Word Recognition and Fluency 

K.1.A - Use letter-sound correspondence knowledge and structural analysis to decode words. 

K.1.B - Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing 

as appropriate for text. 

READING PROCESS-Concepts Of Print, Comprehension Strategies and Self-Monitoring 

Strategies 

K.1.X - Concepts of print. 

K.3.A - Establish a purpose for reading and use a range of reading comprehension strategies to understand 

literary passages and text. 

K.3.B - Make predictions from text clues and cite specific examples to support prediction. 

K.3.C - Draw conclusions from information in text. 

K.3.D - Apply reading skills and strategies to summarize and compare and contrast information in text, 


K.3.E - Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). 

K.3.F - Apply and adjust self-monitoring strategies to assess understanding of text. 




K.2.A - Use context clues to demonstrate the 


K.2.B - Read accurately high-frequency sight 

words. 

READING APPLICATION-: READING – 

Informational Technical and Persuasive 

Text 

K.4.A - Use text features and structures to 

organize content, draw conclusions and build 

text knowledge. 

READING APPLICATION-: READING - 

Literary Text 

K.5.C - Recognize the defining characteristics 

and features of different types of literary forms 

and genres. 

RESEARCH 

K.9.A - Generate questions for investigation 

and gather information from a variety of 

sources. 


K.10.D - Speak clearly and at an appropriate 

pace and volume. 





READING APPLICATION-: READING – 

Informational Technical and Persuasive 

Text 



READING APPLICATION-: READING - 

Literary Text 





K.7.A – Compose writings that convey a clear 


RESEARCH 

K.9.B - Retell important details and findings. 


K.10.B - Connect prior experiences, insights 

and ideas to those of a speaker. 

K.10.D - Speak clearly and at an appropriate 

pace and volume. 

WRITING - WRITING PROCESS 

K.6.A - Generate ideas for written compositions. 

K.6.B - Develop audience and purpose for self-selected and assigned writing tasks. 

K.6.C - Use organizers to clarify ideas for writing assignments. 

K.6.D - Use revision strategies and resources to improve ideas and content, organization, word choice and 

detail. 

K.6.E – Edit to improve sentence fluency, grammar and usage. 

K.6.G - Publish writing samples for display or sharing with others, using techniques such as electronic 

resources and graphics. 

WRITING – Writing Conventions 

K.8.A - Print legibly using appropriate spacing. 

K.8.B - Spell grade-appropriate words correctly. 

K.8.C - Use conventions of punctuation and capitalization in written work. 

5

GRADE KINDERGARTEN ELA SCOPE AND SEQUENCE (VERSION 2) 






words. 



K.4.A- Use text features and structures to 








K.5. B - Use supporting details to identify and 



K.7.C- Writing friendly letters and invitations 

complete with date, salutation, body, closing 

and signature. 






words. 





K.4.D - Use visual aids as sources to gain 





K.8.C- Use conventions of punctuations and 

capitalization in written work. 





K.1.A - Use letter-sound correspondence knowledge and structural analysis to decode words. 

K.1.B - Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing 



Strategies 

K.1.X - Concepts of print 

K.3.A - Establish a purpose for reading and use a range of reading comprehension strategies to understand 


K.3.B - Make predictions from text clues and cite specific examples to support prediction. 

K.3.C - Draw conclusions from information in text. 

K.3.D - Apply reading skills and strategies to summarize and compare and contrast information in text, 


K.3.E - Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). 

K.3.F - Apply and adjust self-monitoring strategies to assess understanding of text. 







words. 


















words. 

















K.6.A - Generate ideas for written compositions. 

K.6.B - Develop audience and purpose for self-selected and assigned writing tasks. 

K.6.C - Use organizers to clarify ideas for writing assignments. 

K.6.D - Use revision strategies and resources to improve ideas and content, organization, word choice and 

detail. 

K.6.E – Edit to improve sentence fluency, grammar and usage. 

K.6.G - Publish writing samples for display or sharing with others, using techniques such as electronic 



K.8.A - Print legibly using appropriate spacing. 

K.8.B - Spell grade-appropriate words correctly. 

K.8.C - Use conventions of punctuation and capitalization in written work. 

6

GRADE 1 ELA SCOPE AND SEQUENCE (VERSION 2) 



1.2.A - Use context clues to determine the meaning 

of new vocabulary. 

1.2.B - Read accurately high-frequency sight words. 

1.2.D - Know the meaning of specialized vocabulary 

by applying knowledge of word parts, relationships 

and meanings. 


1.5.B - Use supporting details to identify and 



1.7. A - Compose writings that convey a clear 



1.10.A - Use active listening strategies to identify the 

main idea and to gain information from oral 


1.10.B - Connect prior experiences, insights and 

ideas to those of a speaker. 

1.10.E - Deliver a variety of presentations that 

include relevant information and a clear sense of 

purpose. 





1.2.C - Apply structural analysis skills to build and 

extend vocabulary and to determine word meaning. 

1.2.E Use resources to determine the meanings and 

pronunciations of unknown words. 



describe main idea, characters and setting. 


1.7.B - Write responses to literature that 

demonstrate an understanding of a literary 

work. 




READING- Phonemic Awareness, Word Recognition and Fluency 

1.1.A - Use letter-sound correspondence knowledge and structural analysis to decode words. 

1.1.B- Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing 



Strategies 

1.1.X - Concepts of print. 

1.3.A - Establish a purpose for reading and use a range of reading comprehension strategies to understand 


1.3.B - Make predictions from text clues and cite specific examples to support predictions. 

1.3.C - Draw conclusions from information in text. 

1.3.D - Apply reading skills and strategies to summarize and compare and contrast information in text, 


1.3.E - Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). 

1.3.F - Apply and adjust self-monitoring strategies to assess understanding of text. 










1.4.D - Use visual aids as sources to gain additional 

information from text. 


1.5.A - Compare and contrast plot across literary 

works. 

1.5.C Recognize the defining characteristics and 


genres. 


1.7.A - Compose writings that convey a clear 


RESEARCH 

1.9.A - Generate questions for investigation and 

gather information from a variety of sources. 



1.2.A - Use context clues to determine the 







1.4.B - Ask clarifying questions concerning essential 

elements of informational text. 

1.4.C - Identify the central ideas and supporting 




describe main idea, characters and setting. 


1.10.A - Use active listening strategies to identify 

the main idea and to gain information from oral 





1.6.A - Generate ideas for written compositions. 

1.6.B - Develop audience and purpose for self-selected and assigned writing tasks. 

1.6.C - Use organizers to clarify ideas for writing assignments. 

1.6.D - Use revision strategies and resources to improve ideas & content, organization, word choice & detail. 

1.6.E - Edit to improve sentence fluency, grammar and usage. 

1.6.F - Apply tools to judge the quality of writing. 

1.6.G - Publish writing samples for display or sharing with others, using techniques such as electronic 



1.8.A - Print legibly using appropriate spacing. 

1.8.B - Spell grade-appropriate words correctly. 

1.8.C - Use conventions of punctuation and capitalization in written work. 

1.8.D - Use grammatical structures in written work. 

7




1.2.C - Apply structural analysis skills to build & 

extend vocabulary & to determine word meaning. 

1.2.D - Knowing the meaning of specialized 

vocabulary by applying knowledge of word parts, 

relationships & meanings. 





1.4.C - Identify the central ideas & supporting details 

of informational text. 

1.4.E - Evaluate two & three-step directions for 

proper sequencing and completeness. 


1.5.A - Compare & contrast plot across literary 

works. 

1.5.B - Use supporting details to identify & describe 

main ideas, characters & setting. 


1.7.C - Write friendly letters & invitations complete 

with date, salutation, body, closing and signature. 


1.10.B - Connect prior experiences, insights & ideas 

to those of a speaker. 









1.4.A Use text features and structures to organize 

content, draw conclusions and build text knowledge. 




1.5.C - Recognize the definingcharacteristics and 

featuresof different types of literaryforms & genres. 


1.7. A - Compose writings that convey a clear 



demonstrate an understanding of a literary 

work. 


1.10.A - Use active listening strategies to identify 

the main idea and to gain information from oral 


READING- Phonemic Awareness, Word Recognition and Fluency 





Strategies 

1.1.X - Concepts of print. 
















relationships and meanings. 







works. 




featuresof different types of literaryforms and 

genres. 

WRITING - WRITING APPLICATION 

1.7.C - Write friendly letters and invitations complete 



1.10.D - Speak clearly and at an appropriate pace 

and volume. 


READING - Acquisition of Vocabulary 





relationships and meanings. 







works. 




featuresof different types of literaryforms and 

genres. 

WRITING - WRITING APPLICATION 

1.7.C - Write friendly letters and invitations complete 









1.6.D - Use revision strategies and resources to improve ideas and content, organization, word choice and 

detail. 










8












2.4.A - Use text features and structures to organize 






works. 




2.7.C - Write friendly letters and invitations 

complete with date, salutation, body, closing and 

signature. 

RESEARCH 

2.9.B - Retell important details and findings. 










2.2.D - Know the meaning ofspecialized vocabulary 

by applying knowledge of word parts, 

relationshipsand meanings. 











works. 

2.5.C - Recognize the defining characteristics and 


genres. 

2.5.E - Identify the theme of a READING - Literary 

Text. 



demonstrate an understanding of a literary work. 




2.10.C - Follow multi-step directions. 





READING PROCESS-Concepts Of Print, Comprehension Strategies and Self-Monitoring Strategies 

2.3.A - Establish a purpose for reading & use a range of reading comprehension strategies to understand 




2.3.D - Apply reading skills and strategies to summarize and compare & contrast information in text, 












details of informational text 



2.4.E - Evaluate two- and three-step directions for 





2.5.C - recognize the defining characteristics and 


genres. 




2.7.C - Write friendly letters andinvitations complete 

withdate, salutation, body,closing and signature. 

RESEARCH 

2.9.A - Generate questions for investigation and 

gather information from a variety of sources. 




purpose. 


















works. 





genres. 








2.6.D - Use revision strategies & resources to improve ideas and content, organization, word choice & detail. 










9





of new vocabulary 














works. 



genres. 

2.5.D - Explain how an author's word choice and 

use of methods influences the reader. 


Text. 


2.7.C - Write friendly letters and invitations 

complete with date, salutation, body, closing and 

signature. 























genres. 























of new vocabulary 











works. 



genres. 


Text. 
















genres. 




Text. 





2.10.C - Follow multi-step directions. 



purpose. 





2.6.D - Use revision strategies and resources to improve ideas & content, organization, word choice & detail. 










10













3.10.A - Demonstrate active listening strategies by 

asking clarifying questions and responding to 

questions with appropriate elaboration. 

3.10.C - Use clear and specific vocabulary to 

communicate ideas and to establish tone 

appropriate to the topic, audience and purpose. 















features of different types of literary forms & genres. 


Text. 


3.7.C - Write formal and informal letters that include 

important details and follow correct letter format. 


3.10.B - Respond to presentations & media 

messages by stating the purpose & summarizing 

main ideas. 

3.10.D - Identify examples of facts and opinions and 

explain their differences. 

3.10.F - Clarify information in presentations through 

the use of important details from a variety of 

sources, effective organization and a clear focus. 

3.10.G - Deliver a variety of presentations, using 

visual materials as appropriate. 



3.1.B - Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing 




literary passages & text. 



3.3.D - Apply reading skills & strategies to summarize & compare and contrast information in text, between 

text & across subject areas. 

















Text. 






















3.7.B Write responses to literature that summarize 

main ideas and significant details and support 

interpretations with references to the text. 


3.6.A - Generate ideas and determine a topic for writing. 

3.6.B - Determine audience and purpose for self-selected and assigned writing tasks. 

3.6.C - Apply knowledge of graphics or other organizers to clarify ideas of writing assessments. 

3.6.D - Spend the necessary amount of time to revisit, rework and refine pieces of writing. 

3.6.E - Use revision strategies to improve the coherence of ideas, clarity of sentence structure and 

effectiveness of word choices. 

3.6.F - Use a variety of resources and reference materials to select more effective vocabulary when editing. 

3.6.G - Edit to improve sentence fluency, grammar and usage. 

3.6.H - Apply tools to judge the quality of writing. 

3.6.I- Prepare writing for publication that is legible, follows an appropriate format and uses techniques such 

as electronic resources and graphics. 


3.8.A - Write legibly in finished drafts. 



3.8.D - Use grammatical structures to effectively communicate ideas in writing. 

11








3.2.E - Use resources to determine the meanings 











genres. 



RESEARCH 

3.9.A - Identify a topic of study, construct questions 

and determine appropriate sources for gathering 

information. 

3.9.B - Select and summarize important information 

and sort key findings into categories about a topic. 

3.9.D - Communicate findings orally, visually and in 

writing or through multimedia. 


3.10.D - Identify examples of facts and opinions and 

explain their differences. 





3.2.D- Know the meaning of specialized vocabulary 










3.5.B Use supporting details to identify and describe 

main ideas, characters and setting. 






RESEARCH 


& determine appropriate sources for gathering 

information. 




3.10.E - Organize presentations to provide a 

beginning, middle and ending and include concrete 

details. 



3.1.B - Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing 




literary passages & text. 



3.3.D - Apply reading skills & strategies to summarize & compare and contrast information in text, between 

text & across subject areas. 














3.4.D -Use visual aids as sources to gain additional 



3.5.B Use supporting details to identify and describe 

main ideas, characters and setting. 




3.7.A - Write narrative accounts that develop 

character, setting and plot. 







details. 





3.2.E - Use resources to determine the meanings 



3.5.A Compare & contrast plot across literary works. 





3.5.E Identify the theme of a READING - Literary 

Text. 


3.7.B - Write responses to literature that summarize 





RESEARCH 



3.9.C - Create a list of sources used for oral, visual, 

written or multimedia reports. 






details. 


3.6.A - Generate ideas and determine a topic for writing. 




3.6.E - Use revision strategies to improve the coherence of ideas, clarity of sentence structure & 

effectiveness of word choices. 




3.6.I- Prepare writing for publication that is legible, follows an appropriate format and uses techniques such 







12




4.2.A - Use context clues and text structures to 

determine the meaning of new vocabulary. 

4.2.D - Use knowledge of symbols, acronyms, word 

origins and derivations to determine the meanings 

of unknown words. 

4.2.E - Use knowledge of roots and affixes to 

determine the meanings of complex words. 



4.4.E - Explain the treatment, scope and 

organization of ideas from different texts to draw 

conclusions about a topic. 


4.5.A - Describe and analyze the elements of 

character development. 

4.4.C - Identify the elements of plot and establish a 

connection between an element and a future event. 













4.2.B - Infer word meaning through identification and 

analysis of analogies and other word relationships. 

4.2.C - Apply knowledge of connotation and 

denotation to learn the meanings of words. 

4.2.F - Use multiple resources to enhance 

comprehension of vocabulary. 



4.4.B - Recognize the difference between cause and 

effect and fact and opinion to analyze text. 

4.4.C - Explain how main ideas connect to each 

other in a variety of sources. 

4.4.F - Determine the extent to which a summary 

accurately reflects the main idea, critical details and 

underlying meaning of original text. 


4.4.E - Demonstrate comprehension by inferring 

themes, patterns and symbols. 

4.5.F- Identify similarities and differences of various 

literary forms and genres. 





RESEARCH 



information. 


4.10.B - Write responses to literature that 

summarize main ideas and significant details and 

support interpretations with references to the text. 


4.3.A - Determine a purpose for reading and use a range of reading comprehension strategies to better understand text. 

4.3.B - Apply effective reading comprehensions strategies, including summarizing and making predictions, and 

comparisons using information in text, between text and across subject areas. 

4.3.C - Make meaning through asking and responding to a variety of questions related to text. 

4.3.D - Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension 


4.6.A - Generate ideas and determine a topic suitable for writing. 




4.6.E - Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word 

choices. 










4.4.A - Use text features and graphics to organize, 

analyze and draw inferences from content and to 

gain additional information. 














4.7.A - Write narrative accounts that develop 

character, setting and plot. 

4.7.D - Write informational reports that include facts, 

details and examples that illustrate an important 

idea. 

RESEARCH 




4.10.D - Identify examples of facts and opinions 

and explain their differences. 



















4.5.B - Analyze the importance of setting. 



4.5.D - Differentiate between the points of view in 

READING - Literary Text. 

4.5.F - Identify similarities and differences of various 







4.10.B - Respond to presentations and media 

messages by stating the purpose and 

summarizing main ideas. 

4.10.F - Clarify information in presentations through 

the use of important details from a variety of 

sources, effective organization and a clear focus. 




4.6.I - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such 







13






4.2.C - Apply knowledge of connotation &denotation 

to learn the meanings of words. 



4.4.A - Use text features & graphics to organize, 

analyze & draw inferences from content & to gain 

additional information. 

















RESEARCH 

4.9.A - Identify a topic of study, construct questions and 

determine appropriate sources for gathering information. 





















4.4.E - Explain the treatment, scope & organization 

of ideas from different texts to draw conclusions 

about a topic. 





4.5.G - Explain how figurative language expresses 

ideas and conveys mood. 

RESEARCH 



information. 





4.9.D Communicate findings orally, visually and in 



4.10.E - Organize presentations to provide a beginning, 

middle and ending and include concrete details. 






4.3.D - Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension 


4.6.A - Generate ideas and determine a topic suitable for writing. 




4.6.E - Use revision strategies to improve the coherence of ideas, clarity of sentence structure & effectiveness of word 

choices. 




















literary forms and genres 




4.7.A - Write narrative accounts that develop character, 

setting and plot. 




details & examples that illustrate an important idea. 

RESEARCH 

4.9.C - Create a list of sources used for oral, visual, written 

or multimedia reports. 

4.9.D - Communicate findings orally, visually and in writing 

or through multimedia. 


4.10.G - Deliver a variety ofpresentations, using 

visualmaterials as appropriate. 




















details & examples that illustrate an important idea. 

RESEARCH 


& determine appropriate sources for gathering 

information. 








4.10.G - Deliver a variety ofpresentations, using 

visualmaterials as appropriate. 




4.6.I - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic 







14




5.2.A - Use context clues and text structures to determine 

the meaning of new vocabulary. 

5.2.E - Use knowledge of roots and affixes to determine 

the meanings of complex words. 



5.4.B - Recognize the difference between cause and effect 

and fact and opinion to analyze text. 


5.5.A - Describe and analyze the elements of character 

development. 




5.5.D - Differentiate between the points of view in narrative 

text. 

5.5.E - Demonstrate comprehension by inferring themes, 

patterns and symbols. 



5.5G - Explain how figurative language expresses ideas 

and conveys mood. 


5.7.A - Use narrative strategies (e.g., dialogue and action) 

to develop characters, plot and setting and to maintain a 

consistent point of view. 

5.7.B - Write responses to literature 

that extend beyond the summary and support judgments 

through references to the text. 

RESEARCH 

5.9.C - Organize information in a systemic way. 


5.10.D - Select an organizational structure appropriate to 

the topic, audience, setting and purpose. 







5.2.F - Use multiple resources to enhance comprehension 

of vocabulary. 




analyze and draw inferences from content and to gain 




5.4.D - Identify arguments and persuasive techniques 

used in informational text. 









5.5.F - Identify similarities & differences of various literary 

forms and genres. 



WRITING - Writing Application 

5.7.D - Produce informational essays or reports that 

convey a clear and accurate perspective and support the 

main ideas with facts, details, examples and explanations. 


5.10.A - Use effective listening strategies, summarize 

major ideas and draw logical inferences from presentations 

and visual media. 

5.10.B - Explain a speaker’s point of view & use of 

persuasive techniques in presentations & visual media. 

5.10.F - Give presentations using a variety of delivery 

methods, visual materials and technology. 

READING - Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 

5.3.A - Determine a purpose for reading & use a range of reading comprehension strategies to better understand text. 




5.3.D - Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. 

WRITING – Writing Process 

5.6.A - Generate writing topics and establish a purpose appropriate for the audience. 

5.6.B - Determine audience andpurpose for self-selected and assigned writing tasks. 

5.6.C - Clarify ideas for writing assignments by using graphics or other organizers. 

5.6.D - Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among 

paragraphs and the logic and effectiveness of word choices. 




5.2.C- Apply knowledge of connotation and denotation to 

learn the meanings of words. 

5.2.D Use knowledge of symbols, acronyms, word origins 

and derivations to determine the meanings of unknown 

words. 







5.4.C Explain how main ideas connect to each other in a 

variety of sources. 



5.4.E - Explain the treatment, scope and organization of 

ideas from different texts to draw conclusions about a 

topic. 





text. 



5.5.G - Explain how figurative language expresses ideas 



5.7.B - Write responses to literature 

that extend beyond the summary and support judgments 

through references to the text. 

RESEARCH 

5.9.C - Organize information in a systemic way. 


5.10.C - Vary language choice and use effective 

presentation techniques, including voice modulation and 

enunciation. 










analyze and draw inferences from content and to gain 




5.4.E - Explain the treatment, scope and organization of 

ideas from different texts to draw conclusions about a 

topic. 



text. 






5.7.D - Produce information essays or reports that convey 

a clear and accurate perspective and support the main 

ideas with facts, details, examples and explanations. 

RESEARCH 

5.9.E - Communicate findings orally, visually and in writing 





5.10.E - Present ideas in a logical sequence and use 

effective introductions and conclusions that guide and 

inform a listener’s understanding of key idea. 

5.6.E - Select more effective vocabulary when editing by using a variety of resources & reference materials 

5.6.F - Edit to improve fluency, grammar and usage. 

5.6.G - Apply tools to judge the quality of writing. 

5.6.H - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic 


Writing - Writing Conventions 

5.8.A. - Use correct spelling conventions. 

5.8.B - Use conventions of punctuation and capitalization in written work. 

5.8.C - Use grammatical structures to effectively communicate ideas in writing. 

15

GRADE 5 ELA ARTS SCOPE AND SEQUENCE (VERSION 2) 





5.2.C- Apply knowledge of connotation and denotation to 


5.2.D - Use knowledge of symbols, acronyms, word origins 

and derivations to determine the meanings of unknown 

words. 











5.5.A - Describe and analyze the elements of character 

development. 








5.7.B - Write responses to literature that extend beyond the 

summary and support judgments through references to 

the text. 

RESEARCH 

5.9.A - Formulate open-ended RESEARCH questions 

suitable for inquiry and investigation and develop a plan for 

gathering information. 

5.9.B - Locate and summarize important information from 

multiple sources. 


5.10.D - Select an org. structure appropriate to the topic, 

audience, setting & purpose. 



5.2.C- Apply knowledge of connotation &denotation to 


5.2.D - Use knowledge of symbols, acronyms, word origins 

& derivations to determine the meanings of unknown 

words. 
















text. 







5.7.C - Produce letters that address audience needs, 

stated purpose and context in a clear and efficient 

manner. 

RESEARCH 

5.9.C - Organize information in a systematic way. 

5.9.E - Communicate findings orally, visually and in writing 



5.10.A - Use effective listening strategies, summarize 

major ideas and draw logical inferences from presentations 


READING - Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 





5.3.D - Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. 



5.6.B - Determine audience andpurpose for self-selected and assigned writing tasks. 









5.2.C - Apply knowledge of connotation and denotation to 






5.4.A Use text features and graphics to organize, analyze 

and draw inferences from content and to gain additional 

information. 












5.7.B - Write responses to literature that extend beyond the 

summary and support judgments through references to 

the text. 

5.7.C - Produce letters (e.g., business, letters to the editor, 

job applications) that address audience needs, stated 

purpose and context in a clear and efficient manner. 

RESEARCH 





5.10.F - Give presentations using avariety of delivery 

methods,visual materials and technology. 







narrative text. 




5.7.D - Produce informational essays or reports that 

convey a clear and accurate perspective and support the 

main ideas with facts, details, examples and 

explanations. 

RESEARCH 

5.9.A - Formulate open-ended RESEARCH questions 

suitable for inquiry and investigation and develop a plan 

for gathering information. 

5.9.B - Locate & summarize important information from 

multiple sources. 


5.9.D - Acknowledge quoted and paraphrased 

information and document sources used. 

5.9.E - Communicate findings orally, visually and in 



5.10.F - Give presentations using avariety of delivery 

methods,visual materials andtechnology. 



5.6.E - Select more effective vocabulary when editing by using a variety of resources & reference materials 





WRITING- Writing Conventions 

5.8.A. - Use correct spelling conventions. 

5.8.B - Use conventions of punctuation and capitalization in written work. 

5.8.C - Use grammatical structures to effectively communicate ideas in writing. 

16










6.4.A - Use text features and graphics 

to organize, analyze and draw inferences from 

content and to gain additional information. 





6.5.C - Identify the elements of plot 

and establish a connection between an element and 

a future event 

WRITING - Writing Conventions 

6.8.A - Use correct spelling conventions. 

6.8.B - Use conventions of punctuation & 


6.8.C - Use grammatical structures to effectively 

communicate ideas in writing. 




6.2.A - use context clues and text structures to 
















connection between an element and a future event 









6.10.A - Use effective listening strategies, 

summarize major ideas and draw logical inferences 

from presentations and visual media. 


presentation techniques, including voice modulation 

and enunciation. 

READING- Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 

6.3.A - Determine a purpose for reading and use a range of reading comprehensionstrategies to better 

understand text. 

6.3.B - Apply effective reading comprehension strategies, including summarizing and making predictions, 

and comparisons using information in text, between text and across subject areas. 


6.3.D - Apply self-monitoring strategies to clarify confusions about text and to monitor comprehension. 





6.6.D - Use revision strategies to improve the overall organization, the clarity & consistency of ideas within & 

among paragraphs & the logic & effectiveness of word choices 

6.6.E - Select more effective vocabulary when editing by using a variety of resources & reference materials. 





















6.8.B - Use conventions of punctuation and 




6.6.F - Edit to improve fluency, grammar & usage. 

RESEARCH 

6.9.B - Locate and summarize important information 

from multiple sources. 


6.10.B - Explain a speaker's point ofview & use of 

persuasive techniques in presentations & visual 

media. 






6.2.A - use context clues and text structures to 



origins and derivations to determine the meanings of 

unknown words. 







6.4.D - Identify arguments and persuasive 

techniques used in informational text. 



themes, patterns and symbols.. 







6.6.F - Edit to improve fluency, grammar & usage. 

RESEARCH 




6.10.E - Present ideas in a logical sequence & use 

effective introductions & conclusions that guide & 

inform a listener's understanding of key ideas. 


6.6.H - Prepare writing forpublication that is legible,follows an appropriateformat and uses techniquessuch 


WRITING- Writing Application 

6.7.A - Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to 

maintain a consistent point of view. 

6.7.B - Write responses to literature that extend beyond the summary and support judgments through 

references to the text. 

6.7.C - Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, 

stated purpose and context in a clear and efficient manner. 

6.7.D - Produce informational essays 

or reports that convey a clear and accurate perspective and support the main ideas with facts, details, 

examples and explanations. 

6.7.E - Use persuasive strategies, including establishing a clear position in support of a proposition or a 

proposal with organized and relevant evidence. 

17











6.4.D - Identify arguments & persuasive techniques 













RESEARCH 

6.9.A - Formulate open-ended RESEARCH 

questions suitable for inquiry & investigation & 

develop a plan for gathering information. 




6.10.B - Explain a speaker's point of view & use of 


media. 




effective introductions and conclusions that guide 

and inform a listener's understanding of key ideas. 

6.10.F - Give presentations using a variety of 

delivery methods, visual materials and technology. 





about a topic 
















RESEARCH 










6.3.B - Apply effective reading comprehension strategies, including summarizing and making predictions, and 








6.6.D - Use revision strategies to improve the overall organization, the clarity & consistency of ideas within & among 

paragraphs & the logic & effectiveness of word choices 

6.6.E - Select more effective vocabulary when editing by using a variety of resources & reference materials. 









6.2.E - Use knowledge of roots & affixes to 


















RESEARCH 










effective introductions & conclusions that guide & 

inform a listener's understanding of key ideas. 


delivery methods, visual materials and technology. 




















RESEARCH 




6.10.B - Explain a speaker's point ofview & use of 


media 

6.6.H - Prepare writing forpublication that is legible,follows an appropriateformat and uses techniquessuch as electronic 



6.7.A - Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a 


6.7.B - Write responses to literature that extend beyond the summary and support judgments through references to the 

text. 

6.7.C - Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose 

and context in a clear and efficient manner. 

6.7.D - Produce informational essays 

or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and 

explanations. 

6.7.E - Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with 

organized and relevant evidence. 

18




7.2.A - use context clues and textstructures to 


7.2.B - Infer word meaning through 

identification and analysis of analogies and 

other word relationships. 







7.4.A - Use text features and graphics to 

organize, analyze and draw inferences from 


7.4.B - Recognize the difference between 

cause & effect andfact and opinion to analyze 

text. 





7.5.C - Identify the elements of plot and 

establish a connection between an element 

and a future event. 



7.2.D - Use knowledge of symbols, acronyms, 

word origins and derivations to determine the 

meanings of unknown words. 







7.8.C - Use grammatical structures to 

effectively communicate ideas in writing. 















7.6.C - Clarify ideas for writingassignments by usinggraphics or other organizers. 





7.4.C - Explain how main ideas connect to 

each other in a variety of sources. 


7.5.G - Explain how figurative language 

expresses ideas and conveys mood. 


7.10.D - Select an organizational structure 

appropriate to the topic, audience, setting and 

purpose. 





7.5.D - Differentiate between the points of view 

in narrative text. 

RESEARCH 

7.9.B - Locate and summarize important 

information from multiple sources. 

7.9.C - Organize information in a systematic 

way. 


7.10.E - Present ideas in a logical sequence 

and use effective introductions and conclusions 

that guide and inform a listener's 

understanding of key ideas. 



7.6.E - Select more effective vocabulary when editing by using a variety of resources and reference materials. 








7.7.B - Write responses to literature that extend beyond the summary & support judgments through references to the 

text. 



7.7.D - Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas 

with facts, details, examples and explanations. 

7.7.E - Use persuasive strategies,including establishing aclear position in support of a proposition or a proposalwith 

organized and relevantevidence. 

19





7.4.F - Determine the extent to which a 

summary accurately reflects the main idea, 

critical details and underlying meaning of 

original text. 


7.5.E - Demonstrate comprehension 

by inferring themes, patterns 

and symbols. 

RESEARCH 


questions suitable for inquiry and investigation 

and develop a plan for gathering information. 



7.9.E - Communicate findings orally, visually 

and in writing or through multimedia. 


7.10.B - Explain a speaker's point of view and 

use of persuasive techniques in presentations 






organization of ideas from different texts to 

draw conclusions about a topic. 





7.8.C - Use grammatical structures to 

effectively communicate ideas in writing. 


7.10.C - Vary language choice and use 

effective presentation techniques, including 

voice modulation and enunciation. 















7.6.C - Clarify ideas for writingassignments by usinggraphics or other organizers. 





7.4.C - Explain how main ideas connect to 

each other in a variety of sources. 




7.5.D - Differentiate between the points of view 

in narrative text. 

7.5.G - Explain how figurative language 

expresses ideas and conveys mood. 

RESEARCH 

7.9.B - Locate and summarize important 

information from multiple sources. 

7.9.C - Organize information in a systematic 

way. 


7.10.D - Select an organizational structure 

appropriate to the topic, audience, setting and 

purpose. 

7.10.E - Present ideas in a logical sequence 

and use effective introductions and conclusions 

that guide and inform a listener's 

understanding of key ideas. 



7.2.A - use context clues and textstructures to 


7.2.B - Infer word meaning through 

identification and analysis of analogies and 

other word relationships. 







7.4.A - Use text features and graphics to 

organize, analyze and draw inferences from 


7.4.B - Recognize the difference between 

cause & effect andfact and opinion to analyze 

text. 





Preview 8 th (early 1st) 



7.6.E - Select more effective vocabulary when editing by using a variety of resources and reference materials. 








7.7.B - Write responses to literature that extend beyond the summary & support judgments through references to the 

text. 



7.7.D - Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas 

with facts, details, examples and explanations. 

7.7.E - Use persuasive strategies,including establishing aclear position in support of a proposition or a proposalwith 

organized and relevantevidence. 

20




8.2.D - Explain how different events have 

influenced and changed the English language. 



8.4.A - Evaluate how features and 

characteristics make information accessible 

and useable and how structures help authors 

achieve their purposes. 


8.5.A - Analyze interactions between 

characters in READING - Literary Text and 

how the interactions affect the plot. 

8.5.C - Identify the structural elements of the 

plot and explain how an author develops 

conflicts and plot to pace the events in 





8.4.C - Analyze whether graphics supplement 

textual information and promote the author's 

purpose. 


8.5.B - Explain and analyze how the context of 

setting and the author's choice of point of view 

impact a READING - Literary Text. 

WRITING - Writing Applications 

8.7.A - Compose narratives that establish a 

specific setting, plot and a consistent point of 

view, and develop characters by using sensory 

details and concrete language. 



8.2.C - Recognize the importance and function 

of figurative language. 



8.4.D - Explain and analyze how an author 

appeals to an audience and develops an 

argument or viewpoint in text. 

8.4.E - Utilize multiple sources pertaining to a 

singular topic to critique the various ways 

authors develop their ideas (e.g., treatment, 

scope and organization). 


8.5.D - Identify similar recurringthemes across 

different works. 

8.5.E - Analyze the use of a genre to express a 

theme or topic. 

WRITING - Writing Process 

8.6.A - Formulate writing ideas and identify a 

topic appropriate to the purpose and audience. 








WRITING - Writing Applications 

8.7.E - Write a persuasive piece that states a 

clear position, includes relevant information 

and offers compelling evidence in the form of 

facts and details. 


8.10.B - Analyze the techniques used by 

speakers and media to influence an audience, 

and evaluate the effect this has on the 

credibility of a speaker or media message. 

8.10.F - Provide persuasive presentations that 

used varied speaking techniques and 

strategies and include a clear controlling idea 

or thesis. 


8.3.A - Apply reading comprehension strategies to understand grade-appropriate text. 

8.3.B - Demonstrate comprehensionof print and electronic text by responding to questions(e.g., literal, differential, 

evaluative and synthesizing). 

8.3.C - use appropriate self-monitoring strategies for comprehension. 


8.6.A - Formulate writing ideas and identify a topic appropriate to the purpose and audience. 

8.6.B - Determine the usefulness of organizers and apply appropriate pre-writing tasks. 

8.6.C - Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, 

effectiveness of word choice and transitions between paragraphs, passages or ideas. 

8.6.D - Edit to improve sentence fluency, grammar and usage. 

8.6.E - Apply tools to judge the quality of writing. 

8.6.F - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic 




8.7.A - Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by 

using sensory details and concrete language. 

8.7.B - Write responses to literature that extend beyond the summary and support references to the text, other works, 

other authors or to personal knowledge. 

8.7.C - Produce letters (e.g., business,letters to the editor, jobapplications) that follow theconventional style appropriateto 

the text, include appropriatedetails and exclude extraneousdetails and inconsistencies. 

8.7.D - Use documented textual evidence to justify interpretations of literature or to support a RESEARCH topic. 

8.7.E - Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence 

in the form of facts and details. 

21




8.2.E - Apply knowledge of roots and affixes to 

determine the meanings of complex words 

and subject area vocabulary. 

8.2.F - use multiple resources to enhance 













plot & explain how an author develops conflicts 

& plot to pace the events in READING - 

Literary Text. 

RESEARCH 


questions suitable for investigation and adjust 

questions as necessary while RESEARCH is 

conducted. 

8.9.B - Evaluate the usefulness & credibility of 

data and sources. 

8.9.C - Organize information from various 

resources & select appropriate sources to 

support central ideas, concepts and themes. 






















RESEARCH 

8.9.D - Use style guides to produce oral & 

written reports that give proper credit for 

sources and include an acceptable format for 

source acknowledgement. 

8.9.E - Communicate findings,reporting on the 

substance and processes orally,visuallyand in 







purpose. 






8.10.C - Evaluate the content and purpose of a 

presentation by analyzing the language and 

delivery choices made by a speaker. 

8.10.E - Give informational presentations that 

present ideas in a logical sequence, include 

relevant facts and details from multiple sources 

and use a consistent organizational structure. 










plot & explain how an author develops conflicts 

& plot to pace the events in READING - 

Literary Text. 






8.10.D - Demonstrate an understanding of 

effective speaking strategies by selecting 

appropriate language and adjusting 

presentation techniques. 

Revisit all informational text and READING - 

Literary Text benchmarks that need review 

and reinforcement 



8.3.B - Demonstrate comprehensionof print and electronic text by responding to questions(e.g., literal, differential, 






8.6.C - Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, 












8.7.C - Produce letters (e.g., business,letters to the editor, jobapplications) that follow theconventional style appropriateto 





22








setting and the author's choice of point of 

view impact a READING - Literary Text. 


plot and explain how an author develops 

conflicts and plot to pace the events in 


9.5.F - Identify and analyze how an author 

uses figurative language, sound devices and 

literary techniques to shape plot, set meaning 

and develop tone. 

WRITING CONVENTIONS 

9.8.A - Use correct spellingconventions. 

9.8.B - Use correct punctuation and 

capitalization 

9.8.C - Demonstrate understanding of the 

grammatical conventions of the English 

language. 

RESEARCH 

9.9.B - Evaluate the usefulness and credibility 

of data and sources. 


9.10.A - Use a variety of strategies to enhance 

listening comprehension. 



9.2.C - Recognize the importance and function 

of figurative language. 





















language. 

RESEARCH 








9.3.B - Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, 






9.6.C - Use revision strategies toimprove the style, variety of sentence structure, clarity ofthe controlling idea, logic, 

effectiveness of word choiceand transitions between paragraphs, passages or ideas. 





















9.8.B - Use correct punctuation & capitalization 



language. 

RESEARCH 


















language. 

RESEARCH 






RESEARCH 

9.9.C - Organize information from various 

resources and select appropriate sources to 







9.7.C - Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate 

to the text, include appropriate details and exclude extraneous details and inconsistencies. 




23





9.4.B - Identify examples of rhetorical devices 

and valid and invalid inferences, and explain 

how authors use these devices to achieve their 

purposes and reach their intended audiences. 



purpose. 


appeals to an audienceand develops an 



9.5.D - Identify similar recurring themes across 


RESEARCH 




conducted. 

9.9.D - Use style guides to produce oral and 


sources (e.g., words, ideas, images and 

information) and include an acceptable format 

for source acknowledgement. 


9.10.D - Demonstrate an understanding of 






9.2.D - Explain how different events have 









9.5.G - Explain techniques used by authors to 

develop style. 

RESEARCH 

9.9.E - Communicate findings, reporting on the 

substance and processes orally, visually 



9.10.B - Analyze the techniques used by 
















9.6.C - Use revision strategies toimprove the style, variety of sentence structure, clarity ofthe controlling idea, logic, 

effectiveness of word choiceand transitions between paragraphs, passages or ideas. 








9.2.A - Use context clues and text structures 

to determine the meaning of new vocabulary. 

9.2.B - Examine the relationships of analogical 

statements to infer word meanings. 












9.8.B - Use correct punctuation & capitalization 



language. 


9.10.C - Evaluate the content and purpose of a 

presentation by analyzing the language and 


9.10.G - Give presentations using a variety of 

delivery methods, visual displays and 

technology. 













language. 

RESEARCH 




9.10.F - Provide persuasive presentations that 

used varied speaking techniques and 


or thesis. 






9.7.C - Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate 

to the text, include appropriate details and exclude extraneous details and inconsistencies. 




24

GRADE 10 ELA SCOPE AND SEQUENCE (VERSION 2) 



10.2.A - Use context clues and text structures 

to determine the meaning of new vocabulary. 

10.2.E - Apply knowledge of roots and affixes 

to determine the meanings of complex words 


10.2.F - Use multiple resources to enhance 



10.8.A - Use correct spelling conventions. 

10.8.B - Use correct punctuation and 

capitalization. 

10.8.C - Demonstrate understanding of the 


language. 

RESEARCH 

10.9.A - Formulate open-ended RESEARCH 



conducted. 

10.9.B - Evaluate the usefulness and credibility 


10.9.C - Organize information from various 



Oral and Visual Communications 

10.10.A - Use a variety of strategies to 

enhance listening comprehension. 



10.2.B - Examine the relationships of 

analogical statements to infer word meanings. 


10.5.A - Analyze interactions between 



10.5.B - Explain and analyze how the context 

of setting and the author's choice of point of 

view impact a READING - Literary Text. 







language. 

RESEARCH 




conducted. 







10.3.A - Apply reading comprehension strategies to understand grade-appropriate text. 

10.3.C - use appropriate self-monitoring strategies for comprehension. 

10.3.B - Demonstrate comprehensionof print and electronic text by responding to questions(e.g., literal, 

inferential,evaluative and synthesizing). 


10.6.A - Formulate writing ideas and identify a topic appropriate to the purpose and audience. 

10.6.B - Determine the usefulness of organizers and apply appropriate pre-writing tasks. 

10.6.C - Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, 


10.6.D - Edit to improve sentence fluency, grammar and usage. 

10.6.E - Apply tools to judge the quality of writing. 

10.6.F - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as 






10.4.C - Analyze whether graphics supplement 


purpose. 







language. 

RESEARCH 






10.9.D - Use style guides to produce oral and 







10.2.D - Explain how different events have 




10.4.A - Evaluate how features and 




10.4.B - Identify examples of rhetorical devices 

and valid and invalid inferences, and explain 

how authors use these devices to achieve their 

purposes and reach their intended audiences. 

10.4.D - Explain and analyze how an author 







RESEARCH 






10.9.E - Communicate findings,reporting on the 

substanceand processes orally,visuallyand in 



10.7.A - Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters 

by using sensory details and concrete language. 

10.7.B - Write responses to literature that extend beyond the summary and support references to the text, other works, 


10.7.C - Produce letters (e.g., business,letters to the editor, jobapplications) that follow theconventional style appropriateto 


10.7.D - Use documented textual evidence to justify interpretations of literature or to support a RESEARCH topic. 

10.7.E - Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence 


25

GRADE 10 ELA SCOPE AND SEQUENCE (VERSION 2) 



10.2.D - Explain how different events have 








language. 

RESEARCH 




conducted. 




10.10.B - Analyze the techniques used by 




10.10.C - Evaluate the content and purpose of 

a presentation by analyzing the language and 









language. 

RESEARCH 




conducted. 




10.10.D - Demonstrate anunderstanding of 




10.10.E - Give informational presentations that 







10.4.E - Utilize multiple sources pertaining to a 










language. 


10.10.F - Provide persuasive presentations 

that use varied speaking techniques and 


or thesis. 








language. 

RESEARCH 




conducted. 








10.9.E - Communicate findings,reporting on the 

substanceand processes orally,visuallyand in 



10.10.G - Give presentations using a variety of 


technology. 


10.3.A - Apply reading comprehension strategies to understand grade-appropriate text. 

10.3.C - use appropriate self-monitoring strategies for comprehension. 

10.3.B - Demonstrate comprehensionof print and electronic text by responding to questions(e.g., literal, 

inferential,evaluative and synthesizing). 


10.6.A - Formulate writing ideas and identify a topic appropriate to the purpose and audience. 

10.6.B - Determine the usefulness of organizers and apply appropriate pre-writing tasks. 

10.6.C - Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, 


10.6.D - Edit to improve sentence fluency, grammar and usage. 

10.6.E - Apply tools to judge the quality of writing. 

10.6.F - Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as 




10.7.A - Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters 

by using sensory details and concrete language. 

10.7.B - Write responses to literature that extend beyond the summary and support references to the text, other works, 


10.7.C - Produce letters (e.g., business,letters to the editor, jobapplications) that follow theconventional style appropriateto 


10.7.D - Use documented textual evidence to justify interpretations of literature or to support a RESEARCH topic. 

10.7.E - Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence 


26



Acquisition of Vocabulary 

11.2.A - Verify meanings of words by the 

author's use of definition, restatement, 

example, comparison, contrast and cause and 

effect. 

11.2.C - Explain the influence of the English 

language on world literature, communications 

and popular culture. 

11.2.D - Apply knowledge of roots, affixes and 

phrases to aid understanding of content area 

vocabulary. 

11.2.E - Use multiple resources to enhance 


READING-Informational, Technical and 


11.4.B - Identify & analyze examples of 

rhetorical devices & valid & invalid inferences. 

11.4.D - Synthesize the content from several 

sources on a single issue or written by a single 

author, clarifying ideas and connecting them to 

other sources and related topics. 



11.8.B - Use correct punctuation & 



11.10.A - Use a variety of strategies to 

enhance listening comprehension. 




11.4.D - Synthesize the content from 

several sources on a single issue or written by 

a single author, clarifying ideas and connecting 

them to other sources and related topics. 


11.5.A - Analyze and evaluate the five 

elements (e.g., plot, character, setting, point of 

view and theme) in READING - Literary Text. 

11.5.B - Explain ways characters confront 

similar situations and conflict. 

11.5.D - Analyze how an author uses figurative 

language and literary techniques to shape 

plot and set meaning. 






11.10.A - use a variety of strategies to enhance 




11.2.B - Distinguish the relationship of word 

meanings between pairs of words encountered 

in analogical statements. 













11.5.C - Recognize and analyze characteristics 

of subgenres and literary periods. 








technology. 














11.5.E - Critique an author's style. 





11.8.C - Demonstrate understanding of 


language. 


11.10.C - Select and use effective speaking 

strategies for a variety of audiences, situations 

and purposes. 


11.3.A - Apply reading comprehension strategies to understand grade-appropriate texts. 



11.3.C - Use appropriate self-monitoring strategies for comprehension. 


11.6.A - Formulate writing ideas, and identify a topic appropriate to the purpose and audience. 

11.6.B - Select and use an appropriate organizational structure to refine and develop ideas for writing. 

11.6.C - Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence 

variety, clarity and consistency of writing. 

11.6.D - Apply editing strategies to eliminate slang and improve conventions. 


11.6.F - Prepare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the 

final product. 



11.7.A - Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions 

about life. 

11.7.B - Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and 

that understand the author's use of stylistic devices and effects created. 

11.7.C - Produce functional documents that report, organize and convey information and ideas accurately, foresee 

readers' problems or misunderstandings and that include formatting techniques that are user friendly. 

11.7.D - Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include 

relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure. 

11.7.E - Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal 

anecdotes, examples, beliefs, expert opinions or cause-effect reasoning. 

27




11.5.A - Analyze & evaluate the five elements 

(e.g., plot, character, setting, point of view and 

theme) in READING - Literary Text. 






11.4.A - Analyze the features and structures of 

documents and critique them for their 

effectiveness. 

11.4.C - Critique the effectiveness and validity 

of arguments in text and whether they achieve 

the author's purpose. 

RESEARCH 



and adjust questions as necessary while 

RESEARCH is conducted. 

11.9.C - Evaluate the usefulness and credibility 

of data and sources and synthesize information 







contain a clear perspective, present ideas from 

multiple sources in logical sequence and 

include a consistent organizational structure. 




11.4.B - Identify and analyze examples of 

rhetorical devices and valid and invalid 

inferences. 











language. 



strategies for a variety of audiences, 

situations and purposes. 































language. 

RESEARCH 

11.9.E - Communicate findings, reporting on 

the substance and processes orally, visually 



11.10.D - Give persuasive presentations 

that structure ideas and arguments in a logical 

fashion, clarify and defend positions with 

relevant evidence and anticipate and address 

the audience's concerns. 
















11.4.E - Analyze an author's implicit and 

explicit philosophical assumptions and beliefs 

about a subject. 







language. 



about life. 









28







effect. 

12.2.B - Distinguish the relationship of word 

meanings between pairs of words encountered 

in analogical statements. 

12.2.C - Explain the influence of the English 

language on world literature, communications 

and popular culture. 

12.2.D - Apply knowledge of roots, affixes and 

phrases to aid understanding of content area 

vocabulary. 












language. 






effect. 



















language. 

















I Acquisition of Vocabulary 




effect. 






















language. 






effect. 











12.5.D - Analyze how an author uses figurative 

language and literary techniques to shape plot 

and set meaning. 








language. 



about life. 









. 

29







effect. 





12.4.B - Identify and analyze examples of 

rhetorical devices and valid and invalid 

inferences. 

12.4.C - Critique the effectiveness and validity 

of arguments in text and whether they achieve 

the author's purpose. 












language. 






effect. 









12.4.E - Analyze an author's implicit and 

explicit philosophical assumptions and beliefs 

about a subject. 

RESEARCH 



and adjust questions as necessary while 

RESEARCH is conducted. 

12.9.B - Compile, organize and evaluate 

information, take notes and summarize 

findings. 


12.10.B - Evaluate the clarity, quality, 

effectiveness and overall coherence of a 

speaker's key points, arguments, evidence, 

organization of ideas, delivery, diction and 

syntax. 







RESEARCH 

12.9.C - Evaluate the usefulness and credibility 

of data and sources and synthesize information 


12.9.D - Use style guides to produce oral and 





12.9.E - Communicate findings, reporting on 

the substance and processes orally, visually 







contain a clear perspective, present ideas from 

multiple sources in logical sequence and 

include a consistent organizational structure. 



technology. 






effect. 












12.10.D - Give persuasive presentations that 

structure ideas and arguments in a logical 

fashion, clarify and defend positions with 

relevant evidence and anticipate and address 

the audience's concerns. 



technology. 


















about life. 









30

MATHEMATICS 

PreK-12 

31

GRADE PREKINDERGARTEN MATHEMATICS SCOPE AND SEQUENCE (VERSION 2) 


Number, Number Sense and Operations 

PK. 1.B - Recognize, classify, compare and 

order whole numbers. 

Geometry and Spatial Sense 

PK.3.C - Sort and compare two-dimensional 

figures and three-dimensional objects 

according to their characteristics and 

properties. 

PK.3.F - Describe location, using comparative 

(before, after),directional (above, below), 

and positional (first, last) words. 

Patterns, Functions and Algebra 

PK.4.A - Sort, Classify and order objects by 

size, number and other properties, and 

describe the attributes used. 

Data Analysis and Probability 

PK.5.B – Sort and classify objects by 

attributes, and organize data into categories in 

a simple table or chart. 



PK.1.A – Use place value concepts to 

represent whole numbers using numerals, 

words and physical models. 

PK.1.B – Recognize, classify, compare and 


PK.1.F – Count, using numerals and ordinal 

numbers. 





properties. 


PK.4.C – Create and extend patterns, and 

describe the rule in words. 


Number, Number Sense and 

Operations 





numbers. 

PK.1.G – Model, represent and explain 

addition as combining sets and counting on. 

PK.1.H – Model, represent and explain 

subtraction as comparison, take-away and 

part-to-whole. 

Measurement 

PK.2.C – Develop common referents for units 

of measure for length, weight, volume 

(capacity) and time to make comparisons and 

estimates. 





properties. 


(before, after), directional (above, below), 

and positional (first, last) words. 


PK.4.B – Extend sequence of sounds and 

shapes or simple number patterns, and create 

and record similar patterns. 


Numbers, Number Sense and Operations 

PK.1.B – Recognize, classify, compare and 


PK.1.D – Determine the value of a collection of 

coins and dollar bills. 


numbers. 

Measurement 

PK.2.B - Select appropriate units for length, 

weight, volume (capacity) and time, using: 

* objects; i.e., non-standard 

units, 

* U.S. customary units: inch, 

foot, yard, ounce, pound, 

cup, quart, gallon, minute, 

hour, day, week, and year; 

* metric units: centimeter, 

meter, gram and liter. 




estimates. 






PK.1.B – Recognize, classify, compare and order whole numbers. 

PK.1.F – Count, using numerals and ordinal numbers. 

PK.6.A – Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. 

PK.6.B – Identify and restate in own words the question or problem and the information needed to solve the problem. 

PK.6.C – Generate alternative strategies to solve problems. 

PK.6.D – Evaluate the reasonableness of predictions, estimations and solutions. 

PK.6.E – Use a variety of mathematical representations flexibly and appropriately to organize record and communicate mathematical ideas. 

PK.6.F – Draw pictures and use physical models to represent problem situations and solutions. 

PK.6.G – Use invented and conventional symbols and common language to describe a problem situation and solution. 

PK.6.H – Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols. 

PK.6.I – Communicate mathematical thinking by using everyday language and appropriate mathematical language. 

32

GRADE PREKINDERGARTEN MATHEMATICS SCOPE AND SEQUENCE (VERSION 2) 



PK.1.D – Determine the value of a collection of 



numbers. 






Measurement 


weight, volume(capacity) and time, using: 

* objects; i.e., non-standard units, 

* U.S. customary units: inch, foot, yard, ounce, 

pound, cup, quart, gallon, minute, hour, day, 

week, and year; 

* metric units: centimeter, meter, gram and 

liter. 




estimates. 










numbers. 






Measurement 




estimates. 





properties. 


(before, after), directional (above, below), and 

positional (first, last) words. 



Operations 




numbers. 






Measurement 


weight, volume 

(capacity) and time, using: 






liter. 




estimates. 





properties. 







Operations 





numbers. 











PK.5.A – Pose questions and gather data 

about everyday situations and familiar objects. 

PK.5.B – Sort and classify objects by 

attributes, and organize data into categories in 

a simple table or chart. 


PK.6.A – Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. 

PK.6.B – Identify and restate in own words the question or problem and the information needed to solve the problem. 

PK.6.C – Generate alternative strategies to solve problems. 

PK.6.D – Evaluate the reasonableness of predictions, estimations and solutions. 

PK.6.E – Use a variety of mathematical representations flexibly and appropriately to organize record and communicate mathematical ideas. 

PK.6.F – Draw pictures and use physical models to represent problem situations and solutions. 

PK.6.G – Use invented and conventional symbols and common language to describe a problem situation and solution. 

PK.6.H – Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols. 

PK.6.I – Communicate mathematical thinking by using everyday language and appropriate mathematical language. 

33

GRADE KINDERGARTEN MATHEMATICS SCOPE AND SEQUENCE (VERSION 2) 



K.1.A - Use place value concepts to represent 

whole numbers using numerals, words and 

physical models. 

Measurement 

K.2.C – Develop common referents for units of 

measure for length, weight, volume (capacity) 

and time to make comparisons and estimates. 


K.3.C – Sort and compare two-dimensional 



properties. 

K.3.F - Describe location, using comparative 

(before, after), directional (above, below), and 

positional (first, last) words. 


K.4.A - Sort, classify, and order objects by size, 

number and other properties, and describe the 

attributes used. 

K.4.B. – Extend sequences of sounds and 



K.4.C – Create and extend patterns, and 







K.1.B - Recognize, classify, compare and order 

whole numbers. 

K.1.F - Count, using numerals and ordinal 

numbers. 

K.1.I – Model, represent and explain 

multiplication as repeated addition, rectangular 

arrays and skip counting. 


K.5.A - Pose questions and gather data about 

everyday situations and familiar objects. 

K.5.B - Sort and classify objects by attributes, 

and organize data into categories in a simple 

table or chart. 



K.1.J – Model, represent and explain division 

as sharing equally, repeated subtraction and 

rectangular arrays. 


K.3.C - Sort and compare two-dimensional 



properties. 


K.4.A – Sort, classify and order objects by size, 



K.4.B – Extend sequences of sounds and 



K.4.D – Model problem situations, using 

objects, pictures, numbers and other symbols. 


K.5.B - Sort and classify objects by attributes, 











numbers. 

K.1.G – Model, represent and explain addition 

as combining sets and counting on. 

K.1.H – Model, represent and explain 



K.1.I – Model, represent and explain 



K.1.J – Model, represent and explain division 

as sharing equally, repeated subtraction and 



K.4.B – Extend sequences of sounds and 





K.4.D – Model problem situations, using 



K.1.A – Use place value concepts to represent whole numbers using numerals, words and physical models. 

K.1.B – Recognize, classify, compare and order whole numbers. 

K.1.F – Count, using numerals and ordinal numbers 

K.6.A – Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. 

K.6.B – Identify and restate in own words the question or problem and the information needed to solve the problem. 

K.6.C – Generate alternative strategies to solve problems. 

K.6.D – Evaluate the reasonableness of predictions, estimations and solutions. 

K.6.E – Use a variety of mathematical representations flexibly and appropriately to organize record and communicate mathematical ideas. 

K.6.F – Draw pictures and use physical models to represent problem situations and solutions. 

K.6.G – Use invented and conventional symbols and common language to describe a problem situation and solution. 

K.6.H – Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols. 

K.6.I – Communicate mathematical thinking by using everyday language and appropriate mathematical language. 

34

GRADE KINDERGARTEN MATHEMATICS SCOPE AND SEQUENCE (VERSION 2) 



K.1.D - Determine the value of a collection of 


K1.F – Count, using numerals and ordinal 

numbers. 

Measurement 

K.2.B – Select appropriate units for length, 







liter. 

K.2.C - Develop common referents for units of 




K.3.C - Sort and compare two-dimensional 



properties. 





K.4.D - Model problem situations, using 



Measurement 

K.2.B – Select appropriate units for length, 







liter. 




K.2.D – Apply measurement techniques to 

measure length, weight and volume (capacity). 















numbers. 

K.1.G – Model, represent and explain addition 


K.1.H – Model, represent and explain 



K.1.K – Demonstrate fluency in addition facts 

with addends through 9 and corresponding 

subtractions. 











numbers. 

K.1.I - Model, represent and explain 



Measurement 










K.1.A – Use place value concepts to represent whole numbers using numerals, words and physical models. 

K.1.B – Recognize, classify, compare and order whole numbers. 

K.1.F – Count, using numerals and ordinal numbers 

K.6.A – Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. 

K.6.B – Identify and restate in own words the question or problem and the information needed to solve the problem. 

K.6.C – Generate alternative strategies to solve problems. 

K.6.D – Evaluate the reasonableness of predictions, estimations and solutions. 

K.6.E – Use a variety of mathematical representations flexibly and appropriately to organize record and communicate mathematical ideas. 

K.6.F – Draw pictures and use physical models to represent problem situations and solutions. 

K.6.G – Use invented and conventional symbols and common language to describe a problem situation and solution. 

K.6.H – Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols. 

K.6.I – Communicate mathematical thinking by using everyday language and appropriate mathematical language. 

35

GRADE 1 MATHEMATICS SCOPE AND SEQUENCE (VERSION 2) 



1.1.B - Recognize, classify, compare and order 


1.1.G - Model, represent and explain addition 


1.1.H - Model, represent and explain 



1.1.K - Demonstrate fluency in addition facts 


subtractions. 

1.1.L – Demonstrate fluency in adding and 

subtraction of multiples of 10, and recognize 

combinations that make 10. 



1.1.B – Recognize, classify, compare and 


1.1.G – Model, represent and explain addition 


1.1.H – Model, represent and explain 



1.1.K – Demonstrate fluency in addition facts 


subtractions. 





1.4.D – Evaluate the reasonableness of 

predictions, estimations and solutions. 


1.5.A – Pose questions and gather data about 


1.5.B – Sort and classify objects by attributes, 



1.5.C – Represent data using objects, picture 

graphs and bar graphs. 










1.1.K - Demonstrate fluency in addition facts 


subtractions. 


1.3.A - Describe and create plane figures: 

circle, rectangle, square, triangle, hexagon, 

trapezoid, parallelogram and rhombus, and 

identify them in the environment. 

1.3.C - Sort & compare two-dimensional 

figures & three-dimensional objects 

according to their characteristics & properties. 

1.3.D - Identify, explain and model 

(superposition, copying) the concept of shapes 

being congruent and similar. 

1.3.E - Recognize two- and three- dimensional 

objects from different positions. 

1.3.G - Identify and draw figures with line 

symmetry 


1.4.A – Analyze and extend patterns, and 


1.4.D – Evaluate the reasonableness of 

predictions, estimations and solutions. 



1.1.C - Represent commonly used fractions 

using words and 


1.1.J Model, represent and explain division as 

sharing equally, repeated subtraction and 



1.3.F - Describe location, using 

comparative (before, after), 

directional (above, below), 

and positional (first, last) 

words. 


1.4.B - Extend sequences of sounds and 



1.4.C - Create and extend patterns, and 


1.4.D - Model problem situations, using 



1.5.B - Sort and classify objects by attributes, 



1.5.C - Represent data using objects, picture 

graphs and bar 

graphs. 

1.5.D – Describe the probability of chance 

events as more, less or equally likely to occur. 


1.1.K – Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions. 

1.1.F – Count, using numerals and ordinal numbers. 

1.1.L - Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. 

1.6.A – Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. 

1.6.B – Identify and restate in own words the question or problem and the information needed to solve the problem. 

1.6.C – Generate alternative strategies to solve problems. 

1.6.D – Evaluate the reasonableness of predictions, estimations and solutions. 

1.6.E – Use a variety of mathematical representations flexibly and appropriately to organize record and communicate mathematical ideas. 

1.6.F – Draw pictures and use physical models to represent problem situations and solutions. 

1.6.G – Use invented and conventional symbols and common language to describe a problem situation and solution. 

1.6.H – Recognize the mathematical meaning of common words and phrases, and relate everyday language to mathematical language and symbols. 

1.6.I – Communicate mathematical thinking by using everyday language and appropriate mathematical language. 

36




1.1.A – Use place value concepts to represent 












1.1.A - Use place value concepts to represent 



1.1.D – Determine the value of a collection of 


1.1.E – Make change using coins for values up 

to one dollar. 

Measurement 

1.2.C – Develop common referents for units of 




1.4.D – Model problem situations, using 




1.1.A – Use place value concepts to represent 










1.1.K - Demonstrate fluency in 

addition facts with addends 

through 9 and corresponding 

subtractions. 







1.4.F – Represent an unknown quantity as a 

variable using a symbol, such as , , . 






Measurement 

1.2.A – Explain the need for standard units of 

measure. 

1.2.D – Apply measurement techniques to 




1.1.F – Count, using numerals and ordinal numbers. 

1.1.L - Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. 










37







2.1.H – Model, represent and explain 



2.1.K – Demonstrate fluency in addition facts 


subtractions. 

2.1.M – Add and subtract two-digit numbers 

with and without regrouping. 




2.4.E - Solve open sentences and explain 

strategies. 

2.4.F - Represent an unknown quantity as a 

variable using a symbol, such as , , . 








2.1.I – Model, represent and explain 










2.5.A – Pose questions and gather data about 






graphs and bar graphs. 

2.5.D - Describe the probability of chance 

events as more, less or equally likely to occur. 



2.3.A - Describe and create plane figures: 

circle, rectangle, square, triangle, hexagon, 

trapezoid, parallelogram and rhombus, and 

identify them in the environment. 

2.3.B - Describe solid objects: cube, 

rectangular prism, sphere, cylinder, cone and 

pyramid, and identify them in the environment 

2.3.C - Sort and compare two-dimensional 



properties. 

2.3.D – Identify, explain & model 

(superposition, copying) the concept of shapes 

being congruent and similar. 

2.3.E – Recognize two-and three-dimensional 

objects from different positions. 

2.3.G - Identify and draw figures with line 

symmetry. 












2.1.C – Represent commonly used fractions 

using words and physical models. 


subtracting multiples of 10, and recognize 






2.1.L – Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. 










38








subtracting multiples of 10, and recognize 






graphs and bar 

graphs. 



2.1.D - Determine the value of a collection of 


2.1.E - Make change using coins for values up 

to one dollar. 

Measurement 

2.2.B - Select appropriate units for length, 







liter. 

2.2.C - Develop common referents for units of 







Measurement 

2.2.B - Select appropriate units for length, 







liter. 

2.2.C - Develop common referents for units of 



2.2.D - Apply measurement techniques to 


2.2.E - Recognize that using different units of 

measurement will yield different numbers for 

the same measurement. 











2.1.D - Determine the value of a collection of 


2.1.I - Model, represent and explain 



2.1.J - Model, represent and explain division as 

sharing equally, repeated subtraction and 



with and without regrouping 



2.1.L – Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. 










39




3.1.A - Use place value structure of the baseten 

number system to read, write, represent 

and compare whole numbers and decimals. 

3.1.F – Count money and make change using 

both coins and paper bills. 


3.4.B – Use patterns to make predictions, 

identify relationships, and solve problems. 

3.4.E – Use variables to create and solve 

equations representing problem situations. 


3.5.D – Read, interpret and construct graphs in 

which icons represent more than a single unit 

or intervals greater than one; e.g., each = 

10 bicycles or intervals on an axis are multiples 

of 10. 



3.1.G – Model & use commutative &associative 

properties for addition & multiplication. 

3.1.H – Use relationships between operations, such 

as subtraction as the inverse of addition and division 

as the inverse of multiplication. 

3.1.J - Estimate the results of whole number 

computations using a variety of strategies, and 

judge the reasonableness. 


3.4.E – Use variables to create and solve equations 

representing problem situations. 

3.4.F – Construct and use a table of values to solve 

problems associated with mathematical 

relationships. 


3.5.A – Gather & organize data from surveys & 

classroom experiments, including data collected 

over a period of time. 

3.5.B Read & interpret tables, charts, graphs (bar, 

picture, line, line plot), & timelines as sources of 

information, identify main idea, draw conclusions, & 

make predictions. 

3.5.C – Construct charts, tables, and graphs to 

represent data, including picture graphs, bar 

graphs, line graphs, line plots & Venn 

diagrams. 

3.5.D – Read, interpret & construct graphs in which 

icons represent more than a single unit or intervals 

greater than one; e.g., each = 10 bicycles or 

intervals on an axis are multiples of 10. 

3.5.E – Describe data using mode, median & range. 



3.1.H – Use relationships between operations, 

such as subtraction as the inverse of addition 

and division as the inverse of multiplication. 

N.1.I – Demonstrate fluency in multiplication 

facts with factors through 10 and 

corresponding divisions. 

3.1.L – Use a variety of methods and 

appropriate tools (mental math, paper and 

pencil, calculators) for computing with whole 

numbers. 





3.5.F - Conduct a simple probability experiment 

and draw conclusions about the likelihood of 

possible outcomes. 

3.5.G - Identify and represent possible 

outcomes, such as arrangements of a set of up 

to four members and possible combinations 

from several sets, each containing 2 or 3 

members. 

3.5.H – Use the set of possible outcomes to 

describe and predict events. 



3.1.H – Use relationships between operations, 

such as subtraction as the inverse of addition 

and division as the inverse of multiplication. 


facts with factors through 10 and 

corresponding divisions. 




numbers. 

Measurement 

3.2.A - Select appropriate units for perimeter, area, 

weight, volume (capacity), time and 

temperature, using: 

* objects of uniform size; 

* U.S. customary units; e.g., mile, square inch, cubic 

inch, second, degree Fahrenheit, and other units as 

appropriate; 

* metric units; e.g., millimeter, kilometer, square 

centimeter, kilogram, cubic centimeter, degree 

Celsius, and other units as appropriate. 

3.2.D – Identify appropriate tools and apply counting 

techniques for measuring side lengths, perimeter 

and area of squares, rectangles, and simple 

irregular two-dimensional shapes, volume of 

rectangular prisms, and time and temperature. 

3.2.E – Tell time to the nearest minute. 


3.4.A – Analyze and extend patterns, and describe 

the rule in words. 

3.4.E – Use variables to create and solve equations 



3.1.K - Analyze and solve multi-step problems involving addition, subtraction, multiplication and division of whole numbers. 

3.1.L - Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. 

3.6.A – Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check. 

3.6.B – Use an organized approach and appropriate strategies to solve multi-step problems. 

3.6.C – Interpret results in the context of the problem being solved; e.g., the solution must be a whole number of buses when determining the number of buses necessary to transport students. 

3.6.D – Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork. 

3.6.E – Link concepts to procedures and to symbolic notation; e.g., model 3 x 4 with a geometric array, represent one-third by dividing an object into three equal parts. 

3.6.F – Recognize relationships among different topics within mathematics; e.g., the length of an object can be represented by a number. 

3.6.G – Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation. 

3.6.H – Recognize basic valid and invalid arguments, and use examples and counter examples, models, number relationships, and logic to support or refute. 

3.6.I – Represent problem situations in a variety of forms (physical model, diagram, in words or symbols), and recognize when some ways of representing a problem may be more helpful than others. 

3.6J – Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. 

3.6.K – Use mathematical language to explain and justify mathematical ideas, strategies and solutions. 

40






and compare whole numbers & decimals. 

3.1.B - Recognize and generate equivalent 

representations for whole numbers, fractions 

and decimals. 

3.1.C - Represent commonly used fractions 

and mixed numbers using words and physical 

models. 

3.1.D - Use models, points of reference and 

equivalent forms of commonly used fractions to 

judge the size of fractions and to compare, 

describe and order them. 





Measurement 


weight, volume (capacity), time and 



* U.S. customary units; e.g., mile, square inch, 

cubic inch, second, degree Fahrenheit, and 

other units as appropriate; 





measure for length, weight, volume (capacity) and 

time to make comparisons and estimates. 

3.2.D – Identify appropriate tools and apply counting 






3.3.A - Provide rationale for groupings and 

comparisons of two-dimensional figures and threedimensional 

objects. 

3.3.D – Identify and draw right, obtuse, acute and 

straight angles. 

3.3.E – Use attributes to describe, classify and 

sketch plan figures and build solid objects. 


3.4.A – Analyze and extend patterns, and describe 

the rule in words. 

3.4.B – Use patterns to make predictions, identify 

relationships, and solve problems. 

3.4.E - Use variables to create and solve equations 



Measurement 

3.2.D – Identify appropriate tools and apply 

counting techniques for measuring side 

lengths, perimeter and area of squares, 

rectangles, and simple irregular twodimensional 

shapes, volume of rectangular 

prisms, and time and temperature. 


3.3.A - Provide rationale for groupings and 

comparisons of two-dimensional figures 

and three-dimensional objects. 


sketch plan figures and build solid objects. 

3.3.H – Identify and describe line and rotational 

symmetry in two-dimensional shapes and 

designs. 




facts with factors through 10 & corresponding 

divisions. 

3.1.L – Use a variety of methods & appropriate 

tools (mental math, paper and pencil, 

calculators) for computing with whole numbers. 




3.1.K – Analyze and solve multi-step problems 

involving addition, subtraction, multiplication 

and division of whole numbers. 



3.1.L - Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. 












41







4.1.F - Count money and make change using 

both coins and paper bills. 




numbers. 

4.1.M – Add and subtract commonly used 

fractions with like denominators and decimals, 

using models and paper and pencil. 


4.5.B - Read and interpret tables, charts, 

graphs (bar, picture, line, line plot), and 

timelines as sources of information, identify 

main idea, draw conclusions, and make 

predictions. 

4.5.C - Construct charts, tables and graphs to 


graphs, line graphs, line plots and Venn 

diagrams. 





and compare whole numbers and decimals. 

4.1.J – Estimate the results of whole number 



4.1.L - use a variety of methods &appropriate 

tools (mental math, paper & pencil, calculators) 

for computing with whole numbers. 




4.4.B - Use patterns to make predictions, 


4.4.C - Write and solve open sentences and 

explain strategies. 

4.4.D - Represent an unknown quantity as a 

variable using a symbol, including letters. 

4.4.E - Use variables to create and solve 


4.4.F – Construct and use a table of values to 

solve problems associated with mathematical 


4.4.G – Describe how a change in one variable 

affects the value of a related variable. 



4.1.E – Recognize and classify numbers as 

prime or composite and list factors. 




4.1.K – Analyze and solve multi-step problems 

involving addition, subtraction, multiplication 

and division of whole numbers. 

4.1.L - use a variety of methods and 

appropriate tools (mental 

math, paper and pencil, 

calculators) for computing 

with whole numbers. 


4.4.B - Use patterns to make 

predictions, identify 

relationships, and solve problems. 


Measurement 

4.2.B – Know that the number of units is 

inversely related to the size of the unit for any 

item being measured. 





4.5.A – Gather and organize data from surveys 

and classroom experiments, including data 

collected over a period of time. 


represent data, 

including picture graphs, bar 

graphs, line graphs, line 

plots and Venn diagrams. 

4.5.E – Describe data using mode, median and 

range. 


4.1.I - Demonstrate fluency in multiplication facts with factors through 10 and corresponding division. 


4.1.L - use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. 










4.6.J – Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. 


42



Measurement 


weight, volume (capacity), time & 



* U.S. customary units; e.g. ,mile, square inch, cubic 

inch, second, degree Fahrenheit, and other units 

as appropriate; 





measure for length, weight, volume (capacity) and 

time to make comparisons and estimates. 

4.2.D – Identify appropriate tools &apply counting 






4.3.A – Provide rationale for groupings & 

comparisons of two-dimensional figures & threedimensional 

objects. 

4.3.B – Describe and identify point, lines and planes 

in the environment. 

4.3.C – Describe & identify intersecting, parallel and 

perpendicular lines or segments in the environment. 


sketch plane figures and build solid objects. 

4.3.F – Develop definitions of classes of shapes. 

4.3.I – Describe, identify & model reflections, 

rotations & translations, using physical materials. 

4.3.J – Describe a motion or series of 

transformations that show two shapes are 

congruent. 






4.1.B - Recognize and generate 

equivalent representations for whole numbers, 

fractions and decimals. 

4.1.D - Use models, points of reference and 

equivalent forms of commonly used 

fractions to judge the size of fractions and to 

compare, describe and order them. 




4.1.M - Add and subtract commonly used 

fractions with like denominators and decimals, 

using models and paper and pencil. 






4.4.D - Represent an unknown quantity as a 

variable using a symbol, including letters. 



graphs (bar, picture, line, line plot), & timelines 

as sources of information, identify main idea, 

draw conclusions, and make predictions. 



4.3.G – Find and name locations in coordinate 

systems. 








4.4.E Use variables to create and solve 


4.4.G – Describe how a change in one variable 

affects the value of a related variable. 


4.5.B – Use an organized approach and 

appropriate strategies to solve multi-step 

problems. 



graphs, line graphs, line plots and Venn 

diagrams. 

4.5.F - Conduct a simple probability experiment 

and draw conclusions about the likelihood of 

possible outcomes. 

4.5.G - Identify and represent possible 

outcomes, such as arrangements of a set of 

up to four members and possible combinations 

from several sets, each containing 2 or 3 

members. 


4.1.I - Demonstrate fluency in multiplication facts with factors through 10 and corresponding division. 


4.1.L - use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. 


















graphs (bar, picture, line, line plot), and 

timelines as sources of information, identify 

main idea, draw conclusions, and make 

predictions. 

43

GRADE 5 MATH ARTS SCOPE AND SEQUENCE (VERSION 2) 



5.1.F – Apply number system properties when 

performing computations. 

5.1.E – Use order of operations, including 

parenthesis and exponents to solve multi-step 

problems, and verify and interpret the results. 

5.1.I - Use a variety of strategies, including 

proportional reasoning, to estimate, compute, 

solve and explain solutions to problems 

involving integers, fractions, decimals and 

percents. 


5.4.A – Describe, extend and determine the 

rule for patterns and relationships occurring in 

numeric patterns, computation, geometry, 

graphs and other applications. 

5.4.B – Represent, analyze and generalize a 

variety of patterns and functions with tables, 

graphs, words and symbolic rules. 

5.4.C – Use variables to create and solve 

equations and inequalities representing 

problem situations. 

5.4.E – Use rules and variables to describe 

patterns, functions and other relationships. 

5.4.G – Write, algebraic expressions, simplify 

and evaluate. 




parenthesis and exponents to solve multi-step 

problems, and verify and interpret the results. 





percents. 

Measurement 

5.2.B – Convert units of length, area, volume, mass 

and time within the same measurement system. 

5.2.F – Analyze and explain what happens to area 

and perimeter or surface area and volume when the 

dimensions of an object are changed. 


5.4.A – Describe, extend & determine the rule for 

patterns & relationships occurring in numeric 

patterns, computation, geometry, graphs & other 

applications. 

5.4.B – Represent, analyze & generalize a variety of 

patterns &functions with tables, graphs, words & 

symbolic rules. 

5.4.C – Use variables to create & solve equations & 

inequalities representing problem situations. 

5.4.E – Use rules and variables to describe patterns, 

functions and other relationships. 

5.4.F – Use representations, such as tables, graphs 

and equations, to model situations and to solve 

problems, especially those that involve linear 


5.4.G – Write, algebraic expressions, simplify and 

evaluate. 

5.4.K Graph linear equations and inequalities. 



5.1.B – Compare, order and convert among 

fractions, decimals and percents. 

5.1.H – Use and analyze the steps in standard 

and non-standard algorithms for computing 

with fractions, decimals and integers. 





percents. 


5.6.A - Clarify problem-solving situation and identify potential solution processes; e.g., consider different strategies and approaches to a problem, restate problem from various perspectives. 

5.6.B - Apply and adapt problem-solving strategies to solve a variety of problems, including unfamiliar and non-routine problem situations. 

5.6.C - Use more than one strategy to solve a problem, and recognize there are advantages associated with various methods. 

5.6.D - Recognize whether an estimate or an exact solution is appropriate for a given problem situation. 

5.6.E - Use deductive thinking to construct informal arguments to support reasoning and to justify solutions to problems. 

5.6.F - Use inductive thinking to generalize a pattern of observations for particular cases, make conjectures, and provide supporting arguments for conjectures. 

5.6.G - Relate mathematical ideas to one another and to other content areas; e.g., use area models for adding fractions, interpret graphs in reading, science and social studies. 

5.6.H - Use representations to organize and communicate mathematical thinking and problem solutions. 

5.6.I - Select, apply, and translate among mathematical representations to solve problems; e.g., representing a number as a fraction, decimal or percent as 

appropriate for a problem. 

5.6.J - Communicate mathematical thinking to others and analyze the mathematical thinking and strategies of others. 

5.6.K - Recognize and use mathematical language and symbols when reading, writing and conversing with others. 





5.1.D – Use models and pictures to relate 

concepts of ratio, proportion and percent. 


5.4.B – Represent, analyze and generalize a 



5.4.C – Use variables to create and solve 



5.4.E – Use rules and variables to describe 


5.4.F – Use representations, such as tables, 

graphs and equations, to model situations and 

to solve problems, especially those that involve 

linear relationships. 

5.4.G – Write, algebraic expressions, simplify 

and evaluate. 

5.4.K Graph linear equations and inequalities 

5.4.L – Analyze functional relationships, and 

explain how a change in one quantity results in 

a change in the other. 


5.5.A – Read, create and use line graphs, 

histograms, circle graphs, box-and-whisker 

plots, stem-and-leaf plots, and other 

representations when appropriate. 

44

GRADE 5 MATH ARTS SCOPE AND SEQUENCE (VERSION 2) 










histograms, circle graphs, box-and-whisker plots, 

stem-and-leaf plots, & other representations. 

5.5.C – Evaluate interpretations and conclusions as 

additional data are collected, modify conclusions 

and predictions and justify new findings. 

5.5.D – Compare increasingly complex displays of 

data, such as multiple sets of data on the same 

graph. 

5.5.E – Collect, organize, display and interpret data 

for a specific purpose or need. 

5.5.F – Determine and use the range, mean, median 

and mode to analyze and compare data, and 

explain what each indicates about the data. 

5.5.H – Find all possible outcomes of simple 

experiments or problem situation, using methods 

such as lists, arrays and tree diagrams. 

5.5.I – Describe the probability of an event using 

ratios, including fractional notation. 

5.5.J – Compare experimental and theoretical 

results for a variety of simple experiments. 

5.5.K – Make and justify predictions based on 

experimental and theoretical probabilities. 


Measurement 

5.2.A – Select appropriate units to measure angles, 

circumference, surface area, mass and volume, 

using: *U.S. customary units; e.g., degree, square 

feet, pounds, and other units as appropriate. 

*Metric units; e.g., square meters, kilograms and 

other units as appropriate. 

5.2.B – Convert units of length, area, volume, mass 

and time within the same measurement system. 

5.2.C – Identify appropriate tools and apply 

appropriate techniques for measuring angles, 

perimeter or circumference and area of triangles, 

quadrilaterals, circles and composite shapes, and 

surface area and volume of prisms and cylinders. 

5.2.E – Use problem solving techniques & tech as 

needed to solve problems involving length, weight, 

perimeter, area, volume, time & temperature. 


5.3.A – Identify & label angle parts & the regions 

defined within the plane where the angle resides. 

5.3.B – Draw circles & identify & determine the 

relationships among the radius, diameter, center & 

circumference. 

5.3.D – Identify, describe and classify types of line 

pairs, angles, two-dimensional figures and threedimensional 

objects using their properties. 

5.3.F – Describe & use the concepts of congruence, 

similarity and symmetry to solve problems. 

5.3.G – Describe and use properties of triangles to 

solve problems involving angle measure and side 

lengths of right triangles. 

5.3.I – Identify and draw three-dimensional objects 

from different views (top, side, front, and 

perspective). 

5.3.J – Apply properties of equality &proportionality 

to solve problems involving congruent or similar 

figures; e.g., create a scale drawing. 



5.1.A – Represent and compare numbers less 

than 0 through familiar applications and 

extending the number line. 

5.1.F – Apply number system properties when 

performing computations. 


5.3.C – Specify locations and plot ordered 

pairs on a coordinate plane. 


5.4.A – Describe, extend and determine the rule for 

patterns and relationships occurring in numeric 

patterns, computation, geometry, graphs and other 

applications. 

5.4.B – Represent, analyze and generalize a variety 

of patterns and functions with tables, graphs, words 

and symbolic rules. 

5.4.C – Use variables to create and solve equations 

and inequalities representing problem situations. 

5.4.E – Use rules and variables to describe patterns, 

functions and other relationships. 





5.4.G – Write, algebraic expressions, simplify and 

evaluate. 


5.4.L – Analyze functional relationships, and explain 

how a change in one quantity results in a change in 

the other. 



histograms, circle graphs, box-and-whisker plots, 

stem-and-leaf plots, and other representations when 

appropriate. 










5.6.I - Select, apply, and translate among mathematical representations to solve problems; e.g., representing a number as a fraction, decimal or percent as appropriate for a problem. 








parenthesis and exponents to solve multistep 

problems, and verify and interpret the 

results. 





percents. 


5.4.A – Describe, extend and determine the 




5.4.F – Use representations, such as tables, 

graphs and equations, to model situations 

and to solve problems, especially those that 

involve linear relationships. 

5.4.K Graph linear equations and 

inequalities. 

45




Operations 

6.1.E - Use order of operations, including use 

of parenthesis and exponents to solve 

multi-step problems, and verify and interpret 

the results. 

6.1.G - Apply and explain the use of prime 

factorizations, common factors, and common 

multiples in problem situations. 

6.1.H - Use and analyze the steps in standard 





6.1.C - Develop meaning for percents, 

including percents greater than 100 and less 

than 1. 

6.1.D - Use models and pictures to relate 

concepts of ratio, proportion and percent. 





percents. 



6.4.A - Describe, extend and determine the 




6.4.C - Use variables to create and solve 



6.4.D - Use symbolic algebra to represent and 

explain mathematical relationships. 

6.4.E - Use rules and variables to describe 


6.4.G - Write, simplify and evaluate algebraic 

expressions. 



6.5.A - Read, create and use line graphs, 




6.5.B - Interpret data by looking for patterns 

and relationships, draw & justify conclusions, 

and answer related questions. 

6.5.D - Compare increasingly complex displays 

of data, such as multiple sets of data on the 

same graph. 

6.5.E - Collect, organize, display and interpret 

data for a specific purpose or need. 

6.5.F - Determine and use the range, mean, 

median and mode to analyze and compare 

data, and explain what each indicates about 

the data. 

6.5.G - Evaluate conjectures and predictions 

based upon data presented in tables and 

graphs, and identify misuses of statistical data 

and displays. 

6.5.K - Make and justify predictions based on 














46



Measurement 

6.2.C - Identify appropriate tools and apply 

appropriate techniques for measuring 

angles, perimeter, or circumference and area 

of triangles, quadrilaterals, circles and 

composite shapers, and surface area and 

volume of prisms and cylinders. 


6.3.D - Identify, describe and classify types of 

line pairs, angles, two-dimensional figures and 

three-dimensional objects using their 

properties. 

6.3.F - Describe and use the concepts of 

congruence, similarity and symmetry to solve 

problems. 

6.3.G - Describe and use properties of 

triangles to solve problems involving angle 

measures and side lengths of right triangles. 

6.3.H - Predict and describe results (size, 

position, orientation) of transformations of 

two-dimensional figures. 

6.3.J - Apply properties of equality and 

proportionality to solve problems involving 

congruent or similar figures; e.g., creating a 

scale drawing 


Measurement 

6.2.E - Use problem solving techniques and 

technology as needed to solve problems 

involving length, weight, perimeter, area, 

volume, time and temperature. 

6.2.F - Analyze and explain what happens to 

area and perimeter or surface area and volume 

when the dimensions of an object are changed. 

6.2.G - Understand and demonstrate the 

independence of perimeter and area for 

two-dimensional shapes and of surface area 

and volume for three-dimensional shapes. 


6.3.I - Identify and draw three-dimensional 

objects from different views (top, side, front 

and perspective). 


6.4.J - Use formulas in problem-solving 

situations. 



6.4.H - Solve linear equations and inequalities 

symbolically, graphically and numerically. 

6.4.K - Graph linear equations and inequalities. 

6.4.L - Analyze functional relationships, and 

explain how a change in one quantity results in 

a change in the other. 

6.4.M - Approximate and interpret rates of 

change from graphical and numerical data. 



6.1.A - Represent and compare numbers less 

than 0 through familiar applications and 

extending the number line. 

Measurement 

6.2.D - Select a tool and measure accurately to 

a specified level of precision. 


6.3.C - Specify locations and plot ordered pairs 

on a coordinate plane. 

6.3.E - Use proportions to express 

relationships among corresponding parts of 

similar figures. 


6.4.B - Represent, analyze and generalize a 



6.4.F - Use representations, such as tables, 

graphs and equations, to model situations and 

to solve problems, especially those that involve 

linear relationships. 

6.4.I - Explain how inverse operations are used 

to solve linear equations. 













47




7.1.E - Use order of operations, including use 

of parenthesis and exponents to solve 

multi-step problems, and verify and interpret 

the results. 

7.1.G - Apply and explain the use of prime 

factorizations, common factors, and common 

multiples in problem situations. 

7.1.H - Use and analyze the steps in standard 





7.3.C - Specify locations and plot ordered pairs 

on a coordinate plane. 

7.3.D - Identify, describe and classify types of 

line pairs, angles, two-dimensional figures and 

three-dimensional objects using their 

properties. 

7.3.E - Use proportions to express 

relationships among corresponding parts of 

similar figures. 

7.3.F - Describe and use the concepts of 

congruence, similarity and symmetry to 

solve problems. 

7.3.G - Describe and use properties of 

triangles to solve problems involving angle 

measures and side lengths of right triangles. 

7.3.H - Predict and describe results (size, 

position, orientation) of transformations of 

two-dimensional figures. 



7.3.J - Apply properties of equality and 

proportionality to solve problems involving 

congruent or similar figures; e.g., creating a 

scale drawing. 


Measurement 

7.2.A - Select appropriate units to measure 

angles, circumference, surface area, mass and 

volume, using: 

* U.S. customary units; e.g., degrees, square 

feet, pounds, and other units as appropriate; 

* metric units; e.g., square meters, kilograms 

and other units as appropriate. 

7.2.B - Convert units of length, area, volume, 

mass and time within the same measurement 

system. 

7.2.C - Identify appropriate tools and apply 

appropriate techniques for measuring 

angles, perimeter, or circumference and area 

of triangles, quadrilaterals, circles and 

composite shapers, and surface area 

and volume of prisms and cylinders. 

7.2.D - Select a tool and measure accurately to 

a specified level of precision. 













48



Measurement 









7.5.A - Read, create and use line graphs, 




7.5.B - Interpret data by looking for patterns 

and relationships, draw and justify 

conclusions, and answer related questions. 

7.5.E - Collect, organize, display and interpret 

data for a specific purpose or need. 

7.5.F - Determine and use the range, mean, 

median and mode to analyze and compare 

data, and explain what each indicates about 

the data. 

7.5.G - Evaluate conjectures and predictions 

based upon data presented in tables and 

graphs, and identify misuses of statistical data 

and displays. 




variety of patterns and functions with 

tables, graphs, words and symbolic rules. 

7.4.F - Use representations, such as 

tables, graphs and equations, to model 

situations and to solve problems, especially 

those that involve linear relationships. 




7.5.H - Find all possible outcomes of simple 

experiments or problem situations, using 

methods such as lists, arrays and tree 

diagrams. 

7.5.I - Describe the probability of an event 

using ratios, including fractional notation. 

7.5.J - Compare experimental and theoretical 

results for a variety of simple experiments. 

7.5.K - Make and justify predictions based on 




Measurement 









7.4.G - Write, simplify and evaluate algebraic 

expressions. 

O.A.T Testing 




variety of patterns and functions with 

tables, graphs, words and symbolic rules. 

7.4.F - Use representations, such as 

tables, graphs and equations, to model 

situations and to solve problems, especially 

those that involve linear relationships. 















49

GRADE 8 MATHEMATICS ARTS SCOPE AND SEQUENCE (VERSION 2) 



8.1.C – Apply properties of operations and the 

real number system, and justify when they hold 

for a set of numbers. 

8.1.G – Estimate, compute & solve problems 

involving real numbers, including ratio, 

proportion and percent, and explain solutions. 

8.1.I - Estimate, compute and solve problems 

involving scientific notation, square roots and 

numbers with integer exponents. 


8.4.D – Use algebraic representations, such as 

tables, graphs, expressions, functions and 

inequalities, to model and solve problem 

situations. 

8.4.F – Solve and graph linear equations and 

equalities. 



8.1.A – Use scientific notation to express large 

numbers and numbers less than one. 

8.1.B – Identify subsets of the real number sys. 

8.1.C – Apply properties of operations and the real 

number system, and justify when they hold for a set 

of numbers. 

8.1.H – Find the square root of perfect squares and 

approximate the square root of non-perfect squares. 


involving real numbers, including ratio, proportion 

and percent, and explain solutions. 

8.1.I - Estimate, compute and solve problems 




8.4.C – Translate info from one representation 

(words, table, graph or equation) to another 

representation of a relation or function. 


tables, graphs, expressions, functions & inequalities, 

to model & solve problem situations. 


equalities, measurement techniques, tools and 

formulas, as appropriate, to find perimeter, 

circumference and area of circles, triangles, 

quadrilaterals and composite shapes, and to find 

volume of prisms, cylinders, and pyramids. 


8.3.E - Draw and construct representations of twoand 

three-dimensional geometric objects using a 

variety of tools, such as straightedge, compass and 

technology. 

8.3.F - Represent and model transformations in a 

coordinate plane and describe the results. 






Measurement 

8.2.A – Solve increasingly complex non-routine 

measurement problems and check for 

reasonableness of results. 

8.2.D - Use proportional reasoning and apply 

indirect measurement techniques, including 

right triangle trigonometry and properties of 

similar triangles, to solve problems involving 

measurements and rates. 

8.2.F – Write and solve real-world, multi-step 

problems involving money, elapsed time and 

temperature, and verify reasonableness of 

solutions. 

Geometry 

8.3.B – Describe and apply the properties of 

similar and congruent figures; and justify 

conjectures involving similarity & congruence. 






Measurement 

8.2.B - Use formulas to find surface area and 

volume for specified three-dimensional objects 

accurate to a specified level of precision. 

8.2.C – Apply indirect measurement 

techniques, tools & formulas, as appropriate, to 

find perimeter, circumference & area of circles, 

triangles, quadrilaterals & composite shapes, & 

to find volume of prisms, cylinders,& pyramids. 

8.2.E - Estimate and compute various 

attributes, including length, angle measure, 

area, surface area and volume, to a specified 

level of precision. 


8.3.C - Recognize & apply angle relationships 

in situations involving intersecting lines, 

perpendicular lines and parallel lines. 

8.3.D - Use coordinate geometry to represent 

and examine the properties of geometric 

figures. 

8.3.E - Draw and construct representations of twoand 

three-dimensional geometric objects using a 

variety of tools, such as straightedge, compass and 

technology. 






8.6.A – Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for 

acceptable solution. 

8.6.C – Recognize and use connections between equivalent representations and related procedures for a mathematical concept; e.g., zero of a function and the x-intercept of the graph of the function, apply proportional 

thinking when measuring, describing functions, and comparing probabilities. 

8.6.D – Apply reasoning processes and skills to construct logical verifications or counter-examples to test conjectures and to justify and defend algorithms and solutions. 

8.6.E – Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas. 

8.6.F – Use precise mathematical language and notations to represent problem situations and mathematical ideas. 

8.6.G – Write clearly and coherently about mathematical thinking and ideas. 

8.6.H – Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. 

50

GRADE 8 MATHEMATICS ARTS SCOPE AND SEQUENCE (VERSION 2) 







8.5.A – Create, interpret and use graphical displays 

and statistical measures to describe data; e.g., boxand-whisker 

plots, histograms, scatterplots, 

measures of center and variability. 

8.5.B – Evaluate different graphical representations 

of the same data to determine which is the most 

appropriate representation for an identified purpose. 

8.5.C - Compare the characteristics of the mean, 

median and mode for a given set of data, and 

explain which measure of center best represents the 

data. 

8.5.F - Construct convincing arguments based on 

analysis of data and interpretation of graphs. 

8.5.G - Describe sampling methods and analyze the 

effects of method chosen on how well the resulting 

sample represents the population. 

8.5.H - Use counting techniques, such as 

permutations and combinations, to determine 

the total number of options and possible outcomes. 

8.5.I - Design an experiment to test a theoretical 

probability, and record and explain results. 

8.5.J - Compute probabilities of compound events, 

independent events, and simple dependent events. 







8.4.B – Identify and classify functions as linear or 

nonlinear, and contrast their properties using tables, 

graphs or equations. 

8.4.C – Translate information from one 

representation (words, table, graph or equation) to 

another representation of a relation or function. 

8.4.E – Analyze and compare functions and their 

graphs using attributes, such as rates of change, 

intercepts and zeros. 

8.4.F – Solve and graph linear equations & 

inequalities. 

8.4.H – Solve systems of linear equations involving 

two variables graphically and symbolically. 

8.4.I – Model and solve problem situations involving 

direct and inverse variation. 

8.4.J – Describe and interpret rates of change from 

graphical and numerical data. 



8.1.G – Estimate, compute and solve problems 




8.4.A – Generalize and explain patterns and 

sequences in order to find the next term and 

the nth term. 

8.4.B – Identify and classify functions as linear 

or nonlinear, and contrast their properties using 

tables, graphs or equations. 




situations. 


inequalities. 

8.4.I – Model and solve problem situations 

involving direct and inverse variation. 




tables, graphs, expressions, functions & 

inequalities, to model & solve problem 

situations. 











51

GRADE 9 MATHEMATICS (ALGEBRA 1) SCOPE AND SEQUENCE (VERSION 2) 



9.1.B – Identify subsets of the real number 

system. 




9.1.D – Connect physical, verbal and symbolic 

representations of integers, rational numbers 

and irrational numbers. 

9.1.E – Compare, order & determine equivalent 

forms of real numbers. 

9.1.F – Explain the effects of operations on the 

magnitude of quantities. 




9.1.I – Estimate, compute and solve problems 



Measurement 

9.2.D – Use proportional reasoning and apply 

indirect measurement techniques, including right 

triangle trigonometry and properties of similar 

triangles, to solve problems involving measurements 

and rates. 

9.2.E – Estimate and compute various attributes, 

including length, angle measure, area, surface area 

and volume, to a specified level of precision. 

Patterns, Function and Algebra 







inequalities, to model and solve problem situations. 





for a set of numbers 





9.4.C – Translate information from one representation 

(words, table, graph or equation) 

to another representation of a relation or 

function. 


inequalities. 

9.4.J – Describe and interpret rates of change 

from graphical and numerical data. 


9.5.A – Create, interpret and use graphical 

displays and statistical measures to describe 

data; e.g., box-and-whisker plots, histograms, 

scatter plots, measure of center and variability. 






9.4.C – Translate information from one 

representation (words, table, graph or 

equation) to another representation of a 

relation or function. 

9.4.E – Analyze and compare functions and 

their graphs using attributes, such as rates of 

change, intercepts and zeros. 


inequalities. 

9.4.I – Model and solve problem situations 


9.4.J – Describe and interpret rates of change 

from graphical and numerical data. 



9.1.D – Connect physical, verbal and symbolic 

representations of integers, rational numbers 

and irrational numbers. 

9.1.E – Compare, order & determine equivalent 

forms of real numbers. 














inequalities. 

9.4.H – Solve systems of linear equations 

involving two variables graphically and 

symbolically. 











52

GRADE 9 MATHEMATICS (ALGEBRA 1) SCOPE AND SEQUENCE (VERSION 2) 






scatter plots, measures of center and 

variability. 




9.5.C – Compare the characteristics of mean, 



data. 

9.5.D – Find, use and interpret measures of center 

and spread, such as mean and quartiles, and use 

those measures to compare and draw conclusions 

about sets of data. 

9.5.E – Evaluate the validity of claims & predictions 

that are based on data by examining the 

appropriateness of the data collection and analysis. 

9.5.F – Construct convincing arguments based on 

analysis of data & interpretation of graphs. 

9.5.G – Describe sampling methods & analyze the 

effects of method chosen on how well the resulting 

sample represents the population. 

9.5.H – Use counting techniques, such as 

permutations & combinations, to determine the total 

number of options and possible outcomes. 

9.5.I – Design an experiment to test a theoretical 

probability, & record & explain results. 

9.5.J. – Compute probabilities of compound events, 

independent events, and simple dependent events. 

9.5K – Make predictions based on theoretical 

probabilities and experimental results. 














situations. 









9.4.G – Solve quadratic equations with real 

roots by graphing, formulas and factoring. 





scatter plots, measures of center and 

variability. 




9.5.C – Compare the characteristics of mean, 



data. 

9.5.D – Find, use and interpret measures of center 

and spread, such as mean and quartiles, and use 

those measures to compare and draw conclusions 

about sets of data. 











9.4.A – Generalize and explain patterns and 


the nth term. 







situations. 














53

GRADE 10 MATHEMATICS (GEOMETRY) SCOPE AND SEQUENCE (VERSION 2) 



10.1.D - Connect physical, verbal and 

symbolic representations of integers, rational 

numbers and irrational numbers. 

10.1.E - Compare, order and determine 

equivalent forms of real numbers. 

10.1.F - Explain the effects of operations on 

the magnitude of quantities. 



10.5.E - Evaluate the validity of claims and 

predictions that are based on data by 

examining the appropriateness of the data 

collection and analysis. 

10.5.F - Construct convincing arguments 

based on analysis of data and interpretation of 

graphs. 



10.5.I - Design an experiment to test a 

theoretical probability, and record and explain 

results. 

10.5.J - Compute probabilities of compound 

events, independent events, and simple 

dependent events. 



10.5.G - Describe sampling methods and 

analyze the effects of method chosen on how 

well the resulting sample represents the 

population. 

10.5.H - Use counting techniques, such as 

permutations and combinations, to determine 

the total number of options and possible 

outcomes. 

10.5.K - Make predictions based on theoretical 

probabilities and experimental results. 


10.6.A – Formulate a problem or mathematical model in response to a specific need or situation, determine information required solving the problem, choosing method for obtaining this information, 

and set limits for acceptable solution. 

10.6.C – Recognize and use connections between equivalent representations and related procedures for a mathematical concept; e.g., zero of a function and the x-intercept of the graph of the 

function, apply proportional thinking when measuring, describing functions, and comparing probabilities. 

10.6.D - Apply reasoning processes and skills to construct logical verifications or counter-examples to test conjectures and to justify and defend algorithms and solutions. 

10.6.E - Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas. 

10.6.F - Use precise mathematical language and notations to represent problem situations and mathematical ideas. 

10.6.G - Write clearly and coherently about mathematical thinking and ideas. 

10.6.H - Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. 

54

GRADE 10 MATHEMATICS (GEOMETRY) SCOPE AND SEQUENCE (VERSION 2) 



10.4.D - Use algebraic representations, such 

as tables, graphs, expressions, functions and 


situations. 

10.4.E - Analyze and compare functions and 

their graphs using attributes, such as 

rates of change, intercepts, and zeros. 

10.4.F - Solve and graph linear equations and 

inequalities. 

10.4.G - Solve quadratic equations with real 

roots by graphing, formula and factoring. 



10.4.H - Solve systems of linear equations 

involving two variables graphically and 

symbolically. 

10.4.I - Model and solve problem situations 


10.4.J - Describe and interpret rates 

of change from graphical and numerical data. 



10.3.C - Recognize and apply angle 

relationships in situations involving intersecting 

lines, perpendicular lines and parallel lines. 

10.3.D - Use coordinate geometry to represent 

and examine the properties of geometric 

figures. 

10.3.E - Draw and construct representations of 

two- and three-dimensional geometric objects 

using a variety of tools, such as straightedge, 

compass and technology. 

10.3.F - Represent and model transformations 

in a coordinate plane and describe the results. 

10.3.G - Prove or disprove conjectures and 

solve problems involving two- and threedimensional 

objects represented within a 

coordinate system. 


Measurement 

10.2.D - Use proportional reasoning 

and apply indirect measurement techniques, 

including right triangle trigonometry and 

properties of similar triangles, to solve 

problems involving measurements and rates. 

10.2.E - Estimate and compute various 

attributes, including length, angle measure, 

area, surface area and volume, to a specified 

level of precision. 

10.2.F - Write and solve real-world, multi-step 

problems involving money, elapsed time and 

temperature, and verify reasonableness of 

solutions. 


10.6.A – Formulate a problem or mathematical model in response to a specific need or situation, determine information required solving the problem, choosing method for obtaining this information, 

and set limits for acceptable solution. 

10.6.C – Recognize and use connections between equivalent representations and related procedures for a mathematical concept; e.g., zero of a function and the x-intercept of the graph of the 

function, apply proportional thinking when measuring, describing functions, and comparing probabilities. 

10.6.D - Apply reasoning processes and skills to construct logical verifications or counter-examples to test conjectures and to justify and defend algorithms and solutions. 

10.6.E - Use a variety of mathematical representations flexibly and appropriately to organize, record and communicate mathematical ideas. 

10.6.F - Use precise mathematical language and notations to represent problem situations and mathematical ideas. 

10.6.G - Write clearly and coherently about mathematical thinking and ideas. 

10.6.H - Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. 

55

GRADE 11 MATHEMATICS (Algebra II) SCOPE AND SEQUENCE (VERSION 1) 


Number, Number Sense & Operations,8-10 

B. Identify subsets of the real number system. 

C. Apply properties of operations and the real 

number system, and justify when they hold for 

a set of numbers. 

Patterns, Functions & Algebra, Grades 8-10 

B. Identify and classify functions as linear or 

nonlinear, and contrast their properties using 


D. Use algebraic representations, such as 



situations. 

E. Analyze and compare functions and their 

graphs using attributes, such as rates of 

change, intercepts, and zeros. 

G. Solve quadratic equations with real roots by 

graphing, formula and factoring. 

Patterns, Functions & Algebra, Grades11-12 

A. Analyze functions by investigating rates of 

change, intercepts, zeros, asymptotes, and 

local and global behavior. 

B. Use the quadratic formula to solve quadratic 

equations that have complex roots. 






situations. 

F. Solve and graph linear equations involving 









situations. 


Number, Number Sense & Operations,11-12 

D. Demonstrate fluency in operations with real 

numbers, vectors and matrices, using mental 

computation or paper and pencil calculations 

for simple cases and technology for more 

complicated cases. 

E. Represent and compute with complex 

numbers. 






graphing, formulas and factoring. 





B. Use the quadratic formula to solve quadratic 

equations that have complex roots. 





computation or paper and pencil calculations 




numbers. 






graphing, formulas and factoring. 






Mathematical Process Standards – Grades 11 - 12 

A. Construct algorithms for multi-step non-routine problems. 

D. Select and use various types of reasoning and methods of proof. 

E. Evaluate a mathematical argument and use reasoning and logic to judge its validity. 

H. Use formal mathematical language and notation to represent ideas, to demonstrate relationships within and among representation systems, and to formulae generalizations. 

I. Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. 

J. Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation 

to original problem situation. 

56

GRADE 11 MATHEMATICS (Algebra II) SCOPE AND SEQUENCE (VERSION 1) 



C. Apply factorials and exponents, including 

fractional exponents, to solve practical 

problems. 





situations. 






Data Analysis & Probability, Grades 11-12 

A. Create and analyze tabular and graphical 

displays of data using appropriate tools, 

including spreadsheets and graphing 

calculators. 

B. Use descriptive statistics to analyze and 

summarize data, including measures of center, 

dispersion, correlation and variability. 

C. Design and perform a statistical experiment, 

simulation or study; collect and interpret data; 

and use descriptive statistics to communicate 

and support predictions and conclusions. 

D. Connect statistical techniques to 

applications in workplace and consumer 

situations. 


Measurement, Grades 11 – 12 

C. Estimate and compute areas and volume in 

increasingly complex problem situations. 

Geometry and Spatial Sense, Grades 11 - 12 

A. Use trigonometric relationships to verify and 

determine solutions in problem situations 







C. Estimate and compute areas and volume in 

increasingly complex problem situations. 


A. Use trigonometric relationships to verify and 

determine solutions in problem situations 














57

GRADE 11/12 MATHEMATICS (PreCalculus) SCOPE AND SEQUENCE (VERSION 1) 


Geometry and Spatial Sense, Grades 8- 10 

H - Establish the validity of conjectures about 

geometric objects, their properties and 

relationships by counter-example, inductive 

and deductive reasoning, and critiquing 

arguments made by others. 


A - Generalize and explain patterns and 


the nth term. 


C - Use recursive functions to model and solve 

problems; e.g., home mortgages, annuities. 



A - Create and analyze tabular and graphical 



calculators. 


A - Analyze functions by investigating rates of 








calculators. 










calculators. 














58

GRADE 11/12 MATHEMATICS (PreCalculus) SCOPE AND SEQUENCE (VERSION 1) 



C. Translate information from one 

representation (words, tables, graph or 




C. Use recursive functions to model and solve 

problems; e.g., home mortgages, annuities. 


A. Demonstrate that vectors and matrices are 

systems having some of the same properties of 

the real number system. 

B. Develop an understanding of properties of 

and representations for addition and 

multiplication of vectors and matrices 



computations or paper and pencil calculations 




numbers. 


D. Solve problem situations involving derived 

measurements (e.g. density, acceleration) 


B. Represent transformations within a 

coordinate system using vectors and matrices. 










situations. 

H. Solve systems of linear equations involving 



D. Apply algebraic methods to represent and 

generalize problem situations involving vectors 

and matrices. 

H - Solve systems of linear equations involving 



B. Represent transformations within a 

coordinate system using vectors and matrices. 


A. Demonstrate that vectors and matrices are 

systems having some of the same properties of 

the real number system. 

B. Develop an understanding of properties of 

and representations for addition and 

multiplication of vectors and matrices. 



computations or paper and pencil calculations 




























59

SCIENCE 

PreK-12 

60

GRADE PREKINDERGARTEN SCIENCE SCOPE AND SEQUENCE (VERSION 2) 


Earth and Space Sciences 

PreK.1.A. Observe constant and 

changing patterns of objects in the day 

and night sky. 

PreK.1.C. Observe, describe and 

measure changes in weather, both long 

term and short term. 


Life Sciences 

PreK.2.C. Describe similarities and 

differences that exist among individuals 

of the same kind of plants and animals. 

Earth and Space Science 

PreK.1.B. Explain that living things cause 

changes on Earth. 



PreK.1.A. Observe constant and 

changing patterns of objects in the day 

and night sky. 

PreK.1.C. Observe, describe and 

measure changes in weather, both long 

term and short term. 


Physical Science 

PreK.3.B. Recognize that light, sound 

and objects move in different ways. 

(Indicator – Demonstrate understanding 

of motion-related words (e.g., up, down, 

fast, slow, rolling, jumping, backward, 

forward). 



PreK.1.C. Observe, describe and measure 

changes in weather, both long term and 

short term. 


PreK.3.A. Discover that many objects are 

made of parts that have different 

characteristics. Describe these 

characteristics and recognize an object 

may change. 

PreK.3.C. Recognize sources of energy 

and their uses. (Indicator - Explore familiar 

sources of the range of colors and the 

quality of light in the environment (e.g., 

prism, rainbow, sun, shadow). 


Life Sciences 

PreK.2.C. Describe similarities and 

differences that exist among individuals of 

the same kind of plants and animals. 


Life Sciences 

PreK.2.A. Discover that there are living and 

non-living things and pretend things, and 

describe the basic needs of living 

things(organisms) 

PreK.2.B.Explain how organisms function 

and interact with their physical 

environments. 



PreK.3.C. Recognize sources of energy 

and their uses. (Indicator - Explore musical 

instruments and objects and manipulate 

one’s own voice to recognize the changes 

in the quality of sound (e.g., talk about 

loud, soft, high, low, fast, slow).) 


PreK.3.B. Recognize that light, sound 

and objects move in different ways. 


Science and Technology 

PreK.4.A - Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 

PreK.4.B - Explain that to construct something requires planning, communication, problem solving and tools. 

Scientific Inquiry 

PreK.5.A - Ask a testable question. 

PreK.5.B - Design and conduct a simple investigation to explore a question. 

PreK.5.C - Gather and communicate information from careful observations and simple investigation through a variety of methods. 

Scientific Ways of Knowing 

PreK.6.A - Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results 

and may have different explanations 

PreK.6.B - Recognize the importance of respect for all living things. 

PreK.6.C - Recognize that diverse groups of people contribute to our understanding of the natural world. 

61

GRADE K SCIENCE SCOPE AND SEQUENCE (VERSION 2) 



K.1.A - Observe constant and changing 

patterns of objects in 

the day and night sky. 


Life Sciences 

K.2.C - Describe similarities and 

differences that exist among 

individuals of the same kind 

of plants and animals. 



K.1.C - Observe, describe and 

measure changes in the 

weather, both long term and 

short term. 


Life Sciences 

K.2.B - Explain how organisms 

function and interact with 

their physical environment. 


Physical Sciences 

K.3.A - Discover that many objects are 

made of parts that have 

different characteristics. 

Describe these characteristics 

and recognize ways an object 

may change. 



K.1.B - Explain that living things 

cause changes on Earth. 


Life Sciences 

K.2.A - Discover that there are living things, 

non-living things and pretend things, and 

describe the basic needs of living things 

(organisms). 



K.3.B.Recognize that light ,sound, and objects 

move in different ways 



K.4.A - Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 

K.4.B - Explain that to construct something requires planning, communication, problem solving and tools. 


K.5.A - Ask a testable question. 

K.5.B - Design and conduct a simple investigation to explore a question. 

K.5.C - Gather and communicate information from careful observations and simple investigation through a variety of methods. 


K.6.A - Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different 

explanations 

K.6.B - Recognize the importance of respect for all living things. 

K.6.C - Recognize that diverse groups of people contribute to our understanding of the natural world. 

62

GRADE 1 SCIENCE SCOPE AND SEQUENCE (VERSION 2) 


Life Sciences 

1.2.A - Discover that there are living 

things, non-living things and 

pretend things, and describe 

the basic needs of living things 

(organisms). 

1.2.B - Explain how organisms 





1.3.A - Discover that many objects are 





may change. 


Life Sciences 





(organisms). 






1.3.A - Discover that many objects are 





may change. 




1.1.B - Explain that living things 


1.1.D - Describe what resources are 

and recognize some are 

limited but can be extended 

through recycling or 

decreased use. 



1.3.B - Recognize that light, sound 

and objects move in different 

ways. 



1.1.B - Explain that living things 


1.1.D - Describe what resources are 

and recognize some are 

limited but can be extended 

through recycling or 

decreased use. 



1.3.C - Recognize sources of energy 

and their uses. 


1.4.A - Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 

1.4.B - Explain that to construct something requires planning, communication, problem solving and tools. 


1.5.A - Ask a testable question. 

1.5.B - Design and conduct a simple investigation to explore a question. 

1.5.C - Gather and communicate information from careful observations and simple investigation through a variety of methods. 


1.6.A - Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different 

explanations. 

1.6.B - Recognize the importance of respect for all living things. 

1.6.C - Recognize that diverse groups of people contribute to our understanding of the natural world. 

63



Life Sciences 





(organisms). 



2.1.A - Observe constant and 

changing patterns of objects in 


2.1.C - Observe, describe and 



short term. 


Life Sciences 






2.1.A - Observe constant and 

changing patterns of objects in 


2.1.C - Observe, describe and 



short term. 



Life Sciences 




2.2.C - Describe similarities and 








ways. 




Life Sciences 




2.2.C - Describe similarities and 








ways. 




2.4.A - Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment. 

2.4.B - Explain that to construct something requires planning, communication, problem solving and tools. 


2.5.A - Ask a testable question. 

2.5.B - Design and conduct a simple investigation to explore a question. 

2.5.C - Gather and communicate information from careful observations and simple investigation through a variety of methods. 


2.6.A - Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different 

explanations. 

2.6.B - Recognize the importance of respect for all living things. 

2.6.C - Recognize that diverse groups of people contribute to our understanding of the natural world. 

64




3.1.C - Describe Earth's resources 

including rocks, soil, water, 

air, animals and plants and 

the ways in which they can 

be conserved. 


Life Sciences 

3.2.B - Analyze plant and animal 

structures and functions 

needed for survival and 

describe the flow and energy 

through a system that all 

organisms use to survive. 



3.1.C - Describe Earth's resources 

including rocks, soil, water, 

air, animals and plants and 

the ways in which they can 

be conserved. 


Life Sciences 









Life Sciences 

3.2.C - Compare changes in an organism's 

ecosystem/habitat that affect its survival. 



3.3.C - Describe the forces that 

directly affect objects and 

their motion. 


Life Sciences 

3.2.A - Differentiate between the life 

cycles of different plants and 

animals. 









3.3.C - Describe the forces that 

directly affect objects and 

their motion. 


3.4.A - Describe how technology affects human life 

3.4.B - Describe and illustrate the design process. 


3.5.A - Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation. 

3.5.B - Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. 

3.5.C - Develop, design and safely conduct scientific investigations and communicate the results 


3.6.B - Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. 

3.6.C - Explain the importance of keeping records of observations and investigations that are accurate and understandable. 

3.6.D - Explain that men and women of diverse countries and cultures participate in careers in all fields of science. 

65




4.3.A - Compare the characteristics 

of simple physical and 

chemical changes. 



4.3.B - Identify and describe the 

physical properties of matter 

in its various states. 



4.1.D - Analyze weather and 

changes that occur over a 

period of time. 



4.1.D - Analyze weather and 

changes that occur over a 

period of time. 

4.3.D - Summarize the way changes 

in temperature can be 

produced and thermal 

energy transferred 



4.1.B - Summarize the processes 

that shape Earth's surface 

and describe evidence of 

those processes. 


Life Sciences 

4.2.A - Differentiate between the life 

cycles of different plants and 

animals 









Life Sciences 








Life Sciences 






organisms use to survive 

4.2.C - Compare changes in an 

organism's 

ecosystem/habitat that affect 

its survival. 









4.6.A - Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. 



66



Life Sciences 

5.2.B - Analyze plant and animal structures 

and functions needed for survival and describe 

the flow and energy through a system that all 






5.3.E - Trace how electrical energy flows 

through a simple electrical circuit and describe 

how the electrical energy can produce thermal 

energy, light, sound and magnetic forces. 


Life Sciences 




5.1.C - Describe Earth's resources including 

rocks, soil, water, air, animals and plants and 

the ways in which they can be conserved. 



5.3.F - Describe the properties of light and 

sound energy. 



5.1.A - Explain the characteristics, cycles and 

patterns involving Earth and its place in the 

solar system. 



5.3.D - Summarize the way changes in 

temperature can be produced and thermal 

energy transferred. 



5.1.A - Explain the characteristics, cycles and 

patterns involving Earth and its place in the 

solar system. 



5.4.A - Describe how technology affects human 

life 

5.4.B - Describe and illustrate the design 

process. 










5.6.A - Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. 



5.6.D - Explain that men and women of diverse countries and cultures participate in careers in all fields of science. 

67







6.3.A - Relate uses, properties and 

chemical processes to the 

behavior and/or arrangement 

of the small particles that 

compose matter. 


6.3.A - Relate uses, properties and 

chemical processes to the 

behavior and/or arrangement 

of the small particles that 

compose matter. 


6.3.C - Describe renewable and nonrenewable 

sources of energy (e.g., solar, wind, fossil 

fuels, biomass, hydroelectricity, geothermal 

and nuclear energy) and the management of 

these resources. 


6.1.D - Identify that the lithosphere contains 

rocks and minerals and that minerals make up 

rocks. Describe how rocks and minerals are 

formed and/or classified. 



6.1.D - Identify that the lithosphere 

contains rocks and minerals and 

that minerals make up rocks. 

Describe how rocks and 

minerals are formed and/or 

classified. 


Life Sciences 

6.2.A - Explain that the basic functions 

of organisms are carried out in 

cells and groups of specialized 

cells form tissues and organs; 

the combination of these cells 

make up multi-cellular 

organisms that have a variety of 

body plans and internal 

structures. 


Life Sciences 


of organisms are carried out in cells and 

groups of specialized cells form tissues and 

organs; the combination of these cells make up 

multi-cellular organisms that have a variety of 

body plans and internal structures. 

6.2.B - Describe the characteristics of 

an organism in terms of a combination of 

inherited traits and recognize reproduction as a 

characteristic of living organisms essential to 

the continuation of the species. 


Life Sciences 


an organism in terms of a 

combination of inherited traits 

and recognize reproduction as a 

characteristic of living 

organisms essential to the 

continuation of the species. 

6.2.C – Explain how energy entering the 

ecosystems as sunlight supports the life of 

organisms through photosynthesis and the 

transfer of energy through the interactions of 

organisms and the environment. 



6.4.A - Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. 

6.4.B - Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). 


6.5.A - Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate 

tools. 

6.5.B - Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. 


6.6.A - Uses skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation). 

6.6.C - Give examples of how thinking scientifically is helpful in daily life. 

68



Life Sciences 


of organisms are carried out in 

cells and groups of specialized 

cells form tissues and organs; 

the combination of these cells 

make up multicellular 

organisms that have a variety of 

body plans and internal 

structures. 

7.2.B - Describe the characteristics of an 

organism in terms of a combination of inherited 

traits and recognize reproduction as a 

characteristic of living organisms essential to 

the continuation of the species. 



7.3.D - Describe that energy takes 

many forms, some forms 

represent kinetic energy and 

some forms represent potential 

energy; and during energy 

transformations the total 

amount of energy remains 

constant. 


Life Sciences 








7.2.C - Explain how energy entering the 







7.1.C - Describe interactions of matter 

and energy throughout the 

lithosphere, hydrosphere and 

atmosphere (e.g., water cycle, 

weather and pollution).{weather includes 

biomass, water and chemical cycle, and 

pollution}. 


Life Sciences 

7.2.C - Explain how energy entering the 





7.2.D - Explain how extinction of a species 

occurs when the environment changes and its 

adaptive characteristics are insufficient- to 

allow survival (as seen in evidence of the fossil 

record). 









pollution}. 



7.3.A - Relate uses, properties and chemical 

processes to the behavior and/or arrangement 

of the small particles that compose matter. 









pollution}. 







tools. 



7.6.B – Explain the importance of reproducibility and reduction of bias in scientific methods. 

7.6.C - Give examples of how thinking scientifically is helpful in daily life. 

69




8.3.B - In simple cases, describe the 

motion of objects and 

conceptually describe the effects 

of forces on an object. 








constant. 



8.1.A - Describe how the positions and 

motions of the objects in the 

universe cause predictable and 

cyclic events. 

8.1.B - Explain that the universe is composed 

of vast amounts of matter, most of which is at 

incomprehensible distances and held together 

by gravitational force. Describe how the 

universe is studied by the use of equipment 

such as telescopes, probes, satellites and 

spacecraft 



8.3.B - In simple cases, describe the 

motion of objects and 

conceptually describe the effects 

of forces on an object. 








constant. 



8.1.A - Describe how the positions and 

motions of the objects in the 

universe cause predictable and 

cyclic events. 

8.1.B - Explain that the universe is composed 

of vast amounts of matter, most of which is at 

incomprehensible distances and held together 

by gravitational force. Describe how the 

universe is studied by the use of equipment 

such as telescopes, probes, satellites and 

spacecraft 



8.1.E - Describe the processes that 

contribute to the continuous 

changing of Earth's surface 

(e.g., earthquakes, volcanic 

eruptions, erosion, mountain 

building and lithospheric plate 

movements). 

Life Sciences 



adaptive characteristics are insufficient to allow 

survival (as seen in evidence of the fossil 

record). 


Life Sciences 










8.1.E - Describe the processes that 

contribute to the continuous 

changing of Earth's surface 

(e.g., earthquakes, volcanic 

eruptions, erosion, mountain 

building and lithospheric plate 

movements). 

Life Sciences 



adaptive characteristics are insufficient to allow 

survival (as seen in evidence of the fossil 

record). 



8.4.B - Design a solution or product 

taking into account needs and 

constraints (e.g., cost, time, 

trade-offs, properties of 

materials, safety and aesthetics). 







tools. 



8.6.A - Uses skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation). 

8.6.B – Explain the importance of reproducibility and reduction of bias in scientific methods. 

70




9.5.A - Participate in and apply the 

processes of scientific investigation 

to create models and to design, 

conduct, evaluate and communicate 

the results of these investigations. 


9.3.D - Explain the movement of 

objects by applying Newton's three 

laws of motion. 



9.3.B - Explain how atoms react with 

each other to form other substances 

and how molecules react with each 

other or other atoms to form even 

different substances. 



9.3.E - Demonstrate that energy can 

be considered to be either kinetic 

(motion) or potential (stored). 

9.3.F - Explain how energy may 

change form or be redistributed but 

the total quantity of energy is 

conserved. 

9.3.G - Demonstrate that waves (e.g., 

sound, seismic, water and light) have 

energy and waves can transfer energy 

when they interact with matter. 



9.1.B - Explain that many processes 

occur in patterns within the Earth's 

systems. 

9.1.F - Summarize the historical 

development of scientific theories 

and ideas, and describe emerging 

issues in the study of Earth and space 

sciences. 



9 .3.A - Describe that matter is made 

of minute particles called atoms and 

atoms are comprised of even smaller 

components. Explain the structure 

and properties of atoms. 



9.1.E - Explain the processes that 

move and shape Earth's surface. 

9.1.C - Explain the 4.5 billion-yearhistory 

of Earth and the 4 billion-yearhistory 

of life on Earth based on 

observable scientific evidence in the 

geologic record. 



9.3.C - Describe the identifiable 

physical properties of substances 

(e.g., color, hardness, conductivity, 

density, concentration and ductility). 

Explain how changes in these 

properties can occur without changing 

the chemical nature of the substance. 

9.3.H - Trace the historical 



issues in the study of physical 

sciences. 



9.1.A - Explain how evidence from 

stars and other celestial objects 

provide information about the 

processes that cause changes in the 

composition and scale of the physical 

universe. 

9.1.D - Describe the finite nature of 

Earth's resources and those human 

activities that can conserve or deplete 

Earth's resources. 


9.4.A - Explain the ways in which the processes of technological design respond to the needs of society. 

9.4.B - Explain that science and technology are interdependent; each drives the other. 

9.5.A - Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. 

9.5.B - Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. 

9.5.C - Describe the ethical practices and guidelines in which science operates. 

9.5.D - Recognize that scientific literacy is part of being a knowledgeable citizen 

9.6.A - Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. 

71

GRADE 10 SCIENCE SCOPE AND SEQUENCE (VERSION 2) 



10.5.A - Participate in and apply the 

processes of scientific investigation 

to create models and to design, 

conduct, evaluate and communicate 

the results of these investigations. 

Life Sciences 

10.2.B - Explain the characteristics of 

life as indicated by cellular processes 

and describe the process of cell 

division and development. 

10.2.D - Explain the flow of energy and 

the cycling of matter through 

biological and ecological systems 

(cellular, organism and ecological). 



10.1.B - Explain that many processes 

occur in patterns within the Earth's 

systems. 

10.1.D - Describe the finite nature of 

Earth's resources and those human 

activities that can conserve or deplete 

Earth's resources 

Life Sciences 

10.2.G - Describe how human activities can 

impact the status of natural systems. 


Life Sciences 

10.2.A - Explain that cells are the base 

unit of structure and function of living 

organisms, that once life originated 

all cells come from pre-existing cells, 

and that there are a variety of cell 

types 

10.2.B - Explain the characteristics of 

life as indicated by cellular processes 

and describe the process of cell 

division and development. 


Life Sciences 

10.2.C - Explain the genetic 

mechanisms and molecular basis of 

inheritance. 

10.2.F - Explain the structure and 

function of ecosystems and relate 

how ecosystems change over time. 


10.4.A - Explain the ways in which the processes of technological design respond to the needs of society. 

10.4.B - Explain that science and technology are interdependent; each drives the other. 

10.5.A - Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these Investigations. 

10.5.B - Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. 

10.5.C - Describe the ethical practices and guidelines in which science operates. 

10.5.D - Recognize that scientific literacy is part of being a knowledgeable citizen. 

10.6.A - Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. 

72

GRADE 10 SCIENCE SCOPE AND SEQUENCE (VERSION 2) 


Life Sciences 

10.2.C - Explain the genetic 

mechanisms and molecular basis of 

inheritance. 



10.1.C - Explain the 4.5 billion-yearhistory 

of Earth and the 4 billion-yearhistory 

of life on Earth based on 

observable scientific evidence in the 

geologic record. 


Life Sciences 

10.2.H- Describe a foundation of biological 

evolution as the change in gene frequency of a 

population over time. Explain the historical and 

current scientific developments, mechanisms 

and processes of biological evolution 


Life Sciences 

10.2.E - Explain how evolutionary 

relationships contribute to an 

understanding of the unity and 

diversity of life. 

10.1.F - Summarize the historical 



issues in the study of Earth and space 

sciences. 

Life Sciences 

10.2.H - Describe a foundation of 

biological evolution as the change in 

gene frequency of a population over 

time. Explain the historical and 

current scientific developments, 

mechanisms and processes of 

biological evolution. Describe how 

scientists continue to investigate and 

critically analyze aspects of 

evolutionary theory. (The intent of 

this benchmark does not mandate the 

teaching or testing of intelligent 

design). 

10.2.I - Explain how natural selection 

and other evolutionary mechanisms 

account for the unity and diversity of 

past and present life forms. 

10.2.J - Summarize the historical 



issues in the study of life sciences. 


10.4.A - Explain the ways in which the processes of technological design respond to the needs of society. 

10.4.B - Explain that science and technology are interdependent; each drives the other. 

10.5.A - Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these Investigations. 

10.5.B - Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. 

10.5.C - Describe the ethical practices and guidelines in which science operates. 

10.5.D - Recognize that scientific literacy is part of being a knowledgeable citizen. 

10.6.A - Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. 

73

GRADE 11/12 SCIENCE SCOPE AND SEQUENCE (Chemistry) – VERSION 1.0 









11.3.A –Explain how variations in the 

arrangement and motion of atoms and 

molecules form the basis of a variety of 

biological, chemical and physical 

phenomena. 

11.3.C-Describe how atoms and 

molecules can gain or lose energy only in 

discrete amounts. 

11.3.D-Apply principles of forces and 

motion to mathematically analyze, 

describe and predict the net effects on 

objects or systems. 

11.3.D-Apply principles of force and 


describe and predict the net effect on 






phenomena. 












11.3.D-Apply principles of forces and 








phenomena. 

11.3.E-Summarize the historical 

development of scientific theories and 

ideas within the study of physical science. 




11.3.D -. Apply principles of forces and 




12.3.B-Recognize that some atomic 

nuclei are unstable and will 

spontaneously break down. 


11.4.A – Predict how human choices today will determine the quality and quantity of life on Earth 

11.5.A - Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating 

conclusions from the data. 

11.6.A- Explain how scientific evidence is used to develop and scientific predictions, ideas or theories. 

11.6.B- Explain how ethical considerations shape scientific endeavors 

11.6.C – Explain how social issues and considerations affect the progress of science and technology. 

74

GRADE 11/12 SCIENCE SCOPE AND SEQUENCE (Physics) – VERSION 1.0 









12.3.E –Summarize the historical 


ideas within the study of physical 

sciences. 





















12.3.D-Apply principles of forces two 


Describe and predict the net effect on 

objects or systems 

12.3.D-Apply principles of forces two 


Describe and predict the net effect on 

objects or systems 

12.3.E - Summarize the historical 


ideas and describe emerging issues in the 

study of Physical Science. 

12.1.A- Explain how technology can be 

used to gather evidence and increase our 

understanding of the universe. 


12.4.A – Predict how human choices today will determine the quality and quantity of life on Earth 

12.5.A - Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data 

and formulating conclusions from the data. 

12.6.A- Explain how scientific evidence is used to develop and scientific predictions, ideas or theories. 

12.6.B- Explain how ethical considerations shape scientific endeavors 

12.6.C – Explain how social issues and considerations affect the progress of science and technology. 

75

GRADE 11/12 SCIENCE SCOPE AND SEQUENCE (Earth Space) – VERSION 1.0 


Earth Space Science 







12.1.B - Describe how Earth is made up 

of a series of interconnected systems and 

how change in one system affects other 

systems. 



12.1.B- Describe how Earth is made up of 

a series of interconnected systems and 


systems. 







12.1 A-Explain how technology can be 



12.1.D-Summarize the historical 


ideas and describe emerging issues in 

the study of Earth and space science. 







12.1 A-Explain how technology can be 



12.1.D-Summarize the historical 


ideas and describe emerging issues in the 

study of Earth and space science. 







12.1.A-Explain how technology can be 



12.1.B- Describe how Earth is made up 

of a series of interconnected systems and 


systems. 

12.1D-Summarize the historical 


ideas and describe emerging issues in 

the study of Earth and space sciences. 

12.1.B- Describe how Earth is made up of 

a series of interconnected systems and 


systems. 

12.1.C-Explain those humans are an 

integral part of the Earth’s system and 

the choices humans make today impact 

natural systems in the future. 

12.3-A- Explain how variations in the 




phenomena. 

12.1.C-Explain that humans are an 

integral part of the Earth’s system and the 

choices humans make today impact 

natural systems in the future. 

12.3-A- Explain how variations in the 




phenomena. 


12.4.A – Predict how human choices today will determine the quality and quantity of life on Earth. 

12.5.A – Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating 

conclusions from data. 

12.6.A Explain how scientific evidence is used to develop and revise scientific predictions, ideas and theories. 

12.6.B-Explain how ethical conclusions shape scientific endeavors. 

12.6.C-Explain how societal issues and considerations affect the progress of science and technology. 

76

SOCIAL STUDIES 

PreK-12 

77

GRADE PREKINDERGARTEN SOCIAL STUDIES SCOPE AND SEQUENCE (VERSION 2) 


History 

PK.1 Share episodes of personal history from 

birth to present through personal memorabilia 

or connected to stories 

PK.5 Arrange sequences of personal and 

shared events through pictures, growth charts 

and other media 

Geography 

PK.4. Navigate within familiar environments, 

such as home, neighborhood or school, under 

supervision 

Government 

PK.1.Interact with and respond to guidance 

and assistance in socially accepted ways from 

familiar adults at school and home (e.g. 

responds to redirection, invites others to play). 

PK.5 Participate in creating and following 

classroom rules and routines. 

Citizenship Rights and Responsibilities 

PK.2. Engage in problem-solving behavior with 

diminishing support from adults (e.g. negotiating 

roles, in play, turn taking) 

PK.3. Demonstrate increasing ability to make 

independent choices and follow through on plans 

(e.g. putting toys away, moving from activity to 

activity) 

PK.4. Demonstrate awareness of the outcomes of 

one’s own choices (e.g. picking up toys helps create 

a safe environment). 


Economics 

PK.1. Recognize that people have many wants 

within the context of family and classroom 


History 

PK.5.Share personal family stories and 

traditions (e.g. photo album put together by 

family members0. 

People in Societies 

PK.1.Demonstrate awareness of different 

cultures through the exploration of family 

customs and traditions (e.g. exploration of 

music, food, games, language, and dress). 

Geography 

PK.5. Describe and represent the inside and 

outside of familiar environments such as home 

and school. (e.g. playground) 


PK.2. Engage in problem-solving behavior with 

diminishing support from adults (e.g. 

negotiating roles, in play, turn taking) 

PK.3. Demonstrate increasing ability to make 

independent choices and follow through on 

plans (e.g. putting toys away, moving from 

activity to activity) 


Geography 

PK.6. Recognize and name the immediate 

surroundings of home (e.g. homes, buildings, 

bridges, hills, woods, lakes) following 

supervised explorations 


Being to use the language of time (ie day, night, yesterday, today, tomorrow) 

Label days by function (ie school day, stay home day, swim day, field trip day) 

Begin to use or respond to the language of time such as next, before, soon, after, now, and later as related 

to daily schedules and routines 

Demonstrate and use terms related to location, direction and distance (ie up, down, over, under, front, back, 

here, there) 


Geography 

PK.1. Demonstrate how maps can be useful in 

finding places (e.g. streets, homes, places to 

visit). 

Government 

PK.2. Interact with familiar and appropriate 

adults for assistance when needed 9e.g. family 

member, teacher, police, firefighter). 

Social Studies Skills and Methods 

PK.2. Being to make predictions (e.g. guess 

whether other countries around the world 

celebrate birthdays). 


GeographyPK.2. Demonstrate the ways that 

streets and buildings can be identified by symbols, 

such as letters, numbers or logos (e.g. streets signs, 

addresses). 

PK.7. Explore the ways we use natural resources 

found in our environment (e.g. water to drink, dirt to 

plant). 


Economics 

PK.4.Demonstrate an understanding of 

production, distribution and consumption 

through play 9e.g. food from farm to the 

grocery store) and concrete experiences (e.g. 

food purchased from the store and cooked at 

home) 


GeographyPK.2. Demonstrate the ways that 

streets and buildings can be identified by symbols, 

such as letters, numbers or logos (e.g. streets signs, 

addresses). 

PK.7. Explore the ways we use natural resources 

found in our environment (e.g. water to drink, dirt to 

plant). 

Obtain things they want ( e.g. goods and services) in socially acceptable ways (ie. verbalizing, turn taking). 

Demonstrate an understanding of the specific roles & responsibilities within a group (ie. picking up own toys) 

Demonstrate cooperative behaviors, such as helping, turn taking , sharing, comforting and comprising 

Gain information through participation in experiences with objects, media, books, and engaging in 

conversations with peers 

Represent ideas through multiple forms of language and expression (ie drawing, dramatic play, 

conversation, art media, music, movement, emergent writing. 

78

GRADE KINDERGARTEN SOCIAL STUDIES SCOPE AND SEQUENCE (VERSION 2) 


History 

K.1.A - Use a calendar to determine 

the day, week, month and year. 

Government 

K.5.C - Explain the purpose of rules 

in different settings and the results of 

adherence to, or violation of, the rules. 


K.6.A - Describe the results of cooperation in 

group settings and demonstrate the necessary 

skills. 

K.6.B - Demonstrate personal accountability, 

including making choices and taking 

responsibility for personal actions. 



K.2.A - Identify practices and 

products of diverse cultures. 

K.2.B - Identify ways that different 

cultures within the United 

States and the world have 

shaped our national heritage. 

Geography 

K.5.B - Recognize and explain the importance 

of symbols and landmarks of the United States. 


Geography 

K.3.A - Identify the location of the state of Ohio, 

the United States, the continents and oceans 

on maps, globes and other geographic 

representations. 

K.3.B - Identify physical and human features of 

places. 


Economics 

K.4.B - Distinguish between goods 

and services and explain how 

people can be both buyers and 

sellers of goods and services. 

K.4.C - Explain ways that people may 

obtain goods and services. 

K.7.A - Obtain information from oral, visual, print and electronic sources. 

K.7.B - Predict outcomes based on factual information. 

K.7.C - Communicate information orally, visually or in writing. 

K.7.D - Identify a problem and work in groups to solve it. 



History 

K.1.C - Compare daily life in the past 

and present demonstrating an understanding 

that while basic human needs remain the 

same, they are met in different ways in 

different times and places. 

Government 

K.5.A - Identify elected leaders and authority 

figures in the home, school and community and 

explain reasons for having persons in authority. 


Geography 

K.3.C - Explain how environmental 

processes influence human 

activity and ways humans 

depend on and adapt to the 

environment. 


History 

K.1.B - Place events in correct order on a time 

line. 

K.1.D - Recognize that the actions of 

individuals make a difference, and relate the 

stories of people from diverse backgrounds 

who have contributed to the heritage of the 

United States. 


Economics 

K.4.A - Explain how the scarcity of 

resources requires people to 

make choices to satisfy their 

wants. 

79

GRADE 1 SOCIAL STUDIES SCOPE AND SEQUENCE (VERSION 2) 



History 

History 

1.1.A - Use a calendar to determine the day, 1.1.A - Use a calendar to determine 

week, month and year. 


Government 

1.5.A - Identify elected leaders and 

authority figures in the home, school and 

community and explain reasons for having 

persons in authority. 

1.5.B - Recognize and explain the 

importance of symbols and 

landmarks of the United States. 


History 

1.1.A - Use a calendar to determine the day, 


Geography 

1.3.A - Identify the location of the state of Ohio, 




1.3.B - Identify physical and human features of 

places. 

1.3.C - Explain how environmental processes 

influence human activity and ways humans 

depend on and adapt to the environment. 


History 



Geography 






places. 

1.3.C - Explain how environmental processes 

influence human activity and ways humans 

depend on and adapt to the environment. 


Government 

1.5.C - Explain the purpose of rules in different settings and the results of adherence to, or violation of, the rules. 


1.6.A - Describe the results of cooperation in group settings and demonstrate the necessary skills. 

1.6.B - Demonstrate personal accountability, including making choices and taking responsibility for personal actions. 


1.7.A - Obtain information from oral, visual, print and electronic sources. 

1.7.B - Predict outcomes based on factual information. 

1.7.C - Communicate information orally, visually or in writing. 

1.7.D - Identify a problem and work in groups to solve it. 


History 

1.1.A - Use a calendar to determine 


1.1.B - Place events in correct order on a time 

line. 

1.1.C - Compare daily life in the past and 

present demonstrating an understanding that 

while basic human needs remain the same, 

they are met in different ways in different times 

and places. 


1.2.A - Identify practices and products of 

diverse cultures. 

1.2.B - Identify ways that different cultures 

within the United States and the world have 



History 



Economics 

1.4.A - Explain how the scarcity of resources 

requires people to make choices to satisfy their 

wants. 

1.4.B - Distinguish between goods and 

services and explain how people can be both 

buyers and sellers of goods and services. 

1.4.C - Explain ways that people may obtain 

goods and services. 


History 



1.1.C - Compare daily life in the past &present 

demonstrating an understanding that while 

basic human needs remain the same, they are 

met in different ways in different times &places. 

1.1.D - Recognize that the actions of 

individuals make a difference, & relate the 

stories of people from diverse backgrounds 

who have contributed to the heritage of the 

United States. 


1.2.A - Identify practices and products of 

diverse cultures. 





History 



Economics 

1.4.A - Explain how the scarcity of resources 

requires people to make choices to satisfy their 

wants. 

1.4.B - Distinguish between goods and 

services and explain how people can be both 

buyers and sellers of goods and services. 

1.4.C - Explain ways that people may obtain 


80




Citizenship Rights and Responsibilities Citizenship Rights and Responsibilities 

2.6.A - Describe the results of cooperation in 2.6.A - Describe the results of cooperation in 

group settings and demonstrate the necessary group settings and demonstrate the necessary 

skills. 

skills. 

2.6.B - Demonstrate personal accountability, 

including making choices and taking 

responsibility for personal actions. 


History 

2.1.D - Recognize that the actions of 

individuals make a difference, 

and relate the stories of people 

from diverse backgrounds 

who have contributed to the 

heritage of the United States. 

Geography 

2.3.C - Explain how environmental 




environment. 


2.2.A - Identify practices and 


2.2.B - Identify ways that different 





History 





environment. 

Geography 





environment. 


2.2.A - Identify practices and 







History 

2.1.A - Use a calendar to determine the day, week, month and year. 

Government 

2.5.B - Recognize and explain the importance of symbols and landmarks of the United States. 

2.5.C - Explain the purpose of rules in different settings and the results of adherence to, or violation of, the rules. 


2.7.A - Obtain information from oral, visual, print and electronic sources. 

2.7.B - Predict outcomes based on factual information. 

2.7.C - Communicate information orally, visually or in writing. 

2.7.D - Identify a problem and work in groups to solve it. 


History 

2.1.B - Place events in correct order on a time 

line. 

Geography 






places. 


Economics 

2.4.A - Explain how the scarcity of 



wants. 

2.4.B - Distinguish between goods 




2.4.C - Explain ways that people may 








History 

2.1.C - Compare daily life in the past and 

present demonstrating an understanding that 

while basic human needs remain the same, 

they are met in different ways in different times 

and places. 






Economics 

2.4.A - Explain how the scarcity of 



wants. 

2.4.B - Distinguish between goods 




2.4.C - Explain ways that people may 







81




Geography 

Geography 

3.3.A - Use map elements or coordinates to 3.3.A - Use map elements or coordinates to 

locate physical and human features of North locate physical and human features of North 

America. 

America. 

3.3.B - Identify the physical and human 


characteristics of places and regions in North 3.6.A - Explain how citizens take part in civic 

America. 

life in order to promote the common good 

Citizenship Rights and Responsibilities 3.6.B - Identify rights and responsibilities of 

3.6.B - Identify rights and responsibilities of citizenship in the United States that are 

citizenship in the United States that are 

important for preserving democratic 


government. 

government. 


History 

3.1.A - Construct time lines to 

demonstrate an 

understanding of units of 

time and chronological 

order. 

Government 

3.3.A - Use map elements or 

coordinates to locate 

physical and human features 

of North America. 

3.3.B - Identify the physical and 

human characteristics of 

places and regions in North America. 


History 

3.1.B - Describe the cultural patterns that are 

evident in North America today as a result of 

exploration, colonization and conflict. 

3.1.C - Explain how new developments led to 

the growth of the United States. 

Economics 

3.4.A - Explain the opportunity costs involved 

in the allocation of scarce productive 

resources. 

3.4.B - Explain why entrepreneurship, capital 

goods, technology, specialization and division 

of labor are important in the production of 


Government 

3.5.A - Identify the responsibilities of the 

branches of the U.S. Government and explain 

why they are necessary. 

3.5.B - Give examples of documents that 

specify the structure of state and national 

governments in the United States and explain 

how these documents foster self-government 

in a democracy. 



3.2.A - Compare practices and products of 

North American cultural groups. 

3.2.B - Explain the reasons people from 

various cultural groups came to North America 

and the consequences of their interactions with 

each other. 


Economics 

3.4.A - Explain the opportunity 

costs involved in the 

allocation of scarce 

productive resources. 

3.4.B - Explain why 

entrepreneurship, capital 

goods, technology, 

specialization and division of 

labor are important in the 

production of goods and 

services. 



3.7.A - Obtain information from a variety of primary and secondary sources using the component parts of the source. 

3.7.B - Use a variety of sources to organize information and draw inferences. 

3.7.C - Communicate social studies information using graphs or tables. 

3.7.D - Use problem-solving skills to make decisions individually and in groups. 


Geography 

3.3.C - Identify and explain ways people have 

affected the physical environment of North 

America and analyze the positive and negative 

consequences. 

3.3.D - Analyze ways that transportation and 

communication relate to patterns of settlement 

and economic activity. 


Economics 

3.4.C - Explain how competition 

affects producers and 

consumers in a market 

economy and why 

specialization facilitates 

trade. 

82




History 

History 

4.1.A - Construct time lines to demonstrate an 4.1.B - Describe the cultural patterns that are 

understanding of units of time and 


chronological order. 


4.1.B - Describe the cultural patterns that are People in Societies 

evident in North America today as a result of 4.2.B - Explain the reasons people from 





4.2.A - Compare practices and products of each other. 

North American cultural groups. 

Economics 

4.2.B - Explain the reasons people from 4.4.B - Explain why entrepreneurship, capital 

various cultural groups came to North America goods, technology, specialization and division 

and the consequences of their interactions with of labor are important in the production of 

each other. 



Geography 




Economics 

4.4.A - Explain the opportunity costs involved in the 

allocation of scarce productive resources. 

4.4.B - Explain why entrepreneurship, capital 

goods, technology, specialization and division of 

labor are important in the production of goods and 

services. 

4.4.C - Explain how competition affects producers & 

consumers in a market economy & why 

specialization facilitates trade. 



4.2.B - Explain the reasons people from 



each other. 

Geography 


characteristics of places and regions in North 

America. 

Economics 

4.4.A - Explain the opportunity costs involved 

in the allocation of scarce productive 

resources. 



4.7.A - Obtain information from a variety of primary and secondary sources using the component 

parts of the source. 


History 

4.1.A - Construct time lines to demonstrate an 

understanding of units of time and 

chronological order. 

4.1.B - Describe the cultural patterns that are 





Government 

4.5.A - Identify the responsibilities of the 

branches of the U.S. Government and explain 


4.5.B - Give examples of documents that 

specify the structure of state and national 

governments in the United States and explain 

how these documents foster self-government 

in a democracy. 


4.6.A - Explain how citizens take part in civic 

life in order to promote the common good. 

4.6.B - Identify rights and responsibilities of 

citizenship in the United States that are 


government. 


History 



Geography 




consequences. 

Economics 

4.4.C - Explain how competition affects 

producers & consumers in a market economy 

& why specialization facilitates trade. 


History 



Geography 




consequences. 





History 



Geography 


characteristics of places and regions in North 

America 

Economics 

4.4.C - Explain how competition affects 

producers & consumers in a market economy 

& why specialization facilitates trade. 

trade. 

4.7.B - Use a variety of sources to organize information and draw inferences. 

4.7.C - Communicate social studies information using graphs or tables. 

4.7.D - Use problem-solving skills to make decisions individually and in groups. 

83




Government 

History 

5.5.A - Identify the responsibilities 

5.1.A - Construct time lines to 

of the branches of the U.S. 

demonstrate an 

Government and explain 

understanding of units of 


time and chronological 

Citizenship Rights and Responsibilities order. 

5.6.A - Explain how citizens take 

Government 

part in civic life in order to 

5.5.B - Give examples of documents 

promote the common good. 

that specify the structure of 

state and national 

governments in the United 

States and explain how these 

documents foster 

self-government in a 

democracy. 


5.6.B - Identify rights and 

responsibilities of citizenship 

in the United States that are 

important for preserving 

democratic government. 


Geography 

5.3.C - Identify and explain ways 

people have affected the 

physical environment of 

North America and analyze 

the positive and negative 

consequences. 

Economics 





Government 

5.5.A - Identify the responsibilities 

of the branches of the U.S. 

Government and explain 



Geography 

5.3.D - Analyze ways that 

transportation and 

communication relate to 

patterns of settlement and 

economic activity. 

Economics 






trade. 

Government 

5.5.B - Give examples of documents 

that specify the structure of 

state and national 

governments in the United 

States and explain how these 

documents foster 

self-government in a 

democracy. 


5.6.A - Explain how citizens take 

part in civic life in order to 

promote the common good. 

5.6.B - Identify rights and 

responsibilities of citizenship 

in the United States that are 

important for preserving 

democratic government. 



5.7.A - Analyze different perspectives on a topic obtained from a variety of sources. 

5.7.B - Organize historical information in text or graphic format and analyze the information in order to draw conclusions. 

5.7.C - Present a position and support it with evidence and citation of sources. 

5.7.D - Work effectively in a group. 

84




Economics 



5.2.B - Explain the reasons people 


from various cultural groups 


came to North America and 


the consequences of their 


interactions with each other. 


Economics 









services. 



services. 






trade. 



All Ribbon Activities 







Economics 






trade. 

85



History 

6.1.A - Interpret relationships between events 

shown on multiple-tier time lines. 

6.1.B - Describe the political and social 

characteristics of early 

civilizations and their enduring 

impact on later civilizations. 

Geography 

6.3.A - Identify on a map the location 

of major physical and human 

features of each continent. 

6.3.B - Define and identify regions 

using human and physical 

characteristics. 

Government 

6.5.A - Explain why people institute 

governments, how they 

influence governments, and 

how governments interact with 

each other. 



6.2.A - Compare cultural practices, 

products and perspectives of 

past civilizations in order to 

understand commonality and 

diversity of cultures. 

Economics 

6.4.A - Explain how the endowment 

and development of productive 

resources affect economic 

decisions and global 

interactions. 


6.6.A - Show the relationship between 

civic participation and 

attainment of civic and public 

goals. 








History 





Geography 




Economics 





interactions. 

Government 

6.5.C - Compare the defining 

characteristics of democracies, 

monarchies and dictatorships. 


6.6.B - Identify historical origins that 

influenced the rights U.S. 

Citizens have today. 



6.2.B - Analyze examples of 

interactions between cultural 

groups and explain the factors 

that contribute to cooperation 

and conflict. 

Economics 

6.4.B - Explain why trade occurs and 

how historical patterns of trade 

have contributed to global 

interdependence. 

86




History 

History 

6.1.D - Describe the effects of 


interactions among civilizations 


during the 14th through the 18th 


centuries. 

centuries. 

Geography 


6.3.C - Explain how the environment 


influences the way people live 


in different places and the 


consequences of modifying the 


environment. 


Economics 

Geography 

6.4.C - Identify connections between 

6.3.D - Explain reasons that people, 

government policies and the 

products and ideas move from 

economy. 

place to place and the effects of 

that movement on geographic 

patterns. 

Economics 

6.4.B - Explain why trade occurs and how 

historical patterns of trade 




History 




centuries. 














History 




centuries. 

Geography 





environment. 





patterns. 

Economics 





6.4.C - Identify connections between 

government policies and the 

economy. 

87




History 

History 







impact on later civilizations 







Geography 







Geography 


7.3.A - Identify on a map the location 

environment. 

of major physical and human 


features of each continent. 







patterns. 


Economics 







environment. 


Economics 

interactions. 





interactions. 


History 





7.1.C - Describe the characteristics of 

feudal societies and the 

transition to the Renaissance 

and Reformation in Europe. 







Economics 





interactions. 


History 













Economics 





interactions. 









goals. 










88




History 

History 

7.1.C - Describe the characteristics of 


feudal societies and the 


transition to the Renaissance 


and Reformation in Europe. 

centuries. 

Government 


7.5.C - Compare the defining 

7.2.A - Compare cultural practices, products 

characteristics of democracies, 

and perspectives of past civilizations in order to 

monarchies and dictatorships. 

understand commonality and diversity of 

Citizenship Rights and Responsibilities cultures. 


7.2.C - Explain how contact between 


different cultures impacts the 


diffusion of belief systems, art, 

goals. 

science, technology, language 

and forms of government. 


History 




centuries. 

Geography 





patterns. 

Economics 












History 




centuries. 





goals. 




89




History 

History 

8.1.A - Interpret relationships between events 8.1.A - Interpret relationships between events 



8.1.D - Describe the effects of interactions 8.1.E - Explain the causes and consequences 

among civilizations during the 14th through the of the American Revolution, with emphasis on 

18 th centuries. 

both Colonial and British perspectives. 


8.1.F - Explain the political and economic 

8.2.B - Analyze examples of interactions challenges faced by the United States after the 

between cultural groups and explain the factors Revolutionary War & the actions that resulted 

that contribute to cooperation and conflict. in the adoption of the U.S. Constitution. 

8.2.C - Explain how contact between different People in Societies 

cultures impacts the diffusion of belief systems, 8.2.B - Analyze examples of interactions 

art, science, technology, language and forms between cultural groups and explain the factors 

of government. 

that contribute to cooperation and conflict. 

Geography 

8.2.C - Explain how contact between different 

8.3.C - Explain how the environment influences cultures impacts the diffusion of belief systems, 

the way people live in different places and the art, science, technology, language and forms 

consequences of modifying the environment of government. 

8.3.D - Explain reasons that people, products Geography 

and ideas move from place to place and the 8.3.C - Explain how the environment influences 

effects of that movement on geographic 

the way people live in different places and the 

patterns. 

consequences of modifying the environment 

Economics 

8.3.D - Explain reasons that people, products 

8.4.A - Explain how the endowment and 

and ideas move from place to place and the 

development of productive resources affect effects of that movement on geographic 

economic decisions and global interactions. patterns. 

Citizenship Rights and Responsibilities Economics 

8.6.A - Show the relationship between civic 8.4.B - Explain why trade occurs and how 

participation and attainment of civic and public historical patterns of trade have contributed to 

goals. 

global interdependence. 

8.6.B - Identify historical origins that influenced Government 

the rights U.S. Citizens have today. 


governments, how they influence governments, 

& how governments interact with each other. 


8.6.A - Show the relationship between civic 

participation & attainment of civic & public 

goals. 


History 



8.1.F - Explain the political and economic 

challenges faced by the United States after the 

Revolutionary War & the actions that resulted 

in the adoption of the U.S. Constitution. 




understand commonality & diversity of cultures. 


cultures impacts the diffusion of belief systems, 

art, science, technology, language and forms 


Geography 

8.3.C - Explain how the environment influences 


consequences of modifying the environment 




patterns. 

Government 


governments, how they influence governments, 

and how governments interact with each other. 

8.5.B - Explain how the Declaration of 

Independence, the U.S. Constitution, including 

the Bill of Rights, and the Northwest Ordinance 

have provided for the protection of rights and 

the long-term future of a growing democracy. 



participation and attainment of civic and public 

goals.. 

8.6.B - Identify historical origins that influenced 



History 






understand commonality & diversity of cultures. 


cultures impacts the diffusion of belief systems, 

art, science, technology, language and forms 


Government 

8.3.C - Explain how the environment influences 


consequences of modifying the environment. 




patterns. 



civic participation and attainment of civic and 

public goals. 


influenced the rights U.S. Citizens have today. 







90




History 

History 

8.1.A - Interpret relationships between events 8.1.A - Interpret relationships between events 




8.1.G - Analyze the causes and 

8.2.B - Analyze examples of interactions consequences of the American 

between cultural groups and explain the factors Civil War. 

that contribute to cooperation and conflict. People in Societies 


8.2.B - Analyze examples of interactions 

different cultures impacts the diffusion of belief between cultural groups and explain the factors 

systems, art, science, technology, language that contribute to cooperation and conflict. 



Geography 

different cultures impacts the diffusion of belief 


systems, art, science, technology, language 

influences the way people live in different and forms of government. 

places and the consequences of modifying the Geography 

environment. 


8.3.D - Explain reasons that people, products influences the way people live in different 

and ideas move from place to place and the places and the consequences of modifying the 


environment. 

patterns. 


Citizenship Rights and Responsibilities and ideas move from place to place and the 

8.6.A - Show the relationship between civic effects of that movement on geographic 

participation and attainment of civic and public patterns. 

goals. 

Economics 

8.6.B - Identify historical origins that influenced 8.4.C - Identify connections between 


government policies and the economy. 




goals. 




History 




consequences of the American 

Civil War. 



between cultural groups and explain the factors 






Geography 


influences the way people live in different 

places and the consequences of modifying the 

environment. 




patterns. 




goals. 




History 




consequences of the American 

Civil War. 



between cultural groups and explain the factors 






Geography 


influences the way people live in different 

places and the consequences of modifying the 

environment. 




patterns. 




goals. 









91

GRADE 9 SOCIAL STUDIES SCOPE AND SEQUENCE (World History) VERSION 2 


History 

9.1.A - Explain connections between the ideas 

of the Enlightenment and changes in the 

relationships between citizens and their 

governments. 


9.2.B - Analyze the consequences of 

oppression, discrimination and conflict 

between cultures. 

9.2.C - Analyze the ways that contacts 

between people of different cultures result in 

exchanges of cultural practices. 

Geography 

9.3.A - Analyze the cultural, physical, 

economic and political characteristics that 

define regions and describe reasons that 

regions change over time. 

9.3.C - Analyze the patterns and processes of 

movement of people, products and ideas. 

Government 

9.5.B - Analyze the difference among various 

forms of government to determine how power 

is acquired and used. 


9.6.A - Analyze ways people achieve 

governmental change, including political action, 

social protest and revolution. 


History 




governments. 

9. 1.B –Explain the social, political, and 

economic effects of industrialization. 






between people of different cultures 

result in exchanges of cultural practices. 

Geography 

9.3.A - Analyze the cultural, physical, economic 

and political characteristics that define regions 

and describe reasons that regions change over 

time. 



Government 









History 




governments. 

9.1.C - Analyze the reasons that countries 

gained control of territory through imperialism 

and the impact on people living in the territory 

that was controlled 


9.2.A - Analyze the influence of different 

cultural perspectives on the actions of groups. 


oppression, discrimination and conflict between 

cultures. 




Geography 




time. 

9.3.B - Analyze geographic changes brought 

about by human activity using appropriate 

maps and other geographic data. 

Economics 

9.4.A - Compare how different economic 

systems answer the fundamental economic 

questions of what goods and services to 

produce, how to produce them, and who will 

consume them. 

Government 







Social Studies Skills and Methods Ongoing Emphasis 

9.7.A - Evaluate the reliability and credibility of sources. 

9.7.B - Use data and evidence to support or refute a thesis. 

9.7.C - Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. 

9.7.D - Work in groups to analyze an issue and make decisions. 



History 

9.1.B - Explain the social, political and 





that was controlled. 




cultures. 




Geography 






Government 




Economics 





consume them. 





92

GRADE 9 SOCIAL STUDIES SCOPE AND SEQUENCE (World History) VERSION 2 


History 





9.1.D - Connect developments related to World 

War I with the onset of World War II. 






cultures. 




Geography 




time. 

Government 




Economics 





consume them. 






History 

9.1.D - Connect developments related 

to World War I with the onset of World War II. 








Geography 




Government 









History 

9.1.E - Analyze connections between World 

War II, the Cold War and contemporary 

conflicts. 










Geography 



Government 










9.7.A - Evaluate the reliability and credibility of sources. 

9.7.B - Use data and evidence to support or refute a thesis. 

9.7.C - Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. 

9.7.D - Work in groups to analyze an issue and make decisions. 


History 

9.1.E - Analyze connections between 

World War II, the Cold War and contemporary 

conflicts. 

9.1.F - Identify major historical patterns in the 

domestic affairs of the United States during the 

20th century and explain their significance. 








Geography 




Economics 





consume them. 





93

GRADE 10 SOCIAL STUDIES SCOPE AND SEQUENCE (American History)VERSION 2 


History 

10.1.B - Explain the social, political and 


10.1.C - Analyze the reasons that countries 





10.2.A - Analyze the influence of different 


10.2.B - Analyze the consequences of 


cultures. 

10.2.C - Analyze the ways that contacts 



Geography 

10.3.A - Analyze the cultural, physical, 




Economics 

10.4.A - Compare how different economic 




consume them. 

Government 

10.5.A - Analyze the evolution of the 

Constitution through post-Reconstruction 

amendments and Supreme Court decisions. 


History 

10.1.C - Analyze the reasons that countries 




10.1.D - Connect developments related 











Geography 





Economics 





consume them. 


10.6.A - Analyze ways people achieve 




History 

10.1.D - Connect developments related 


10.1.F - Identify major historical patterns in the 












Geography 

10.3.C - Analyze the patterns and processes of 


Economics 

10.4.B - Explain how the U.S. government 

provides public services, redistributes income, 

regulates economic activity, and promotes 

economic growth and stability. 

Government 









Geography 

10.3.B - Analyze geographic changes brought about by human activity using appropriate maps and other geographic data. 


10.7.A - Evaluate the reliability and credibility of sources. 

10.7.B - Use data and evidence to support or refute a thesis. 

10.7.C - Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. 

10.7.D - Work in groups to analyze an issue and make decisions. 


History 

10.1.E - Analyze connections between World 

War II, the Cold War & contemporary conflicts. 







cultures. 




Geography 



Economics 





consume them. 

10.4.B - Explain how the U.S. government 





10.4.B - Analyze the difference among various 

forms of government to determine how power is 

acquired and used.` 

94

GRADE 10 SOCIAL STUDIES SCOPE AND SEQUENCE (American History)VERSION 2 


History 


War II, the Cold War and contemporary 

conflicts.. 




cultures. 




Geography 





Economics 





consume them. 

10.4.B - Explain how the U.S government 









History 









cultures. 




Geography 











10.6.B.- Explain how individual rights are 

relative, not absolute and describe the balance 

between individual rights, the rights of others, 

and the common good. 


History 

10.1.E - Analyze connections between 

World War II, the Cold War and contemporary 

conflicts. 






cultures. 




Geography 







Economics 





consume them. 


Geography 

10.3.B - Analyze geographic changes brought about by human activity using appropriate maps and other geographic data. 


10.7.A - Evaluate the reliability and credibility of sources. 

10.7.B - Use data and evidence to support or refute a thesis. 

10.7.C - Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. 

10.7.D - Work in groups to analyze an issue and make decisions. 


History 


War II, the Cold War & contemporary conflicts. 









cultures. 




Geography 



define regions and describe 

reasons that regions change over time. 

Economics 

10.4.B - Explain how the U.S government 




Government 





10.6.A - Analyze ways people achieve governmental 

change, including political action, social protest and 

revolution. 

10.4.B - Analyze the difference among various 

forms of government to determine how power is 

acquired and used. 

95

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (American Government) – VERSION 1.0 


History 

A - Explains patterns of historical 

continuity and change by challenging 

arguments of historical inevitability. 

.B - Use historical interpretations 

to explain current issues. 


A - Analyze how issues may be 

viewed differently by various 

cultural groups. 

Government 

A - Evaluate, take and defend 

positions about issues concerning 

the alignment of the characteristics 

of American democracy with realities 

in the United States today. 

B - Explain how the U.S. 

Constitution has evolved including 

its philosophical foundations, 

amendments and court 

interpretations. 

C - Analyze how citizens 

participate in the election process in 

the United States. 


History 




.B - Use historical interpretations 






Government 















History 

B - Use historical interpretations 






Government 
























Government 
















A - Obtain and evaluate information from public records and other resources related to a public policy issue. 

B - Critique data and information to determine the adequacy of support for conclusions. 

C - Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. 

D - Work in groups to analyze an issue and make decisions. 

96

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (American Government) – VERSION 1.0 


History 



Government 















A - Evaluate various means for 

citizens to take action on a particular 

issue. 

B - Explain how the exercise of a 

citizen's rights and responsibilities 

helps to strengthen a democracy. 


History 



Government 

















issue. 





History 

B - Use historical interpretations to explain 

current issues. 


B - Identify the causes of political, economic 

and social oppression and analyze ways 

individuals, organizations and countries 

respond to resulting conflicts. 

Economics 

A - Analyze how scarcity of productive 

resources affects supply, demand, inflation and 

economic choices. 

B - Identify factors which inhibit or spur 

economic growth and cause expansions or 

recessions. 

C - Explain how voluntary worldwide trade, 

specialization and interdependence among 

countries affect standards of living and 

economic growth. 

D - Analyze the role of fiscal and regulatory 

policies in a mixed economy 

E - Explain the use of a budget in making 

personal economic decisions and planning for 

the future. 

Government 

A - Evaluate, take and defend positions about 

issues concerning the alignment of the 

characteristics of American democracy with 

realities in the United States today. 
















History 








Economics 






recessions. 






policies in a mixed economy 



the future. 

Government 













97

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (Sociology) – VERSION 1.0 D SEQUENCE 


Geography 




B - Identify the causes of political, 

economic and social oppression and 

analyze ways individuals, organizations 

and countries respond to resulting 

conflicts. 


Geography 








conflicts. 


Geography 








conflicts. 


Geography 








conflicts. 


Geography 








conflicts. 


Geography 








conflicts. 










conflicts. 

C - Explain the role of diverse 

cultural institutions in shaping 

American society. 

Geography 








conflicts. 










conflicts. 




Geography 








conflicts. 







98

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (Psychology) – VERSION 1.0 










conflicts. 

Geography 








conflicts. 







conflicts. 

Geography 








conflicts. 







conflicts. 




Geography 








conflicts. 










conflicts. 

Geography 










conflicts. 

Geography 








conflicts. 







conflicts. 




Geography 





conflicts. 
















conflicts. 




Geography 








conflicts. 










conflicts. 




Geography 




99

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (African American History) – VERSION 1.0 


History 











conflicts. 

Geography 

A - Explain how the character and 

meaning of a place reflect a society's 

economics, politics, social values, 

ideology and culture. 

B - Evaluate the consequences of 

geographic and environmental 

changes resulting from governmental 

policies and human modifications to 

the physical environment. 

Economics 

A - Analyze how scarcity of 

productive resources affects supply, 

demand, inflation and economic 

choices. 

.B - Identify factors which inhibit 

or spur economic growth and cause 

expansions or recessions. 

C - Explain how voluntary 

worldwide trade, specialization and 

interdependence among countries 

affect standards of living and 



History 











conflicts. 

Geography 










Economics 




choices. 









History 







Geography 










Economics 




choices. 







affect standards of living and 









History 







Geography 










Economics 




choices. 







affect standards of living and economic growth. 

Government 

B - Explain how the U.S. Constitution has 

evolved including its philosophical foundations, 

amendments and court interpretations. 

Citizenship 

Rights and Responsibilities 

B - Explain how the exercise of a citizen's 

rights and responsibilities helps to strengthen a 

democracy. 

100

GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (African American History) – VERSION 1.0 


History 

A - Explains patterns of historical continuity 

and change by challenging. 




C - Explain the role of diverse cultural 

institutions in shaping American society. 

Geography 

A - Explain how the character and meaning of 

a place reflect a society's economics, politics, 

social values, ideology and culture. 

B - Evaluate the consequences of geographic 

& environmental changes resulting from 

governmental policies & human modifications 

to the physical environment. 

Economics 






recessions. 





History 


and change by challenging. 




C - Explain the role of diverse cultural 

institutions in shaping American society. 

Geography 








Economics 






recessions. 





History 









Geography 








Economics 






recessions. 

Government 

A - Evaluate, take & defend positions about issues 



concerning the alignment of the characteristics of 

Government 

Government 

American democracy with realities in the United 

A - Evaluate, take & defend positions about issues A - Evaluate, take & defend positions about issues States today. 

concerning the alignment of the characteristics of concerning the alignment of the characteristics of B - Explain how the U.S. Constitution has evolved 

American democracy with realities in the United American democracy with realities in the United including its philosophical foundations, amendments 

States today. 

States today. 

and court interpretations. 

B - Explain how the U.S. Constitution has evolved B - Explain how the U.S. Constitution has evolved C - Analyze how citizens participate in the election 

including its philosophical foundations, amendments including its philosophical foundations, amendments process in the United States. 




Citizenship Rights and Responsibilities Citizenship Rights and Responsibilities A - Evaluate various means for citizens to take 

A - Evaluate various means for citizens to take A - Evaluate various means for citizens to take action on a particular issue. 

action on a particular issue. 


B - Explain how the exercise of a citizen's rights and 

B - Explain how the exercise of a citizen's rights and B - Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy. 

responsibilities helps to strengthen a democracy. responsibilities helps to strengthen a democracy. 








History 









Geography 








Economics 






recessions. 

A - Evaluate, take & defend positions about issues 

concerning the alignment of the characteristics of 

American democracy with realities in the United 

States today. 

B - Explain how the U.S. Constitution has evolved 

including its philosophical foundations, amendments 


C - Analyze how citizens participate in the election 

process in the United States. 


A - Evaluate various means for citizens to take 


B - Explain how the exercise of a citizen's rights and 

responsibilities helps to strengthen a democracy. 


GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (Street Law) – VERSION 1.0 


History 






Government 















History 






Government 















History 











conflicts. 

and planning for the future. 

Government 

















issue. 











History 











conflicts. 

and planning for the future. 

Government 

















issue. 





GRADE 11/12 SOCIAL STUDIES SCOPE AND SEQUENCE (Street Law) – VERSION 1.0 


History 


and change by challenging arguments of 

historical inevitability. 



Government 








C - Analyze how citizens participate in the 

election process in the United States. 


A - Evaluate various means for citizens to take 


B - Explain how the exercise of a citizen's 

rights and responsibilities helps to strengthen a 

democracy. 


History 

History 






Government 














Citizenship 

Rights and Responsibilities 

.A - Evaluate various means for 


issue. 











History 


and change by challenging arguments of 

historical inevitability. 








Economics 






recessions. 






policies in a mixed economy. 



the future. 

Government 











History 











conflicts. 

Economics 




B - Identify factors which inhibit 






affect standards of living and economic growth. 

D - Analyze the role of fiscal and 

regulatory policies in a mixed economy. 



the future. 

Government 











ENCORES –Version 1 


ARTS EDUCATION 


GRADE K VISUAL ARTS SCOPE AND SEQUENCE (VERSION 1) 



Creative Expression and Communication Historical, Cultural and Social Contexts 

A. Demonstrate knowledge of visual art 

B. Identify art forms, visual ideas and images 

materials, tools, techniques and processes by Creative Expression and Communication 

using them expressively and skillfully. 


B. Use the elements and principles of art as a materials, tools, techniques and processes by 

means to express ideas, emotions, and 


experiences 

B. Use the elements and principles of art as a 

Valuing the Arts/Aesthetic Reflection 


B. Form their own opinion and views about experiences 

works of art and discus them with others. 


Creative Expression and Communication 


materials, tools, techniques and processes by 




experiences 

Analyzing and Responding 

B. Apply comprehension strategies (e.g. 

Personal experience, art knowledge and 

emotion and perceptual and reasoning skills) to 

respond to a range of visual artworks 


B. Form their own opinion and views about 


Historical, Cultural and Social Contexts 

A. Recognize and describe visual art forms and 

artworks. 

C. Identify and describe the different purpose 

people have for creating different works of art. 



C. Develop and select a range of subject 

matter and ideas to communicate meaning in 

two- and three- dimensional works of art 

D. Recognize and use ongoing assessment 

Connections, Relationships & Applications 

D. Describe how visual art is used in their 

communities and the world around them and 

provide examples. 


A. Apply basic reasoning skills to understand 

why works of art are made and valued 


B. Identify art forms, visual ideas and images. 








experiences 


A. Recognize and describe visual art forms 

and art works 











experiences 





A. Recognize and describe visual art forms 

and artworks. 

C. Identify and describe the different purpose 

people have for creating different works of art 







two- and three- dimensional works of art 







matter and ideas to communicate in two- and 

three-dimensional works of art 




A. Identify and describe the visual features and characteristics in works of art 


A. Demonstrate the relationship the visual arts share with other art disciplines as meaningful forms of nonverbal communication 

B. Use the visual arts as means to understand concepts and topics studied in disciplines outside the arts 

C. Create and solve an interdisciplinary problem using visual art processes, materials and tools. 

D. Describe how visual art is used in their communities and the world around them and provide examples. 


GRADE 1 VISUAL ARTS SCOPE AND SEQUENCE (VERSION 1) 



Creative Expression and Communication Creative Expression and Communication 


A. Develop and select a range of subject 

materials, tools, techniques, and processes by matter and ideas to communicate meaning in 


two- and three-dimensional. 

B. Use the elements and principles of art as a Historical, Cultural and Social Contexts 

means to express ideas, emotions and 


experiences. 

and describe how they are influenced by time 

D. Recognize and use ongoing assessment to and culture. 

revise and improve the quality of original 

artworks. 


A. Identify and describe the visual features 

and characteristics in works of art. 


B. Form their own opinions and views about 

works of art and discuss them with others. 




materials, tools, techniques, and processes by 




experiences. 

D. Recognize and use ongoing assessment to 


artworks. 





B. Form their own opinions and views of art 

and discuss them with others. 





two- and three- dimensional works of art. 




and culture 





using them expressively and skillfully 



experiences. 



artworks. 














experiences. 



artworks. 


A. Identify and describe the visual features and 

characteristics in works of art. 






A. Recognize and describe visual art forms and art works from various times and places 

C. Identify and describe the different purposes people have for creating works of art 


A. Demonstrate the relationship the visual arts share with other art disciplines as meaningful forms of nonverbal communication 

B. Use the visual arts as a means to understand concepts and topics studied outside the arts. 

C. Create and solve an interdisciplinary problem using visual art processes, materials and tools. 

D. Describe how visual art is used in their communities and the world around them and provide examples 



C. Recognize and use ongoing assessment to 


artworks. 
























B. Use the elements and principles of art as a Valuing the Arts/Aesthetic Reflection 



experiences. 

why works of art are made and valued. 

D. Recognize & use ongoing assessment to 

revise & improve the quality of original 

artworks. 








experiences. 



artworks. 



characteristics in works of art 


personal experience, art knowledge, emotion 

and perceptual and reasoning skills) to 

respond to a range of visual artworks. 








A. Recognize and describe visual art forms and artworks from various times and places. 

B. Identify art forms, visual ideas and images and describe how they are influenced by time and culture 

C. Identify and describe the different purposes people have for creating works of art. 


B. Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts. 

C. Create and solve an interdisciplinary problem using visual art processes, materials and tools 

D. Describe how visual art is used in their communities and the world around them and provide examples. 








experiences. 



artworks. 


C. Distinguish and describe the aesthetic 

qualities in works of art. 








experiences. 



artworks. 


C. Contribute to the development of criteria for 

discussing and judging works of art. 







A. Form their own opinions and views of 

art and discuss them with others. 









. 














experiences. 


D. Recognize and use ongoing assessment to Connections, Relationships & Applications 

revise and improve the quality of original B. Use the visual arts as a means to 

artworks. 

understand concepts and topics studied in 


disciplines outside the arts. 

A. Identify and describe the visual features and D. Describe how visual art is used in their 











experiences. 







respond to a range of visual art works 


C. Create and solve an interdisciplinary 

problem using visual art processes, materials 

and tools 



B. Use the visual arts as a means to 













experiences. 



artworks. 





C. Distinguish and describe the aesthetic 









experiences. 
















C. Form their own opinions and views of art 






































experiences. 


D. Recognize and use ongoing assessment to Connections, Relationships & Applications 

revise and improve the quality of original B. Use the visual arts as a means to 

artworks. 













experiences. 



artworks. 




B. Apply comprehension strategies 9e.g. 



respond to a range of visual art works 































experiences. 



artworks. 


B. Distinguish and describe the aesthetic 



A. Demonstrate the relationship the visual arts 

share with other arts disciplines as meaningful 

forms of nonverbal communication. 








experiences. 



artworks. 












B. Form their own opinions and views about 

works of art and discuss them with others. 





























110





A. Apply knowledge of materials, tools, media, A. Create two and three-dimensional original 

and processes to communicate subject matter, artwork that demonstrates personal visual 

themes or ideas in a variety of visual forms. expression and communication. 

Connections, Relationships & Applications E. Identify and explain reasons to support 

D. Use words and images to explain the role of artistic decisions in the creation of artwork. 

visual art in community and cultural traditions Analyzing and Responding 

and events. 

A. Apply the strategies of art criticism to 

describe, analyze and interpret selected works 

of art. 


A. Demonstrate the role of visual art in solving 

an interdisciplinary problem 



A. Apply knowledge of materials, tools, media, 

and processes to communicate subject matter, 

themes or ideas in a variety of visual forms. 


A. Demonstrate aesthetic inquiry and reflection 

skills when participating in discussions about 

the nature and value of art. 


D. Use words and images to explain the role of 

visual art in community and cultural traditions 




B. Create two and three dimensional original 

art work that demonstrates personal visual 

expression and communication 

E. Identify and explain reasons to support 

artistic decisions in the creation of artwork. 




of art 

C. Establish and use criteria for making 

judgments about works of art. 



an interdisciplinary problem. 

C. Use key concepts, issues and themes to 

connect visual art to various content areas. 



A. Compare and contrast the distinctive characteristics of art forms from various cultural, historical and social contexts 

B. Create a work of art which incorporates the style or characteristics of artwork from a culture other than their own. 

C. Demonstrate knowledge of historical influences on contemporary works of art. 

D. Research culturally or historically significant works of art and discuss their roles in society, history, culture or politics. 
















B. Analyze diverse points of view about art 

works and explain the factors that shape 

various perspectives. 















of art. 




B. Apply and combine visual art, research and 

technology skills to communicate ideas in 

visual form. 













of art 

B. Present and support and individual 

interpretation of a work of art. 






111





B. Create two and three dimensional original E. Identify and explain reasons to support 

art work that demonstrates personal visual artistic decisions in the creation of artwork. 







describe, analyze and interpret selected works Connections, Relationships & Applications 

of art 














of art 









D. Use current available technology to refine 

an idea and create an original imaginative work 

of art. 


B. Present and support an individual 


























describe, analyze and 




interpret selected works of art 









of art 

















of art. 
















112




Creative Expression and Communication Analyzing and Responding 

B. Create two and three dimensional original C. Establish and use criteria for making 

art work that demonstrates personal visual judgments about works of art. 







describe, analyze and interpret selected works Connections, Relationships & Applications 

of art 








B. Create two and three-dimensional original 

artwork that demonstrates personal visual 

expression and communication. 

C. Achieve artistic purpose and communicate 

intent by selection and use of appropriate 

media. 




of art 






B. Present and support and individual 







media. 









to various content areas 

















of art 
















of art 













of art. 








visual form. 














113





B. Create two and three dimensional original E. Identify and explain reasons to support 

art work that demonstrates personal visual artistic decisions in the creation of artwork. 








of art 









of art 















of art. 








visual form. 








A. Achieve artistic purpose and communicate 


media. 

















media. 




of art 








C. Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on the future of visual art. 












114

Level 1 (Basic Introduction) VISUAL ARTS SCOPE AND SEQUENCE 




B. Creative expression art works that 


demonstrate a dense of purpose and 


understanding of the relationship among form, understanding of the relationship among form, 

materials, techniques and subject matter. materials, techniques and subject matter. 



C. Critique their own works, the works of peers C. Critique their own works, the works of peers 

and other artist on the basis of the formal, and other artist on the basis of the formal, 

technical and expressive aspects in the works technical and expressive aspects in the works 

B. Explain how form, subject matter and 

context contribute to meanings in works of art. 





understanding of the relationship among form, 

materials, techniques and subject matter. 


A. Apply the knowledge and skills of art 

criticism to conduct in-depth analyses of works 

of art. 

C. Critique their own works, the works of peers 

and other artist on the basis of the formal, 

technical and expressive aspects in the works 


B. Identify and analyze a variety of viewpoints 

on aesthetic issues and themes in visual art 

and develop a personal point of view 







C. Engage in ongoing assessment to revise 

and improve artwork and to produce a portfolio 

of works. 




of art. 





B. Formulate and solve a visual art problem 

using strategies and perspectives from other 

disciplines. 


C. Judge the merit of selected art works and 

provide the aesthetic basis for their position. 























D. Engage in ongoing assessment to revise 


of works. 




disciplines. 


A. Demonstrate mastery of materials, concepts 

and personal concentration when creating 

original art works. 



A. Explain how and why visual art forms develop in the context (e.g. cultural, social. Historical and political) in which they were made. 

B. Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. 

C. Explain ways in which selected, contemporary works of art relate to the themes, issues and events of their contexts. 

D. Select a culture and create an original work of art that demonstrates understanding of a historical, social, or political issue of the culture. 









of works. 

















D. Engage in ongoing assessment to revise 


of works. 




disciplines. 





115

Level 2 VISUAL ARTS SCOPE AND SEQUENCE 








understanding of the relationship among form, understanding of the relationship among form, 

materials, techniques and subject matter. materials, techniques and subject matter. 



B. Explain how form, subject, matter and and improve artwork and to produce a portfolio 

context contribute to meanings in works of art. of works. 

C. Critique their own works, the works of peers Valuing the Arts/Aesthetic Reflection 

and other artist on the basis of the formal, B. Identify and analyze a variety of viewpoints 

technical and expressive aspects in the works on aesthetic issues and themes in visual art 

Connections, Relationships & Applications and develop a personal point of view 

C. List and explain opportunities for lifelong Analyzing and Responding 

involvement in the visual arts. 




A. Communicate how an aesthetic point of of art. 

view contributes to the ideas, emotions and C. Critique their own works, the works of peers 

overall impact of personal artworks and the and other artist on the basis of the formal, 

work of others. 











of art. 


context contribute to meanings in works of art 














of works. 






A. Summarize and explain the impact of a 

historical event or movement (e.g. realism, 

feminism, modernism or postmodernism) on 

the development of visual art. 









of works. 


B. Identify and analyze a variety of viewpoints 

on aesthetic issues and themes in visual art 

and develop a personal point of view 




















of works. 







A. Explain how and why visual art forms develop in the context (e.g. cultural, social. Historical and political) in which they were made. 

B. Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. 

C. Explain ways in which selected, contemporary works of art relate to the themes, issues and events of their contexts. 

D. Select a culture and create an original work of art that demonstrates understanding of a historical, social, or political issue of the culture. 












of works. 


















D. Explain ways in which selected, 

contemporary works of art relate to the theme, 

issues and event of their contexts. 




disciplines 

116

GRADE KINDERGARTEN ARTS EDUCATION SCOPE AND SEQUENCE (Dance) – VERSION 1.0 



1. Explore and describe everyday movements 

in dance (e.g., walking, running and skipping). 

2. Respond to a dance by describing its basic 

features 

(e.g., speed, space, costume and setting). 

3. Identify a favorite dance. 

4. Discuss the role of audience member. 



3. Demonstrate reasoning skills when asking 

and answering questions about their dance 

experiences. 

4. Discuss why dance is a healthy activity. 



1. Identify and perform basic locomotor (e.g., 

skipping and hopping) and nonlocomotor 

movements (e.g., bending and twisting). 

4. Perform movements that emphasize the 

use of space 

(e.g., direction, path and level of movement). 



2. Invent movement phrases that use the 

elements of dance (e.g., 

space, time, force and body). 

3. Improvise short movement phrases that 

express emotion. 



1. Describe how a dance looks and feels 

2. Recognize their viewpoints about a dance 

experience 



1. Explore and learn folk/traditional dances 

from various cultures. 

2. Participate in children ‘s dance games 

from various countries around the world 

3. Identify when and in what setting people 

dance. 



4. Describe a dance using words, pictures or 

movements 


Connections, Relationships and 

Applications 

1. Invent movement ideas inspired by a 

stimulus (e.g. a painting, a costume or a 

percussion instrument) from another arts 

discipline. 

2. Connect movement and rhythm by 

synchronizing movement to rhythm. 


Kindergarten is the entry level for study in dance. Learning is primarily experiential. The focus areas at this level include: 

• Beginning to develop kinesthetic awareness. 

• Beginning to explore the elements of dance and basic components of choreography. 

• Recognizing dance as a form of human expression that can be enjoyed by all. 

• Beginning to make connections between dance and other content areas. 

• Developing the ability to participate appropriately in movement activities and as audience members. 

117

GRADE 1 ARTS EDUCATION SCOPE AND SEQUENCE (Dance) – VERSION 1.0 





Creative Experience and Communication 

1. Perform locomotor and nonlocomotor 

movements with the ability to start, 

change, stop and balance. 


2. Perform a memorized movement phrase 

3. Perform movements that emphasize time 

and energy 


1. Demonstrate movements and gestures in 

response to direction (e.g. bend, jump, 

and reach) 

2. Discuss what makes a dance a dance. 


Applications 

3. Use context clues and decoding skills to 

define unfamiliar dance vocabulary 

4. Discuss why dance is a healthy activity 

3. Recognize and communicate what they 

like and dislike about a dance 

4. Demonstrate appropriate audience 

behavior when observing a dance 

performance. 






1. Identify why they may like to dance 

2. Discuss their personal likes and dislikes 

about a dance and share the reasons 


1. Name and perform folk/traditional 

dances from various cultures 

2. Create movements that represent 

animal actions and behaviors 

3. Demonstrate and share dances from 

cultural events(e.g. dance company 

performances, festivals and holiday 

celebrations) in their schools and/or 

communities 

4. Describe what a choreographer does. 


Applications 

1. Improvise dace movements to tell a 

simple story with a beginning, middle, 

and end. 

2. Improvise dance movement in 

response to an idea or concept from a 

content area outside the arts (e.g. 

mathematics-subtraction or readingparts 

of a story). 

Developing increasing kinesthetic awareness 

Experimenting with the elements of dance 

Beginning to create dance using basic components of choreography 

Participating in dace as a form of human expression 

Continuing to make connections between dance and other content areas 

Participating appropriately in movement activities and as audience members 


118








movements in combination and sequence 

5. Identify and explore the range within a 

particular dance element. 

6. Use fast and slow tempos to improvise 

movement phrases based on everyday 

gestures (e.g. shaking hands, brushing 

teeth and waving hello) 


1. Create and perform short movement 

phrase to demonstrate the extremes in 

range within a particular dance 

element(e.g. space, time, force or body) 

2. Create and perform a movement phrase 

with a beginning, middle, and end 

3. Perform a memorized movement phrase 

it expression, focus and confidence 


1. Recognize and use dance 

vocabulary to describe the distinctive 

characteristics in selected dances. 

2. Recognize that people have different 

reactions to a dance and discuss 

some of these reactions 

3. Explain the role of audience and 

performer in a dance experience 


Applications 

3. Describe the special training required of a 

professional dancer. 

5. Explain how healthy practices (e.g. nutrition 

and safety) enhances movement and dance 

ability 






1. Compare their experiences and 

reactions to performing or observing 

a dance with others’ experiences 

and reactions 

2. Offer reasons why they like a dance 

3. Demonstrate listening skills in 

discussions with others about dance 

experiences 


1. Describe the movements, costumes and 

music of a cultural dance. 

3. Use movement to interpret cultural stories, 

myths and folk tales of various time periods 


1. Create movement that represent familiar 

everyday actions (e.g. walking fast and doing 

chores) 

4 Identify sources (e.g. nature, visual 

images, stories and personal experience) a 

choreographer uses to get ideas for dances 


Applications 

1. Connect movements with music and 

visual images 

2. Use strategies to develop ideas about 

topic for movement activities about a 

those for writing and visual art activities. 


Demonstrating the elements of dance 

Creating dance, alone and with others, using basic components of choreography 

Participating appropriately in movement activities 

Recognizing that audience members critique dance using various methods 


119







1. Explore and discuss the similarities 

and differences between everyday 

and dance movements 


1. Perform a variety of movement with 

clarity, focus and kinesthetic 

awareness 


3. invent and demonstrate movements 

that combine the elements of dance 

to create visual effects. 


Applications 

4. Demonstrate safe practices during 

movement activities. 

2. Respond to a dance by identifying its 

sensory and expressive 

characteristics 

2. Create and perform a dance 

sequence that communicates an 

experience, story or event 

3. Discuss their own reactions to daces 

they observe or perform, 






1. Show awareness of what makes 

dance different from other art forms 

2. Discuss reactions to and 

interpretations of various dances 


1. Respond in movement to the 

rhythms in music from various 

cultures 

2. Demonstrate a dance from a 

selected culture and time period 


4. Describe how a choreographer 

creates and composes dances 


Applications 

1. Develop ideas and compose an 

original movement sequence to 

communicate a short story line 9e.g. 

skating on a big ice pond or finding a 

wonderful gift). 

3. Make distinction between traditional, 

social and theatrical dance. 

2. Compare strategies for identifying 

the main idea in a story with 

identifying the main idea in a dance 


Demonstrating increased kinesthetic awareness 

Utilizing the basic components of choreography to create and perform dance sequence 

Expressing ideas, feelings, or stories through movement 

Continuing to make connections between dance and other content areas 

Participating appropriately during cooperative and movement activities 

Critiquing and evaluating the work of self and others 

120







Applications 

3. Identify healthy and safe practices for dance 

and healthful living. 



movements in combination and 

sequence altering direction, pathway 

and tempo. 

4. Invent and demonstrate different ways to 

solve a movement problem (e.g. different ways 

to bend or turn). 


2. Generate ideas and express them 

through dance performance 

3. Create, refine and perform a dance 

study that uses the elements of 

dance to express a mood 


1. Recognize and discuss the different 

ways that dances are created or 

performed 

2. Identify similarities and differences 

between dances using dance 

vocabulary 

3. Describe the meanings of a dance 

and support their ideas with wellchosen 

details from the performance 

4. Describe how audience response 

affects dance performance. 






1. Identify and describe the 

characteristics common to all dance 

performances. 

2. Interpret the possible meanings of a 

dance and support their 

interpretations with specific 

observations using appropriate 

dance vocabulary 

3. Use logical reasoning to support 

statements about dance experiences 


4. Read or listen to the life story of one or more 

American choreographers and describe his/her 

contributions to dance history ( e.g. George 

Balanchine/baler and Martha Graham/modern) 


1. Compare the rhythms, music and 

movements of different cultural 

dances. 

2. Investigate and describe common 

subjects, ideas and themes 

communicated in dances from 

various cultures. 

3. Share a traditional dance from Ohio 

history 


Applications 

1. Compare a dance that communicate 

an idea learned in another discipline 

2. Describe how certain artistic skills 

(e.g. observing, listening, practicing, 

rehearsing, and 

performing/producing) in the visual 

and performing arts are the same 


Exhibiting increased kinesthetic awareness 

Utilizing the element of dance to choreograph dance sequences 

Discovering how people in various cultures and historical periods have communicated through dance movement 

Using dace to illustrate concepts or ideas from other content areas 

Working effectively within a group in the creation and performance of dance compositions 

Critiquing and evaluating the work of self and others 

121







Applications 

4. Discuss the benefits and importance 

of proper warm-up for preparation 

and safety in dance or exercise 


1. Demonstrate the use of 

compositional structures in a dance 

(e.g. ABA form, chance and canon). 

3. Demonstrate movement skill, focus and 

kinesthetic awareness in a dance rehearsal 


2. Discuss the central concepts and 

themes expressed in traditional, 

social and theatrical dances from 

various time periods 

3. Identify cultural practices observed 

in selected dances 


1. Articulate an understanding of 

several ideas or images 

communicated by a dance 

performance 

2. Use the vocabulary of art criticism to 

analyze how the elements of dance 

are organized in a performances to 

communicate a theme or concept 

3. Develop criteria for evaluating dance 

performances and their 

choreographic styles. 






1. Exploring questions about the merits 

of a dance work. 

2. Ask clarify questions about different 

reactions to the same dance and 

determine how varying opinions have 

value. 


1. Identify and demonstrate the spatial 

formations (e.g. circle, line and 

couple) in dances from various 

cultures. 

2. Perform simple movement 

combinations from one or more 

theatrical dance styles 

5. Explore the kinds of artistic problems that 

dancers and choreographers solve 


2. Develop and demonstrate a sense of 

personal discipline in rehearsal and 

performance processes. 

4. Create original material for a short dance 

study that expresses a theme or concept 


Applications 

1. Discuss how aspects9e.g. costumes, 

music, set design and text) of other 

art disciplines are integrated into a 

dance performance 

2. Discuss how dance relates to and 

enhances the study of other content 

areas 

3. Discuss how the processes of 

collaboration, consensus building, 

decision making and risk taking are 

used in dance and other professions 

Applying and utilizing kinesthetic awareness 

Combing the elements of dance in composition 

Creating and performing movement sequences that convey meanings 

Recognizing the inter-relatedness of dance, cultures, and historical periods 

Producing choreography that illustrates concepts or ideas from other content areas 

Understanding dance as an art form 

Selecting and utilizing evaluation tools for dance 


122







1. Memorize and perform movement 

sequences with increased focus, 

coordination and skill. 

2. Use the element of dance to 

expand their repertoire of 

movement vocabulary (e.g. 

various movements, positions or 

steps). 

3. Create a movement study that 

focuses on transitions and process 

of reordering 


Applications 

3. Identify a variety of career 

possibilities in which dance skills are useful 

4. Discuss risky and unsafe practices 

in dance 


Applications 

1. Create movement studies that 

integrate dance with musical 

structures (e.g. ABA and canon) 

2. Demonstrate and use available 

technology to create and record 

dances 


1. Analyze the intent of the 

choreographer or dancer in selected 

dances 

2. Observe and analyze how literal and 

abstract movements are used to 

create imagery and symbolism 

3. Critique a dance based on how 

effectively the formal, technical and 

expressive aspects communicate a 

theme 









3. Recognize and explore dances as a 

communal activity (e.g. European 

folk dance, African dance and Native 

American dance) 

4. Explain the role of dance in daily life 

across various periods and cultures 

and provide examples 

1. Identify and demonstrate how musical 

forms (e.g. call and response, canon and 

ABA) and music instrumentation are used 

in selected cultural dances 

2. Perform dances from various cultures and 

describe the similarities and differences in 

steps and movement styles 

1. Evaluate and refine their rehearsal 

processes 

5. Memorize and rehearse a dance 

performance for an audience of peers and use 

their feedback to make improvements 

1. State and support a personal 

preference for a dance style 

2. Discuss other’s views about the 

merits of a dance 

3. Discuss the experience of performing 

personal, original work for other 

5. Identify an influential choreographer and 

describe his/her works and dance style 


Combing the elements of dance in composition 

Exploring many ways to create dance 

Effectively using dance to communicate 

Developing aesthetic awareness and the ability to evaluate and analyze dance 

Becoming aware of the role of dance in various cultures, societies and historical periods 

Identifying healthy practices that allow safe dance 

Understanding the interrelationships among dances and other content areas 

Developing an appreciation of dance as an art form 


123







Applications 

1. Identify, select and use literary works (e.g. 

poetry, artists biographies and grade-level 

literature) as sources for choreographic 

and movement ideas 

2. Compose a dance to enhance 

understanding of a concept studied in a 

discipline outside the arts (e.g. foreign 

language-cultural tradition; social studiesgeographic 

patterns and mathematicstransformation 

and symmetry 


1. Recognize and discuss the difference 

between assessing the quality of a dance 

and a personal preference for a dance 

2. Understand and explain how the meaning 

of a dance is affected by the viewer’s 

personal experience and interest 


1. Identify the specific movement 

characteristics (e.g. time, weight, and 

rhythm0 that connect a dance to its 

culture 

2. Compare traditional, social and theatrical 

dances 

3. Explore and demonstrate dance styles 

from countries around the world (e.g. 

Asia, Africa, South America and Central 

America 


4. Discuss ways that dance is integrate into 

a community and provide examples 

5. Investigate and explain how 

cultural/ethnic groups contribute to the 

development of a particular dace 






1. Perform movement sequences from a 

traditional dance with alignment, balance, 

coordination and focus 


2. Analyze and describe the movement 

patterns and stylistics characteristics of 

selected dances and use well-chosen 

examples from works 

3. Analyze how the meaning in a selected 

dance is conveyed through its movement 

patterns and technical and expressive 



2. Develop and demonstrate competence and 

a sense of personal discipline in rehearsal and 

performance processes. 

3. Create a dance study that reflects a 

specific movement concept (e.g. 

transition, accumulation and retrograde) 


4. Compare the experience of viewing a live 

dance performance with a recorded version of 

the same dance 


Applications 

3. Research and compare two careers in 

dance 

4. Identify interpersonal skills necessary for 

learning dance 

5. Develop a person health and safety plan to 

participate in dance 


1. Differentiate among statements of 

description, interpretation and evaluation 

and use them in discussions about dance 

performance. 

5. Differentiate among statements of 

description, interpretation and evaluation within 

a variety of published dance literature 

selections. 



Manipulating the elements of dance in composition 

Exploring and utilizing a variety of methods for creating dance 


Refining aesthetic awareness and the ability to critically evaluate and analyze dance 

Developing an understanding of the role of dance and other various culture, societies, and historical periods 

Applying the interrelationship among dance and other content areas to choreography 

Developing an appreciation of dance as an art form 

124










1 .Identify and compare similar app-roaches to 

the artistic process used across the visual and 

performing arts disciplines (e.g. perceiving, 

responding, creating and communicating) 

2.Compare the creative process in dance to 

the creative process in other arts 

disciplines(e.g. perceiving, responding, 

creating and communicating) 


1. Articulate the value of dance as a means 

of communication for themselves and for 

others. 

2. Explore questions about the experience of 

learning to dance. 


1. Identify and demonstrate key movement 

characteristics of different cultural dance 

styles 

2. Perform and discuss social and traditional 

dances of early America 

4. Share specific examples of how dance 

functions in of the people of different ages and 

genders including their own. 


3. Examine and discuss the ways that 

different events (e.g. cultural, political, 

social and technological) impact dance 

and dance development 

5. Research a historically significant 

choreographer and describe his/her 

contribution to dance history. 




Connections, Relationships &Applications 


1. Perform a variety of movement 

sequences with focus, alignment, 

balance, coordination and increased 

strength and flexibility. 

2. Create a movement study focused on 

weight sharing, partnering and 

contrasting/complimentary shapes. 

3. Create a movement study that has clear 

intent, explores dance elements and uses 

choreographic principles. 

4. Demonstrate and explain how the use of 

different accompaniment (e.g. sound, 

music, lighting, and text) enhances artistic 

expression and dance performance. 

3. Recognize and discuss how participation in 

dance develops skills that are valuable and 

applicable to other careers. 

4. Use practice, rehearsal and performance 

skills to demonstrate the proper 

preparation for excise or dance. 

5. Create a personal warm-up to use before 

class, rehearsal or a performance. 

1. Analyze the relevance of setting to the 

mood and meaning of a dance 

performance. 

2. Analyze and interpret two dance 

performances on the basis of their stylistic 


3. Identify and analyze how recurring 

themes are communicated across 

traditional and contemporary dance 

performances. 


4. Compare personal responses to a 

selected dance with those of a dance 

critic. 

Refining kinesthetic awareness 

Synthesizing the elements of dance in composition 

Exploring and effectively utilizing a variety of methods for creating dance 


Refining aesthetic awareness and the ability to critically evaluate and analyze dance 

Developing an increasing understanding of the role of dance in various cultures, societies, and historical periods 

Identifying and utilizing healthy practices that aloe safe dance 

Applying the interrelationships among dance and other content areas to choreography 

Developing an appreciation and understanding of dance as an art form 

Exploring career possibilities in the world of dance 

125










1. Describe the influences of gender, class, 

ethnicity, social and theatrical dance 

2. Discuss innovations (e.g. computer 

movement, electronic media, and 

technical theatre developments) that have 

affected contemporary dance production 



1. Compare and contrast dance and other 

arts disciplines on the basis of art 

elements, common themes and ways of 

communicating 

2. Select and research a theme or topic 

studied in another content area and 

compose a dance to enhance 

understanding if the topic 

3. Develop strategies for promoting safe 

dance practices and for coping with 

unsafe practices 

3. Analyze and discuss the relationship 

between form and meaning in dace of different 

cultures 

6. Select a universal recurring theme in the 

arts and analyze how it is expressed 

through dance across different cultures. 



1. Perform movement sequences with 

technical awareness and focus 

2. Identify and demonstrate established 

dance styles 

3. Compose a small-group study that 

explores spatial relationships 

4. Perform a dance that demonstrates 

increased technical skill, dynamic range 

and expression for an audience 

1. Differentiate between aesthetic 

statements and questions about dance 

experiences and general , objective 

statements 

2. identify and raise aesthetic questions 

about dance experiences 

(e.g. personal experience, interest, 

gender, age and culture) for their 

viewpoints about a selected dance. 



5. Compare a dance that demonstrates 

personal movement preferences and a 

range of movement vocabulary 

6. Apply review and revision processes to 

improve personal dance works 

7. Develop a personal system of notating 

movement phrase and studies 

4. .Identify dance career options (e.g. 

Performer, choreographer, art therapist, dance 

critic, educator and art administrator) and 

explain the specialized training, experience 

and education required for each 

5.Explain the concept of arts advocacy and its 

importance to dance and dance education. 



1. Observe a variety of performances and 

describe the dance and theatrical 

elements 

2. Analyze the stylistic devices used by a 

choreographer and determine the effects 

on dance performance 

3. Determine and articulate the relationship 

between movement and sound in a dance 

4. Discuss how elements of production (e.g. 

costumes lights, props, sound and venue) 

affect the meaning of a dance 

5. Use recognize, exemplary works of dance 

to identify criteria for assessing 

outstanding dance performance 


Using a modern dance-based approach, Dance I explores movement as a creative art form. Student learning includes opportunities to develop kinesthetic awareness, proper body alignment, physical 

strength, flexibility, endurance, and care of the dance instrument while exploring improvisational and expressive movement and basic modern dance technique. Dance elements and basic principles 

of composition are studied and practiced. Through dance ensemble work, students use creative and critical thinking skills to create and communicate meaning through dance movement. Student 

experience the role of both choreographer and dancer and have opportunities to present their work. Through the study of dancing various cultures and historical periods, student broaden their 

understanding of dance as an art form. Student will explore a variety of career opportunities in dance as well as connections with other art forms and subjects areas. Students will create a portfolio 

which contains written and/or visual example. 

126

GRADE 10 ARTS EDUCATION SCOPE AND SEQUENCE (Dance) – VERSION 1.0 









1. Compose a large ensemble study that 

explores a variety of spatial forms and 

groupings 

2. Memorize and perform complex 

movement sequences with technical 

awareness, focus and greater risk talking 

3. Perform works requiring greater 

movement range, expression and risktaking. 

4. Perform movement sequences from 

memory in more than one dance style. 

5. Create a dance study that demonstrate 

the differences between abstract and 

literal movements 

6. Notate selected dance studies using 

established systems (e.g. Laban, motif 

writing and video recording) 

7. Review, revise and refine an original 

dance with attention to interval phrasing 

and the overall structure of the work. 

3.Identify and discuss the specific ways that 

dance contributes to personal fitness and 

physical and mental health 

4. Research one local, state, or national 

professional dance organization and explain 

how it advocates for dance education. 

1. Demonstrate ways that various 

technologies (e.g. Computer, video and 

CD-ROM) are integrated into dance 

production 

2. Identify and explain scientific concepts 

important to the study of dance such as 

anatomy and physiology and awareness 

of space, time and matter 









1. Use inquiry skills to develop their beliefs 

about dance and the way they experience 

dance. 

2. Identify and explain their preferences for 

choreography using the vocabulary of 

dance 

1. Use art criticism vocabulary to analyze the 

form, meaning and effectiveness of 

selected dance styles. 

2. Discuss how dance reflect the heritage, 

traditions and beliefs of the choreographer 

3. Explain and justify opinions about how 

venue influences the way a dance is 

perceives and understood 

1. Use examples to explain the influences of 

culture and historical events on the work 

of dance artists (e.g. dancers, 

choreographers and producers) 

4. Research the contributions of significant 

choreographers of the 19 th , 20 th and 21 st 

centuries and identify how they works are 

representative of the time period and culture 

2. Explain the relationship between form and 

meaning in selected American dances 

using visual details from the works 

3. Trace the origin and development of 

American dance styles and explain what 

each style reveals about American culture 


Dance II uses a modern dance-based approach and follows Dance I. Dance II emphasizes students’ acquisition of intermediate movement skills and refined motor control through the study of various 

modern dance techniques. Students learn to take responsibility for their personal health and to care for their dance instrument. Through dance ensemble work, students continue to explore 

improvisation, dance elements, and composition as both dancer and choreographer. Students present the skills they have learned to selected audiences and learn basic technical/theatrical skills for 

dance production. Students extend their understanding of dance as an art form through a consideration of aesthetic and philosophical perspectives. Further awareness is enhanced through the study 

of dance history from ancient to medieval periods, the exploration of dance through a variety of cultural contexts, and dance as a career choice, Student will maintain a portfolio which contains written 

and/or visual example of their works 

127










1. Evaluate various media for observing live 

and recorded dance performances. 

4. Develop criteria to evaluate important 

aspects of social, traditional and theatrical 

dances 

2. Support their interpretations of a dance 

with references to the choreography (e.g. 

steps, movements and movement 

patterns) 

3. Explain how a choreographer’s 

philosophy influences the meaning of a 

dance. 

1. Summarize and present the perspectives 

of a choreographer and two other 

discipline specialists on a major historical 

event (e.g. the Harlem Renaissance) the 

perspectives of a choreographer, historian 

and scientist 

3. Identify and explain the responsibilities of 

the professional dancer for personal health and 

injury prevention, care and rehabilitation. 

2. Analyze how a theme or idea is 

represented in dance and in another 

content area 

4. Examine the impact of government and 

policy-making on dance advocacy 









3. Compare and contrast interpretations of 

the same dance performed in different 

historical contexts (e.g. classical ballet, 

“The Nutcracker”, with a contemporary 

version, Mark Morris, “The Hard Nut”) 

4. Deliver a report (e.g. oral, written, visual 

or multimedia) in a contemporary work of 

dance and show how the work’s central 

theme reflects the heritage, traditions or 

beliefs of the choreographer 

1. Analyze the philosophical beliefs, social 

systems and movement norms that 

influence the function and form of dance. 

3. Compare and contrast the traditions 

techniques and cultural contexts of traditions, 

social and theatrical dance styles. 

1. Perform a variety of complex movement 

sequences with an ensemble that 

demonstrate self awareness and 

awareness of others 

2. Demonstrate and describe the similarities 

and differences between dance styles 

3. Use available technology to develop a 

dance study. 

4. Create movement studies that explore a 

variety of choreographic processes (e.g. 

chance, musical visualization and 

improvisation) 

1. Reflect on and refine their beliefs and 

questions about their dance experiences 

2. Examine the value of dance in social, 

theatrical and cultural settings 


5. Review, revise and refine an original work 

with attention to theatrical elements and sound 

accompaniment 


Dance III uses a modern dance-based approach and follows Dance II. Dance III emphasizes the study of dance as a creative and expressive art form. Students demonstrate a commitment to 

personal fitness and to attaining an intermediate level of technical skill and performing with greater fluency, precision, and articulation. Students combine the use of improvisation, dance elements, 

choreographic principles and technical/theatrical elements to explore the creation of meaningful dance compositions. Students are encouraged to communicate personal feelings, thoughts, ides, and 

concepts through the skillful use of dance movement and to present their choreography to selected audiences. Through the use of aesthetic criteria, a student analyzes and evaluates in a 

constructive manner the impact of their own choreography and the work of others. Students explore integration through the creation of interdisciplinary projects and continue their studies of dance 

through cultural and historical viewpoints with an emphasis on the development of dance from the Renaissance through Romantic periods. Students will maintain a portfolio which contains written 

and/or visual examples of their works. 

128










1. Developing a point of view about the 

significance of their dance experiences 

and support their viewpoint with well 

chosen details 

2. Research and compare a choreographer’s 

philosophy of art with that of a dance 

educator and explain the similarities in 

their belief 

Early Third Quarter 

1. Analyze the way in which the central 

theme of a dance selection expresses a 

comment on daily life and use well chosen 

details from the dance 

2. Analyze and interpret the works of 

selected choreographers based on their 

use of dance structures, music forms and 

theatrical elements 

3. Examine and describe how dances they 

create reflect the theme and issues of 

contemporary times 

4. Assess the effectiveness of all aspects of 

a dance performance and suggest 

alterative choices or revisions, if 

necessary. 


1. Analyze a selected dance and explain its 

cultural role and significance. 

2. Research social dance styles and place 

them within a personal, historical and 

cultural context. 

3. Analyze how popular, social dance trends 

are influenced by sociopolitical issues 

4. Analyze the impact of one or more major 

artistic periods (e.g. renaissance, 

classical. Romantic or post modern) on 

the development of dance in various 

cultures 


5. Analyze the cultural influences on dance 

in America today. 

6. Discuss ways that media genres (e.g. 

news magazines, televised news, 

documentaries and arts online sources) 

cover dance events and performances in 

contemporary cultures 

7. Collaborate with others to create original 

material for a dance that communicates a 

universal theme or sociopolitical issues. 






2. Collaborate with peers to create original 

material for a dance 

3. As a soloist or as a part of an ensemble, 

perform dances from a variety of genres 

(e.g. jazz, ballet and modern) that 

demonstrate expression, dynamic range 

and technical accuracy 

4. Demonstrate the ability to adapt to and 

perform two or more different dance 

styles. 

1. Reform a complex work by a recognized 

choreographer and communicate the 

artist’ intent 

5. Create a solo dance to demonstrate 

originality, unity, clarity of intent and a 

dynamic range of movement 

6. Demonstrate the ability to notate, record 

and preserved selected personal works. 

1. Create an interdisciplinary project based 

on a central topic or issue that uses the 

methods, elements and structures from 

dance and one or more other disciplines. 

4. Use multiple resources (e.g. newsletter, 

professional magazines, interviews with art 

administrators or online websites) to research 

how local, state or national professional dance 

organizations address dance/arts issues 

related to public policy, research, advocacy 

and education. 

2. Identify and explain the skills and 

dispositions developed in dance that 

transfer to other field of study 9e.g. 

Imaginative and flexible thinking, 

teamwork and self-discipline 

3. Research and explain the benefits (e.g. 

social, cultural and physical) of lifelong 

involvement in dance. 


Dance IV uses a modern dance-based approach, & follows Dance III. Dance IV provides students with the opportunity to develop an advance level of dance technique and refine their skills as both 

choreographer & performer. Students apply their creative and technical knowledge and skills through a variety of production & performance opportunities. Using expanded aesthetic criteria students 

analyze, synthesize, and evaluate their own choreography as well as works of others. Students strive to clearly express ideas as they examine the creative process of integrating movement with 

choreographic intent. The development of dance during the Twentieth Century and into the contemporary era is major focus of Modern Dance IV. Studies include the purpose of dance, dance genres 

and styles, artistic conflicts and resolutions, innovations, social issues, technological applications, and significant contributions. Students learn to assess personal health and fitness, develop and 

achieve personal dance goals, and integrate knowledge and skills with a variety of other content areas. Students will maintain a portfolio which contain written and/or visual examples of their work. 

129

GRADE KINDERGARTEN ARTS EDUCATION SCOPE AND SEQUENCE (Music) – VERSION 1.0 



A. Identify and demonstrate elements of music 

using developmentally appropriate music 

vocabulary. 

B. Identify the sounds of a variety of 

instruments including, orchestra, band and 

classroom instruments 





vocabulary. 


A. Identify and demonstrate basic music forms 

B. Identify and respond to music of historical 

and cultural origins 


Applications 

B. Describe hoe music is used in carious 

culture in the united States. 

C. Identify and describe roles of musicians in 

various settings 





vocabulary. 



C. Recognize the interaction of people in music 

Valuing Music/Aesthetic Reflection 

C. Demonstrate how music communicate 

meanings of text, feelings, moods, or images, 

and influences personal preferences 




vocabulary. 







vocabulary. 




B. Demonstrate audience behavior appropriate 

for context and style of music played 





vocabulary. 




Applications 

A. Explain ways that music interrelates with 

other arts disciplines and with various 

disciplines outside the arts 





vocabulary. 

C. Discuss and evaluate individual and group 

music performance. 




A. Reflect on their own performances and the 

performances of others. 





vocabulary. 





A. Sing and /or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm., and pitch and appropriate expressive qualities 

B. Read, write, improvise and compose melodies and accompaniment. 

130

GRADE 1 ARTS EDUCATION SCOPE AND SEQUENCE (Music) – VERSION 1.0 



C. Demonstrate how music 

communicate meanings of text, feelings, 

moods, or images, and influences personal 

preferences 




vocabulary. 










vocabulary. 



C. Recognize the interaction of people in 

music. 





vocabulary. 









vocabulary. 









vocabulary. 




Applications 







vocabulary. 







vocabulary. 




Applications 








vocabulary. 







131






vocabulary. 







vocabulary. 







Applications 

B. Describe how music is used in various 

cultures in the united states. 





vocabulary. 










vocabulary. 











vocabulary. 












vocabulary. 



C. Recognize the interaction of people in 

music. 





vocabulary. 




Applications 










vocabulary. 







132






vocabulary. 









vocabulary. 










vocabulary. 






Applications 







vocabulary. 










vocabulary. 


instruments including orchestra, band and 

classroom instruments. 







vocabulary. 











vocabulary. 





Applications 





various music settings. 





vocabulary. 







133






vocabulary. 









vocabulary. 







Applications 







vocabulary. 










vocabulary. 












vocabulary. 








vocabulary. 











vocabulary. 








various music settings. 





vocabulary. 







134




B. Reflect on why others may have different 

music preferences. 


A. Compare and contrast styles and forms of 

music from various historical periods. 


A. Describe and evaluate a piece of music 

using developed criteria based on elements of 

music and music vocabulary. 










C. Identify and recognize in a piece of music 

the following: cleft, key signature, meter 

signature, tempo, dynamic markings, tempo, 

and note values. 










C. Identify and recognize in a piece of music 

the following: cleft, key signature, meter 

signature, tempo, dynamic markings, tempo, 

and note values. 

D. Identify various careers in music. 










Applications 

A. Compare and contrast common terms used 

in and for the interpretation of music and other 

arts disciplines. 










C. Apply appropriate criteria to support 

personal preferences for music choice and 

evaluate the quality and effectiveness of a 

music performance 





B. Identify composers and classify them 

according to chronological historical periods. 

C. Describe how events during various 

historical periods have influenced the 

development of music. 





B. Analyze the structure of large music works 

and the sections comprised within. 










A. Reflect on and describe how music 

performance and setting affect audience 

response 




music performance 











A. Perform a piece of music independently or in a group with technical accuracy and expression 

B. Improvise or compose a short melody that includes key signature and meter signature with proper notation in treble or bass cleft. 

C. Demonstrate ways that subject matter of other disciplines is interrelated with that of music. 

135































art disciplines 








response 










C. Justify one’s personal preference of music 

choice using music vocabulary 












B. Demonstrate ways that subject matter of 

other disciplines is interrelated with that of 

music 





C. describe how events during various 


development of music 





B. Analyze the structure of larger music works 






C. Identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings, and note values. 










Applications 

C. Identify various ways music affects lives. 










D. Identify various careers in music 

136










B. Analyze the structure of larger music works 




























response 











choice using music vocabulary 














other disciplines is interrelates with that of 

music 










C. Identify various ways music affects their 

lives 

D. Identify various careers in music 



























137



















































choice using music vocabulary. 














other disciplines is interrelated with that of 

music 

C. Identify various careers in music. 

response. 










C. Identify various ways music affects their 

lives. 






















138

GRADE LEVEL 1 ARTS EDUCATION SCOPE AND SEQUENCE (Music) – VERSION 1.0 



B. Analyze and respond to conducting patterns 

and gestures in relation to interpretation of 

music performance literature 


C. Develop and apply specific criteria for 

making informed, critical judgments about 

quality and effectiveness of music works both 

written and performed 






C. Analyze common harmonic progressions in 

selected repertoire aurally. 


A. Identify music forms from various cultures 

and historical periods and create or perform 

representative repertoire with stylistic accuracy 















B. Research and explain hoe music and 

composers both influence and are influences 

by society and culture 



A. Analyze and evaluate music selections 

based upon established criteria. 



music performance literature. 

D. Apply appropriate established criteria to 

evaluate a variety of music performances 



A. Articulate similarities and differences 

between music and other content areas. 











A. Articulate and justify personal philosophies 

regarding music in their lives and cite 

examples that contributed to this thinking. 

B. Explain how people differ in their music 

preferences based on their personal 

experiences. 



D. Articulate music avocation and career 

opportunities found in various cultures and 

music settings and identify experiences 

necessary for success. 







A. Sing and/or play independently or in ensembles, demonstrating technical and stylistic accuracy and musical expressiveness with appropriate responses to a leader’s cues and gestures. 

B. Read, perform, or compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music. 

Connections, Relationships and Applications 

B. Apply technology in creating, performing, and/or researching music. 

139






















representative repertoire with stylistic accuracy 



C. Compare and contrast several cultures’ 

,music works based 























A. Articulate similarities and differences 

between music and other content areas. 
















experiences. 

















140










A. Analyze and evaluate music selections 

based upon established criteria. 








Applications 

B. Apply technology in creating, performing, 

and/or researching music. 




representative repertoire with stylistic 

accuracy. 








C. Compare and contrast several cultures’ 

music works based on the function music 

serves, role of the musicians and conditions 

under which the music is performed. 












experiences. 





















A. Articulate similarities and differences between music and other content areas. 


C. Analyze common harmonic progressions in selected repertoire aurally. 

141

GRADE KINDERGARTEN ARTS EDUCATION SCOPE AND SEQUENCE (THEATER/DRAMA) – VERSION 1.0 






B. Listen to stories, myths and/or fairy tales 

from various time periods and cultures 


A. Imitate movements, voices and feelings of 

people, animals and objects through dramatic 

play. 


Historical, Cultural and Social Contexts Analyzing and Responding 

A. Explain when to observe and listen, and A. Identify the characters, place and time in a 

when to speak. 

story 

Valuing the D/T Aesthetic Reflection 

B. Predict the ending of a story or performance 

A. Indicate an emotional response to a 


drama/theatre work or experience 

D. Retell or summarize a story after listening to it 




A. Use appropriate dramatic/theatrical 

vocabulary 9e.g. actor, audience) to describe 

dramatic/ theatrical experiences 


B. Work cooperatively to perform or dramatize a 

story. 



A. Perform group pantomimed and 

improvisations to retell familiar stories. 


B. Recognize that there are opinions other than 

their own. 


Applications 

B. Retell stories from various cultures. 


B. Create a physical environment for a story(e.g. 

arrange classroom furniture to represent a specific 

place or situation, suggest lighting and or sound 

effects, express mood and choose clothing pieces 

for the characters in the story 

C. Identify areas in the community, in a school or 

in a classroom where a performance could be 

staged for an audience 


D. Tell a story based on a personal experiences 

and include who and what 


C. Explain a personal response to a 

dramatic/theatrical experience 


C. Describe what a writer does 


A1. Identify and describe similarities and 

differences among art forms. 

2. Use drama/ theatre to communicate 

information from other academic content areas 


-Become familiar with story elements 

-Develop kinesthetic awareness 

-Begin to develop a sense of self within space and in relationship with others 

-Develop ability to participate appropriately in dramatic exercises and as an audience member 

142

GRADE 1 ARTS EDUCATION SCOPE AND SEQUENCE (Theater/Drama) – VERSION 1.0 





Historical, Cultural and Social Contexts Valuing the D/T Aesthetic Reflection 

A. Demonstrate appropriate audience behavior. A. Explain their emotional response to a 

Creative Expression and Communication drama/theatre work or experience. 

A1. Demonstrate various movements, voices, B. Restate the opinions of others. 

and feelings by performing a variety of familiar Creative Expression and Communication 

roles. 

A. Dramatize/improvise familiar simple stories 

2.Demonstrate physical warm-ups to develop from classroom literature or life experiences 

relation and build coordination and flexibility incorporations plot ( beginning, middle, and end) 




A1. Use appropriate dramatic vocabulary ( 

character, time and place) to describe dramatic 

experiences 

2. Retell the beginning, middle and ending of a 

story in proper sequence and include the 

important events. 



A. Identify the characters, time, and place and 

major events in a story. 

B. Compare and contrast dramatic situations with 

real life. 


D. Describe characters in a story and tell how the 

characters are similar to or different from 

themselves 



B. Arrange classroom objects to represent a 

suitable environment for dramatic activities ( 

incorporate technical aspects such as simple 

set, lights, sound, and costume design with 

available classroom resources) 

C. Collaborate with classmates to arrange a 

classroom environment to create a performance 

setting and audience space for a classroom 

performance. 


B. Retell or dramatize stories, myths and/or fairy 

tales from various time periods and cultures. 


B1. Work cooperatively to present a tableau, 

improvisation or pantomime 

2. Use drama/theatre to present stories from other 

cultures. 


-Increase kinesthetic awareness through the senses 

-Develop dramatic vocabulary to articulate opinions 

-Begin to make connections between drama/theatre and other art forms 

-Begin to explore the technical elements involved in dramatic presentation 

-Increase listening skills 

-Increase understanding of story sequence 


B. Compare and contrast the elements ( plot, 

character, setting) of various narratives 

C. Explain a character’s choice and decision. 


C. Use available information to identify the 

creator of a work 


B. Discuss the author/playwright’s intent 


A1. Identify and describe differences among 

different art forms. 

2. Identify the theatrical concept of beginning, 

middle, and end in other academic content areas 

143







A1. Demonstrate audience behavior 

appropriate for participatory and traditional 

experiences. 

2. Discuss how audience behavior differs 

among the forms of drama/theatre (live, 

film/video. Broadcast media) 


A. Create the movement and voice of a 

character to communicate feelings, ideas, and 

activities in various drama experiences (skits, 

puppetry, pantomime, improvisation, 

storytelling) 



D1. Listen to a story and sequence the events 

including the problem and the solution. 

2. Convey familiar stories, sequencing events and 

identifying character, setting, and conflict. 


A. Use appropriate dramatic/ theatrical vocabulary 

(plot/setting) to describe dramatic 

theatrical experiences 



A. Describe the characters, setting, central ideas 

and plot in a story or dramatic / theatrical work. 

B. Describe the consequences of a character’s 

decisions and actions in a dramatic/ theatrical 

work 


D. Describe the character’s feelings in a story and 

compare them to people and events in their lives 



A. Identify instances in everyday life that are 

dramatic/ theatrical 

B. Compare the same story from across cultures. 


B. Compare plays representing various time 

periods. 


B. Identify the themes of a story or dramatic/ 

theatrical work. 



B1. Read and/or view plays from various 

cultures and describe the visual, aural, kinetic 

elements found within 


C. View a performance and discuss who made 

the artistic choices. 

Analyzing and RespondingC. Critique their 

own portrayal of a character based on voice, 

gesture, facial expression and movement. 


B. Explain what makes theatrical works different 

from stories. 


B. Explore and demonstrate various design 

components of a story/scene (draw a picture from 

the story, create live sound effects, and identify 

clothing items appropriate to a character.) 


A. Identify the arts that are used to make a 

theatrical performance. 


-Develop dramatic vocabulary for purposes of critique and analysis 

-Begin to develop vocal skills 

-Explore various dramatic presentation forms 

-Explore the literature of other cultures. 

-Continue to increase kinesthetic awareness 

-Develop of sense of self in relationship with others during presentation 

-Understand difference between narrative and dialogue to move a story line forward 

-Begin to apply technical elements to presentations. 


A. Identify factors that influence personal likes and 

dislikes in a drama/ theatre work or experience 

B. Compare personal opinions with those of 

others 


C. Communicate information about the role of a 

playwright in terms of story and script 

development. 


B2. Identify problem-solving and communicate 

skills needed to dramatize a story or current 

event 

144




A. Demonstrate audience behavior appropriate 

for forms and styles of drama/theatre including 

live, film/video, and broadcast media, 


D. Use voice, movement, space and/or physical 

objects to express or communicate thoughts, 

feelings and ideas both in improvised and 

scripted activities 



C. Recognize and describe the roles of writers 

on live theatre, film/video, and broadcast media. 


D1. Differentiate dialogue from action in a 

specific piece of literature. 

2. Express in writing a character’s thoughts 

from his/her perspective 



A1. Use appropriate dramatic/theatrical vocabulary 

(theme, author, playwright) to describe 

dramatic/theatrical experiences. 

2. Retell the plot sequence of a dramatic/theatrical 

work or experience. 

B. Compare and contrast the elements (plot, 

character, setting) of various narratives 



B. Choose various design components of a 

story/scene to create appropriate environment. 

D. Describe a place using vivid language. 


A1.Use elements of theatre to communicate 

information 

2. Use concepts or ideas from other content areas 

to create drama/theatre 

B. Use problem-solving and communication skills 

to dramatize a story or current event 


-Continue study of character motivation 

-Develop and use physical and vocal skills to communicate an idea or emotion 

-Begin small group work to present improvised or scripted scenes 

-Study various cultural dramatic styles 

-Begin a study of playwriting techniques 

-Use elements of drama/theater to communicate ideas in other content areas. 

-Continue to develop critique and analysis of performance of self and others. 



A. Create the movement and voice of a character 

using personal experiences to solve problems 

encountered by the character. 


B. Identify and defend their own interpretations of 

a character 



C. Direct a fellow student how to perform a task 

or action in a dramatic situation 


C1. Apply a set of criteria for evaluation of 

theatrical experiences. 

2. Critique an actor’s portrayal of a character 

based on voice, gesture, facial expression, and 

movement. 



B. Identify universal characters and themes in 

stories and plays from time periods and cultures. 


B. Compare and contrast characters and 

situations in stories/drama from various cultures. 



A. Use personal criteria to discuss their 

responses to a drama/theatre work or 

experience. 

B. Restate opinions of others about a 

drama/theatre work or experience. 

145

GRADE 4ARTS EDUCATION SCOPE AND SEQUENCE (Theater/Drama Music) – VERSION 1.0 






A1. Create movement and voice of a character 

and predict/explain the consequences of the 

character’s decisions and actions. 


A Use appropriate dramatic/theatrical 

vocabulary ( conflict, resolution) to describe 

dramatic/theatrical experiences. 



B. Discuss how a written adaptation of story 

various between media dorms including theatre, 

film/video, and broadcast media 


B. Analyze the playwright’s use of language. 


D1. Use vivid language to create a script 

around one or more elements of theatre such 

as character, action, props or setting 

2. Discuss the point of view in grade level 

literature. 


-Continue the study of character 

-Begin to analyze elements of plot 

-Identify and defend performance choices 

-Develop playwriting ability 

-Develop and utilize design components 

-Continue to develop small group ensemble work 


A1. Manipulate voice, movement, space and/or 

physical objects to express or communicate 

thoughts, feelings, and ideas both in improvised 

and scripted activities. 

2. Create a variety of improvisations based on a 

dramatic theme. 


A. Describe the plot, characters, conflict, 

resolutions and theme of a dramatic/theatrical 

work or experience. 



B. Identify where dramatic/theatrical activities 

occur in the school/community 


B. Manipulate various design components to 

create an appropriate environment for a story or 

scene. 


B1. Identify the production concept in a 

dramatic/theatrical work. 

2. Compare and contrast the impact 

drama/theatre, film/video and broadcast media 

have on the audience. 


A. Discuss how a performer adjusts to a specific 

audience. 


C. Direct fellow student how to perform a task or 

action two different ways in a dramatic situation 



B1. Explain how certain characters reflect their 

time periods and cultures. 

2. Identify drama/theatre or storytelling traditions 

in the cultures or ethnic groups thought-out the 

history of Ohio. 


B. Use drama/theatre to retell events in Ohio 

history. 


Connections, Relationships and Applications Valuing the D/T Aesthetic Reflection 

A1. Use elements of theatre in conjunction with at A. Justify personal opinions about a 

least one other art form to communicate 

drama/theatre work or experience. 

information. 

B. Restate opinions of others about a 

2. Use problem solving and cooperative skills to drama/theatre experience. 

dramatize a story, current event or a concept from 

another area 

146

GRADE 5 ARTS EDUCATION SCOPE AND SEQUENCE (Theater/Drama ) – VERSION 1.0 






A1. Use sensory and memorization skills to 

create a character. 

2. Create the movement and voice of a 

character in both comedic and dramatic 

situations. 


A1. Identify character types and relationships 

2. Use appropriate dramatic/theatrical 

vocabulary to describe dramatic/theatrical 

experiences. 



D. Write a scripted scene from a prompt that 

provides exposition, consistent point of view, 

sensory details and dialogue. 


A1. Use script-writing techniques including stage 

directions. 

B. Explain how the setting of a dramatic/theatrical 

work affects characterization. 



C. Critique a dramatic/theatrical performance. 


Identify factors that cause diverse opinions about 

a drama/theatre work or experiences. 



A1. Investigate how drama/theatre and 

storytelling forms-past and present-of various 

cultural groups may reflect their beliefs and 

traditions. 

Research and explain where, when, and how 

dramatic/theatrical activities occurred in a 

specific time period. 

B. Discuss contributions to theatre arts of a 

playwright or screen writer from a specific time 

period. 


C. Identify the cultural characteristics in selected 

drama/theatre performances from other 

countries. 



B. Differentiate among the unique 

characteristics of live theatre, film/video and 

broadcast media. 

C. Justify a presentation from ( live theatre, 

film/video, and broadcast media) to 

communicate an idea or message. 


A. Describe ways that drama/theatre, film/video 

and broadcast media express the artist’s 

perspective and evoke a personal response. 


-Understand the unique elements of various media 

-Begin study of production concepts 

-Utilize various art forms to create dramatic presentation 

-Increase ability to work as an ensemble 

-Explore various roles within the drama/theatre experience 


A1. Identify production styles 


B1. Analyze various design components used in a 

dramatic/theatrical event. 


B. Explain the use of a production concept on a 

dramatic/theatrical work 


A. Combine are forms to create a 

dramatic/theatrical experience. 

B. Use problem-solving and cooperative skills to 

dramatize a story, current event or a concept from 

another content area 


C. Explain the roles and responsibilities of a 

director, stage manger and business manger. 


C. Work cooperatively in different roles/jobs 

within a dramatic/theatrical experience. 

147

GRADE 6 ARTS EDUCATION SCOPE AND SEQUENCE (Theater/Drama ) – VERSION 1.0 






A1. Create a character using appropriate voice, 

posture, movement and language. 

2. Use sensory and emotional recall to interpret 

experiences as an actor. 


B. Differentiate between character types and 

relationships 



B. Select a script or story for production 

and choose the media to be use ( live 

theatre, film/video, broadcast media) 


D1. Describe what a director does 

2. Collaborate in a dramatic/theatrical activity to 

achieve a common goal 



B. Compare and contrast the work of a playwright 

and a screenwriter. 


D. Write a scripted scene that uses a plot 

pyramids, develops characters and employs vivid 

language to create a setting. 



A. Demonstrate accurate use of 

dramatic/theatrical vocabulary, elements and 

principles 


Compare and contrast various art forms and their 

creative processes to those of drama/theatre 


A. Discuss productions styles 



A1. Read, discuss and/or perform a play written 

in a time period. 

2. Discuss the production styles of various 

cultures. 


B. Explain how a change in a production 

concept would change the presentation of a 

dramatic/theatrical work. 

C. Evaluate the use of a production concept in 

an actual performance. 


C. Explain the roles and responsibilities of a 

scenic designer, lighting designer and sound 

designer, 

B. Design various technical components (scenery, 

sound, lighting, costumes design, properties, 

make-up)for a particular story/scene. 


C. Evaluate technical elements in a production. 


-Continue study of productions styles 

-Develop dramatic/theatrical vocabulary to analyze and critique production styles and concepts. 

-Understand the roles of various technical designers 

-Understand the role and influence of drama/theatre in personal lives. 


C. Support judgments about the 

effectiveness of the actors’ 

interpretations of their roles in a 

performance. 


B. Identify factors that cause changes in opinions 

about a drama/theatre work or experience. 


B. Use dramatic/theatrical skills to communicate 

concepts or ideas from other academic content 

areas. 

C. Identify examples of how drama/theatre, 

broadcast media and film/video can influence or 

be influenced by politics and culture. 


A. Discuss the role of drama/theatre in their lives 

148







1.Recognize and discuss the difference 

between assessing the quality of a theatrical 

work and a personal preference of such work. 

2. Summarize their personal response to 

drama/theatre and compare and contrast their 

own responses to those of their peers. 


1. Develop a theatre warm-up that energizes 

and focuses participants physically, vocally, 

mentally and emotionally 

2. Build a commitment to working as an 

ensemble of actors as they perform acting 

exercises, improvisation activities, introductory 

vocal exercises and learn to conduct group 

warm-up activities. 



1. Apply basic voice and movement for the stage 

and use the body and voice with control, 

specificity, focus and expression. 

2. Build basic acting kills in improvisational 

activities; in particular learn to apply the 

terminology of “playing an objective” in 

improvisational scene work. 

3. Perform short vocal works, demonstrating an 

introductory understanding of vocal technique. 

(e.g. clarity, projection and expressiveness). 



1. Develop and a personal preference for a 

theatrical works (e.g. Including plays, movies, 

television shows). 


1. Develop and support criteria to assess the 

quality of theatrical works presented on stage, in 

film or on television. 



1. identify select and uses literary works, such as 

poetry, historically significant speeches and song 

lyrics, as sources for vocal/theatrical pieces. 


1. perform monologues, based literary works, 

demonstrating a sense of character and a 

fundamental understanding of objectives; 

demonstrate a developing ability to speak 

clearly, project and use one’s voice expressively 


Creative Expression and Communication!. 

Build an ensemble dramatic/theatrical piece 

based on personal experiences and heritage; 

and use the body and voice with control, 

specificity, focus and expression. 


1. Perform an ensemble dramatic/theatrical piece 

based on personal experience and heritage; 

demonstrate an understanding of the demands of 

performance (e.g., focus, efforts, dedication, 

discipline, self-control, creativity). 


1. Discuss and support a personal assessment of 

one’s own work as an actor, comparing and 

contrasting one’s own assessment with that of the 

instructors and one’s peers. 


1. Explore theatrical styles and traditions (e.g. 

realism, tragedy, farce, pantomime, ect.) from 

different cultures and time periods. 

Analyzing and Responding1. Identify a single 

theatrical tradition and style and articulate how its 

influenced is represented in modern culture (e.g. 

plays, films, television, ect.). 


1. Discuss and support a personal assessment 

of one’s own work as an actor, comparing and 

contrasting one’s own assessment with that of 

the instructors and one’s peers. 


Drama/Theater for middle school students focuses on the introduction of fundamental knowledge and skills that will serve as a foundation for further study in this art form. Students will work as an 

ensemble building core acting techniques and acquiring appropriate acting/theatre terminology, leant to use their bodies expressively and begin to use their voices as stage instruments; students 

will understand connections between drama theatre and other discipline and use literary/historical works as material for dramatic presentations; they will value and evaluate dramatic/theatrical 

works as they develop the ability to critique works using appropriate aesthetic criteria; they will begin to place drama in a historical and social context and relate theatrical contributions over time to 

their own work; they will create original plays and begin the process of understanding the overall production process. 

149







1. Recognize and discuss the significances of 

the personal contribution of actors, directors, 

and playwrights. 

2. Recognize and discuss the significance of 

the contribution of set, lighting, costume, prop 

and sound designers. 

Analyzing and Responding1. Analyze the 

relevance of set, lights, props, sound and 

costumes to the meaning of a theatrical 



1. Recognize and discuss the significances of the 

personal contribution of actors, directors, and 

playwrights. 

2. Recognize and discuss the significance of the 

contribution of set, lighting, costume, prop and 

sound designers. 

Analyzing and Responding1. Analyze the 

relevance of set, lights, props, sound and 

costumes to the meaning of a theatrical 



1. Compare cultural characteristics of 

dramatic/theatrical works from European, African 

and eastern cultures. 


1. Refine and perform a theatre warm-up that 

energizes and focuses participants physically, 

vocally, mentally and emotionally. 


1. Present dramatic /theatrical works from various 

cultures highlighting salient cultural 




1. Create a personal warm-up to use before 

class. Rehearsal or a performance. 


1. Build basic acting skills (e.g. voice, movement, 

use of character objectives) in rehearsals of 

short scene work to develop characterizations. 

2. Present short scenes demonstrating an 

understanding of fundamental acting and voice 

techniques and the demands of the rehearsal 

and performance process. 



1. Critique the acting work of their peers and 

professionals using appropriate theatrical 

terminology 


Applications 

1. Develop a personal philosophy/set of rules 

for drama/theatre to guide class commitment 

and the rehearsal process. 


1. Recognize and discuss how participation in 

theatre develops skills that are valuable and 

applicable to other academic areas and careers 

2. Articulate the relationship between the work of 

Lorraine Hansberry and other contemporary 

playwrights, with an emphasis on African 

American theater artists, and other historical, 

social, and political contexts in which they wrote 


1. Express a personal philosophy of why 

drama/theater is important 9 to oneself, to the 

world) and compare and contrast this philosophy 

with those of their peers. 


1. Write an original dramatic/theatrical work based 

on personal experience and imaginative 

explorations. 


1. Compare and performance original theatrical 

works based on personal experience and 

imaginative explorations. 

2. Demonstrate an understanding of basic acting 

and vocal technique in the presentation of 

original theatrical works. 

3. Demonstrate an understanding of the 

demands of the rehearsal and performance 

process throughout the production process of 

original plays. 


Drama/Theater for middle school students focuses on the introduction of fundamental knowledge and skills that will serve as a foundation for further study in this art form. Students will work as an 

ensemble building core acting techniques and acquiring appropriate acting/theatre terminology, leant to use their bodies expressively and begin to use their voices as stage instruments; students 

will understand connections between drama theatre and other discipline and use literary/historical works as material for dramatic presentations; they will value and evaluate dramatic/theatrical 

works as they develop the ability to critique works using appropriate aesthetic criteria; they will begin to place drama in a historical and social context and relate theatrical contributions over time to 

their own work; they will create original plays and begin the process of understanding the overall production process. 

150

GRADE LEVEL 1 ARTS EDUCATION SCOPE AND SEQUENCE (Theater/Drama) – VERSION 1.0 






1. Create and develop the qualities of a 

ensemble of actors, demonstrations 

collaborative skills in improvisational theatrical 

works. 

2. Create and perform improvisational works 

that demonstrate acquisition of such skills as 

the ability to listen, to responding the moment, 

concentrate, focus, and use one’s body and 

voice expressively. 


Connections, Relationships and Applications Creative Expression and Communication 

1. Identify dramatic/theatrical elementscharacters, 

conflict, 

objectives, tactics, and obstacles—in 

1. Apply basic acting technique---character 

narrative/plot/climax/resolution-in literature, improvisations. 

history, math and science, 

2. Create and perform modest scripted scenes, 

2. Identify academic elements--- literature, history, applying basic acting technique, to develop 

math and science—in dramatic/theatrical works. realistic characters. 


1. Compare and contrast points of view on the 

important of theatre to each other and to society 

as a whole. 




1. Create and perform scripted scenes, applying 

basic acting technique (e.g. objective, tactics, 

given circumstances, etc.) to develop realistic 

characters. 


1. Compare and contrast a character’s point of 

view of events in a scene with those of other 

characters in the same scene; describe the 

fictional events in each character’s life that 

shapes that character’s point of view in a scene. 



1. Observe a variety of dramatic/theatrical 

performances and identify, compare and 

contrast themes, mood and atmosphere, 

production qualities, style and intent. 

2. Observe a variety of dramatic/theatrical 

performances and describe and analyze the 

quality and effect of set, costumes, sound, 

lights and props. 


1. Identify and describe aesthetic elements in 

set/costume/lights/sound and props that 

enhance the thematic meaning of theatrical 

works. 


1. Identify universal, recurring themes in the arts 

and analyze how they are expressed through 

theater across different cultures and during 

different ages. 

2. Compose presentations (dramatic/lecture 

demo’s, poster boards, ect.) that define how a 

theme in a selected theatrical work is expressed in 

its atmosphere, acting, and producing elements 

(set, costumes, lights, props and sound). 


1. Discuss the relationship between the elements 

of theater (e.g. character, conflict, plot/narrative, 

ect.) with events in literature and history. 


1.Develop vocal skills—projections, articulation, 

expression- using a variety of literary works. 


1. Create and perform monologues 

demonstrating a modest mastery of vocal skills – 

projection, articulation, expression. 


1. Compose, defend and compare an 

assessment of one’s own work in drama (e.g. 

Vocal work, improvisation, scene work). 


Drama/theater for 9 th grade (level 1) provides students with a comprehensive introduction to basic acting skills and terminology and its application to improvisation and scene work; students apply 

such terms as playing objectives, tactics, given circumstances, and inner and outer obstacles. Students relate drama/theater with other disciplines and employ contemporary literature as a source 

for vocal and dramatic presentations, developing their voice for the stage. Students demonstrate an understanding of the role of designers in dramatic/theatrical works. Students identify recurring 

themes in dramatic literature from various historical periods and develop criteria for assessing the quality of their own dramatic/theatrical works and those of others. 

151







1. Apply movement for the stage techniques to 

use the body expressively, use the body to 

express atmosphere, elements, emotions, and 

images; use pantomime to express action, 

circumstances and character. 

2. Perform original dramatic group works 

expressing character, use the body and voice 

expressively to transform into character in 

imaginative situations. 



1. Use inquiry to develop their beliefs about 

theater and its role in society. 

2. Compare and contrast varying points of view 

on the cultural significance of various theatrical 

works 


1. Apply dance, creative movement, pantomime, 

and expressive vocal techniques to develop and 

transform into characters 

2. Perform original dramatic/theatrical group works 

expressing character transformation in imaginative 

situations. 



1. Identify and discuss historical influences--- 

Roman, medieval, silent film, etc.--- of physical 

theater: pantomime, commedia del arte, slapstick, 

etc. 

2. Create presentations demonstrating the 

influences of cultural and historic events on 

various forms of physical theater 


1. Discuss how theatrical works reflect the 

heritage, traditions and beliefs prevalent at the 

time of their authorship 

2. Analyze how theatrical works can be used to 

illuminate and influence the beliefs and values of 

their audience. 



1. Apply physical theater styles and techniques--- 

dance, pantomime, physical character work--- 

through the use of improvisation. 


1. Compose, defend and compare assessments of 

their own and their peers work and develop 

criteria by which to assess similar work by 

produced by professional theater. 


1. Research a local, state, or national 

professional theater and identify its production, 

marketing, development and educational 

processes. 

2. Critique professional theatre events using 

appropriate criteria. 



1. Create and perform original works in small 

groups that present original characters based on 

personal observations, commedia del arte and 

stock mask work characters 


1. Compose standards of behavior and artistic 

commitment for a dramatic creative process that 

provides students with rehearsal guidelines. 


Drama/Theatre for 10 th grade (Level 2) builds on Level1 curriculum providing students with a physical, intuitive approach to acting with an emphasis on character development. Students use 

movement and vocal exercises, pantomime, improvisation, mask work and commedia del arte to develop physical control and the ability to transform into characters. Students gain an appreciation 

of the historical context of such work---Roman, medieval, street theatre, silent film, ect. --- and discuss their social, cultural and artistic significances. Students develop criteria to assess the quality 

of their own work and the work of professional theatre artists. 

152







1. Apply script analysis techniques---script 1. Demonstrate ability to rehearse and perform 

interpretation and scoring, identifying beat Shakespeare scenes with clarity and 

structure, ect---- in works by William 

expressiveness. 

Shakespeare. 

2. Apply acting and vocal techniques---playing 

objectives, tactics, physical transformation, ect-- 

-in rehearsal of scenes by Shakespeare. 




1. Identify and discuss the role of the stage 

manger and compose a prompt book based on a 

full-length published play. 

2. Identify and discuss the role of set, costume, 

lights, sound and prop designers 



1. Create a ground plan and set model based on 

a full length published play. 


1. Compose, defend and compare an 

assessment of one’s own set design and model 

and the work of peers. 



1. Develop criteria to evaluate important 

aspects of varying styles of theatrical works. 

2. Compare and contrast reviews of 

professional theatrical events and compose 

reviews of acting, directing, and design 

elements in theatrical works using appropriate 

criteria. 


1. Describe the aesthetics of production values— 

ser, costumes, sound, props and light—in 

professional theatrical production and films . 


1. Perform a series of monologues, based on 

literary works that explore various dialects and 

demonstrate clarity, projection and 

expressiveness. 


1. Identify and discuss the role of the African 

American in American theater. 

2. Create original works relating the cultural, 

historic and social influences of such American 

playwrights as August Wilson, Lorraine 

Hansberry, Amiri Baraka and others. 


1. Compare, contrast and summarize the 

perspectives of different playwrights as they 

address similar themes, historic events and 

social events. 

2. Identify and discuss the historic, artistic, social 

and political role of prominent American 

playwrights, such as Tennessee Williams, August 

Wilson, Eugene O’Neill and Arthur Miller. 


Drama/Theater for 11 th grade (Level 3) builds on Level2 curriculum providing students with an in-depth experience in the work of William Shakespeare. Students analyze, score, rehearse and 

perform scenes from Shakespeare applying acting technique, skills in physical transformation, and voice for the stage. Students apply the skills and knowledge of a stage manger and set designer 

creating a promptbook, ground plan and set model. Students refine criteria for play assessment and describe the aesthetic impact of the production elements of plays and films. Students gain an indepth 

understanding of the work and influenced of prominent African American playwrights and the contributions of other American playwrights, in particular Tennessee Williams, Arthur Miller and 

Eugene O’Neill. 

153







Applications 

1. Research and summarize the work of a 

prominent profession theater artist from a 

historical period; address the artist’s 

background and influences and their historical, 

social, artistic contributions and influence. 


1. Prepare and perform performance quality 

monologues (one classical, one contemporary) 

that can be used for college/university 

auditions. 



1. Develop criteria using dramatic/theatrical 

terminology for plays; the criteria should apply to 

the way characters, dialogue, plot and conflict are 

reflected in theatrical works. 


1. Discuss the history of American Musical 

Theater; identify the historical. Social and artistic 

influences of American Musical Theater and its 

significance as an art form. 



1. Compose a musical theater cabaret; perform 

musical theater numbers demonstrating an 

understanding of choreography, signing for the 

stage, staging, and the demands of performance. 

2. Conceive and compose the 1 st draft of an 

original one-act play that demonstrates an 

understanding of character, dialogue, plot 

development, conflict, dramatic climax, and 

denouement. 



1. Compose the 2 nd draft of an original one-act 

play, revised in accordance with appropriate 

criteria, that demonstrates an understanding of 

character, dialogue, plot development, conflict, 

dramatic climax, and denouement. 


1. Summarize the role of theater in society in 

history and articulate the significance of theater 

in one’s own life. 

2. Compare and contrast critiques of theatrical 

works create by fellow students and by published 

authors. 




Applications 

1. Produce and present an original one-act play; 

1. Describe the interconnected relationship demonstrate an understanding of the overall 

between the director, actor and designers ( demands of producing theater (e.g. 

set/costume/light/sound and prop design) in the conceptualizing, designing, casting, scheduling, 

process of conceptualizing and creating a budgeting, staging, technical rehearsal, and 

theatrical work. 

performance). 


1. Functioning as director, create and 

implement the design concept of a one-act play; 

establish a set/costume/light/ props and sound 

design for a one act play. 

2. Cast a one act play (with peers as actors); 

begin to stage an original one-act play. 


1. Summarize a personal philosophy reflecting 

one’s own aesthetic dramatic/theatrical values and 

personal theatrical preferences. 


1. Create an interdisciplinary group project based 

on a topic or issue with cultural significance that 

employs methods and production elements of 

theater and other art disciplines. 


1. Use multiple resources (e.g. periodicals, 

historical texts, professional magazines, 

interviews or online websites) to research the 

mission and programming of local or national 

professional theaters and how they address 

politics, economic, artistic and social issues in 

their work. 

2. Research and explain the benefits (e.g. social, 

cultural and physical ) of lifelong involvement in 

drama and theater. 


Drama/Theater for 12 th grade (Level 4) builds on level 3 curriculum providing students with an in-depth experience in playwriting, directing and production. Students prepare performance quality 

monologues and a musical theater cabaret with an understanding of the historical significance of the American musical. Students will write and produce original one-act plays. Students will direct a 

selection of their one act plays, conceptualizing, designing, staging and overseeing technical and dress rehearsals. Students develop refine criteria for assessing theater work and understand the 

myriad cultural influences theater has had in history. Students develop a personal philosophy of the importance theater, its relationship to other arts and academic disciplines, the contributions of 

specific theater artist, and it’s role in society over the ages. 

154

CAREER AND TECHNICAL 

EDUCATION 

155

AUTO TECH LEVEL 1 CAREER TECHNICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 


Career Exploration and Development 

1.1 Explore career pathways in transportation 

systems. 

1.2 Explore professional development and 

career advancement opportunities for a 

transportation professional. 

1.3 Demonstrate positive work behaviors and 

personal qualities. 

1.4 Develop personal career goals and the 

objectives to meet those career goals. 

Transportation Systems Technical Skills 

Sets 

10.1 Explore the performance skills of an 

automotive technician. 

10.2 Explore the performance skills of a 

medium and heavy transportation technician. 

18.4 Perform starting system diagnosis and repair. 

18.5 Perform charging system diagnosis and repair. 

18.6 Perform lighting systems diagnosis and repair. 


Orientation to the Automotive Industry 

11.1 Define the industry. 

11.2 Determine the skills needed to work in 

the automotive industry. 


Tools and Equipment 

12.1 Identify basic tools and equipment 

appropriate to the automotive industry. 

12.2 Demonstrate appropriate use of basic 

hand tools to complete work functions. 

12.3 Operate power tools and stationary 

equipment. 

12.4 Maintain hand and power tools 

appropriate to the automotive industry. 

12.5 Use appropriate personal protective 

equipment (PPE) 

Suspension and Steering 

16.1 Perform general suspension and steering 

systems diagnosis. 

16.2 Perform steering systems diagnosis & 

repair. 

16.3 Remove, inspect and install front 

suspension. 

16.4 Remove, inspect and install rear 

suspension. 

16.5 Perform miscellaneous service. 

16.6 Perform wheel alignment diagnosis, 

adjustment and repair. 

16.7 Perform wheel and tire diagnosis and 

repair. 

. 



Business Foundations 

2.1 Analyze the roles and major functions of 

transportation systems. 

2.2 Develop a business process model for a 

transportation organization. 

2.3 Explain the impact of economic, social and 

technological changes on a transportation 

organization. 

2.4 Explain how planning and budgeting are 

used to accomplish organizational goals and 

objectives. 

2.5 Explain material control and product 

inventories necessary to meet customer and 

business requirements. 


16.1 Perform general suspension and steering 

systems diagnosis. 

16.2 Perform steering systems diagnosis & 

repair. 

16.3 Remove, inspect and install front 

suspension. 

16.4 Remove, inspect and install rear 

suspension. 

16.5 Perform miscellaneous service. 

16.6 Perform wheel alignment diagnosis, 

adjustment and repair. 

16.7 Perform wheel and tire diagnosis and 

repair. 

156



Legal and Ethical Aspects 

6.6 Explain employee and employer liability 

(e.g., monetary and personal). 

Information Technology Applications 

7.1 Use computer-based technology. 

7.2 Employ information technology 

applications. 

7.3 Use geographic information systems. 

Brakes 

17.1 Perform general brake systems 

diagnosis. 





Safety, Health and Environmental Aspects 

8.1 Maintain general safety in accordance with 

government regulations, health standards, 

company policy, procedure and practices. 

8.2 Evaluate the human and ergonomic factors 

associated with the transportation industry. 

8.3 Identify state, federal and local worker 

safety, health and environmental regulations. 

8.4 Demonstrate practices that contribute to a 

safe workplace environment. 

8.5 Complete the requirements for first aid and 

CPR certification. 

8.6 Complete and apply operations and safety 

training on pertinent equipment. 

8.7 Identify practices that contribute to a 

healthy environment. 

8.8 Handle hazardous materials in accordance 

with government regulations and health 

standards. 

Brakes 

17.1 Perform general brake systems 

diagnosis. 



Brakes 

17.5 Perform power assist U diagnosis and 

repair. 

17.6 Perform miscellaneous diagnosis and 

repair. including wheel bearings, parking 

brakes and electrical. 

17.7 Diagnose antilock brake and traction 

control systems. 



16.1 Perform general suspension and 

steering systems diagnosis. 

Brakes 

17.2 Perform hydraulic system diagnosis 

and repair. 

17.3 Perform drum brake diagnosis and 

repair. 

17.4 Perform disc brake 

157



Electrical and Electronic Systems 

18.1 Perform general electric system 

diagnosis. 

18.2 Remove and replace terminal end from 

connector. 

18.3 Perform battery diagnosis and service. 


Problem Solving and Critical Thinking 

4.1 Employ critical thinking and problem 

solving skills independently and in teams to 

formulate solutions to problems. 


18.7 Perform gauges, warning devices and 

driver information systems diagnosis and 

repair. 

18.8 Perform horn and windshield 

wiper/washer diagnosis and repair. 

18.9 Perform accessories diagnosis and 

repair. 






18.1 Perform general electric system 

diagnosis. 

18.2 Remove and replace terminal end from 

connector. 




4.2 Apply problem solving and critical thinking 

techniques to the conflict between available 

resources, requirements of the project and 

timelines. 

4.3 Combine critical thinking and team-building 

skills to solve problems. 

4.4 Evaluate and adjust plans and schedules 

to respond to unexpected events and 

conditions. 

4.5 Apply mathematical principles and 

formulas to transportation systems problems. 


18.7 Perform gauges, warning devices and 

driver information systems diagnosis and 

repair. 

18.8 Perform horn and windshield 

wiper/washer diagnosis and repair. 

18.9 Perform accessories diagnosis and 

repair. 



Communications 

3.1 Utilize reading strategies to interpret 

transportation systems data, information and 

analysis. 

3.2 Locate, organize and reference written 

transportation systems information from 

various sources. 

3.3 Write and utilize coherent and focused 

technical communications that support a 

defined perspective for transportation systems. 


18.4 Perform starting system diagnosis and 

repair. 

18.5 Perform charging system diagnosis 


18.6 Perform lighting systems diagnosis and 

repair. 


Leadership and Teamwork 

5.1 Summarize the interpersonal skills that 

contribute to positive leadership and teamwork. 

5.2 Demonstrate the ability to work on a team 

and recognize the importance of teamwork and 

its impact on business in a transportation 

environment. 

5.3 Perform responsibly as a team member. 

5.4 Use motivational techniques to enhance 

performance in others. 

5.5 Examine the different responses to conflict 

as they relate to results. 

5.6 Resolve conflicts to maintain a smooth 

workflow. 



18.4 Perform starting system diagnosis and 

repair. 

18.5 Perform charging system diagnosis 


18.6 Perform lighting systems diagnosis and 

repair. 



5.1 Summarize the interpersonal skills that 

contribute to positive leadership and teamwork. 

5.2 Demonstrate the ability to work on a team 

and recognize the importance of teamwork and 

its impact on business in a transportation 

environment. 

5.3 Perform responsibly as a team member. 

5.4 Use motivational techniques to enhance 

performance in others. 

5.5 Examine the different responses to conflict 



workflow. 

158






6.1 Differentiate between legal and ethical 18.1 Perform general electric system 

issues. 

diagnosis. 

6.2 Complete work-related duties within an 18.2 Remove and replace terminal end from 

ethical framework. 

connector. 

6.3 Assess the implications of ethical and 

unethical behavior. 

6.4 Perform duties according to laws, 

regulations, contract provisions and policies. 

6.5 Comply with applicable governmental 

regulations and codes. 



(e.g., monetary and personal). 

systems diagnosis and repair. 


Transportation Fuels 

9.1 Discuss the historical and economic impact 

of the petroleum industry. 

9.2 Discuss the alternative vehicular fuel 

industry. 

Emissions Control Systems Diagnosis and 

Repair 

21.1 Diagnose positive crankcase 

ventilation system. 


Transportation Fuels 

9.3 Compare and contrast viable fuels. 


Repair 

21.1 Diagnose positive crankcase 

ventilation system. 


Information Technology Applications 

7.1 Use computer-based technology. 

7.2 Employ information technology 

applications. 

7.3 Use geographic information systems. 

U 20: Engine Performance 

20.1 Perform general engine diagnosis. 

20.2 Perform diagnosis and repair of 

computerized engine controls. 

20.3 Perform ignition system diagnosis and 

repair. 

20.4 Perform fuel, air induction and exhaust 



Repair 

21.2 Evaluate exhaust gas recirculation 

system. 

21.3 Evaluate exhaust gas treatment 

system. 

Job Placement 


U 20: Engine Performance 

20.1 Perform general engine diagnosis. 

20.2 Perform diagnosis and repair of 

computerized engine controls. 

20.3 Perform ignition system diagnosis and 

repair. 

20.4 Perform fuel, air induction and exhaust 

systems diagnosis and repair. 



Repair 

21.4 Diagnose evaporative emissions 

controls system. 

21.5 Perform engine-related service. 





159

CONSTRUCTION TECHNOLOGIES LEVEL 1 CAREER TECHNICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 



1.1 Explore career pathways in construction 

technology. 

1.2 Explore professional development 

opportunities for a construction technology 

professional. 

1.7 Explain apprenticeships and their role in 

the construction industry. 

1.8 Determine the apprenticeships and their 

role in the construction industry. 

Safety 

7.1 Maintain general safety in accordance with 

government regulations and health standards. 

7.2 Evaluate the ergonomic factors associated 

with the construction industry 

7.4 Demonstrate practices that contribute to an 

accident-free environment. 

7.5 Explain emergency response plans in a 

variety of industry settings. 

7.7 Examine access and egress procedures. 

7.8 Analyze structural issues related to worker 

health and safety. 


Inter-relational Systems 

4.1 Explore diverse organizational structures 

and goals within the construction industry. 

4.2 Differentiate between residential, 

commercial, industrial, and industrial 

construction segments. 

4.3 Analyze the relationship among various 

construction stakeholders. 


6.5 Examine the different responded to conflict 



workflow. 

Problem Solving and Critical Thinking. 

10.1 Employ critical thinking and problem 

solving skills to formulate solutions to 

problems. 

10.2 Apply problem solving and critical thinking 


resources, requirements of the project, and 

construction timelines. 

10.3 Combine critical thinking and 

team0building skills to solve problems. 

10.4 Evaluate and adjust plans/schedules to 

respond to unexpected events and conditions, 


Health and Environment 

8.1 Survey state, federal, and local worker 

health and environment regulations. 

8.2Demonatrate practices that contribute to a 






11.1 Identify tools and equipment appropriate 

to the task 

11.2 Demonstrate appropriate use of tools to 

complete work functions 


appropriate to the work site. 

11.4 Use appropriate personal protective 

equipment (PPE) 

Basic Construction skills. 

13.1 Explore performance skills in carpentry 

13.2 Explore performance skills of electricians 

13.3 Explore performance skills in HVAC and 

refrigeration 

13.4 Explore performance skills in brick, block, 

and cement masonry, 

13.5 Explore performance skills in plumbing 

and pipefitting. 

13.6 Explore performance skills in heavy 

equipment operations 

13.7 Explore performance skills in interior 

construction. 


Health and Environment 

8.1 Survey state, federal, and local worker 

health and environment regulations. 

8.2Demonatrate practices that contribute to a 









appropriate to the work site. 





refrigeration 

13.4 Explore performance skills in brick, block, 

and cement masonry, 

13.5 Explore performance skills in plumbing 

and pipefitting. 

13.6 Explore performance skills in heavy 

equipment operations 


construction. 

13.8 Explore performance skills in product, 

cabinetry wood technology. 

13.9 Explore performance skills in architecture 

13.10 Explore performance skills in 


3.1 Demonstrate mathematical calculations necessary to estimate material, equipment and 

design needs, 

3.2 Estimate needed materials and equipment. 

3.3 Estimate the amount of labor needed and the3 respective cost. 

3.4 Analyze the economic impact of various work functions. 

3.5 Describe estimating techniques and responsibilities. 

5.1 Apply active listening skills to obtain and clarify information provided in oral communications. 

5.2 Listen and speak effectively to contribute to group discussions and meetings. 

construction management.` 

5.4 Write coherent and focused communication that supports a defined perspective. 

5.9 Explain the fundamentals of schematics, specifications, and construction drawings. 

5.10 Read and interpret construction drawings, specifications and other contact documents. 

27.1 Create work sequences for task and units of work. 

27.2 Organize material and equipment delivery to maximize productivity 

27.3 Create work assignments fir crew and individuals 

27.4 Explain how to expedite materials and assign work to produce a complete job 

27.5 Explain the building stages needed to complete a construction project 

27.6 Align and incorporate the build environment and its systems to complete the project 

160



Wood Products Tech/ Cabinet Making 

21.1 Evaluate wood as raw material for wood 

products technology and cabinet making. 

21.2 Analyze the wood material available for 

wood products technology and cabinet making. 

21.3 Identify the finished products of wood 

products and cabinet making. 

21.4 Identify & explain the fundamentals of 

wood defects & the principle of basic lumber 

grading, wood drying processes, wood 

seasoning and conditioning 

21.5 Explain how increased technological 

aspects and trends may or may not change the 

success of the wood industry in the future. 

21.14 Explain the various adhesives & identify 

their respective applications. 

21.16 Prepare surface for finishing 

21.17 Demonstrate finishing processes 


Carpentry 

14.1 interpret construction drawings and 

demonstrate construction 

14.2 Select Materials for various construction 

applications. 

14.3 Construct footing and foundation 

14.5 Construct forms for slabs and paving 

14.6 Construct found. grade beams & forms 

14.7 Complete floor framing 

14.8 Layout walls and rough openings 

14.9 Frame walls and rough openings 

14.10 Frame metal wall partitions 

14.11 Construct ceiling framing 

14.12 Construct roof framing 

14.14 Install drip edge, eaves flashings & vents 

14.15 install shingles 

Interior Finish Applications 

20.4 Install and finish drywell 

20.5 Demonstrate painting and wall- covering 

20.12 Identify and describe ceiling framing 


Electrical. 

16.1 Explain electrical principles and theories 

16.2 Analyze basic electrical theory 

16.4 Solve mathematical problems related to 

electricity, 

16.5 Explain and apply National Electrical 

Code (NEC) and other applicable codes.l 

16.6 Demonstrate test equipment. 

16.7 read and interpret blueprints. 

16.8 Demonstrate various uses of fasteners 

and anchors. 

16.9 Install rough-in wiring 

16.10 Install finish wiring 

16.15 Demonstrate Electrical safety practices 

16.17 Construct electrical drawings. 


3.1 Demonstrate mathematical calculations necessary to estimate material, equipment and design needs, 





5.1 Apply active listening skills to obtain and clarify information provided in oral communications. 

5.2 Listen and speak effectively to contribute to group discussions and meetings. 

5.4 Write coherent and focused communication that supports a defined perspective. 

5.9 Explain the fundamentals of schematics, specifications, and construction drawings. 

5.10 Read and interpret construction drawings, specifications and other contact documents. 

27.1 Create work sequences for task and units of work. 

27.2 Organize material and equipment delivery to maximize productivity 

27.3 Create work assignments fir crew and individuals 

27.4 Explain how to expedite materials and assign work to produce a complete job 

27.5 Explain the building stages needed to complete a construction project 

27.6 Align and incorporate the build environment and its systems to complete the project 


Heating, Ventilation, Air-Conditioning, and 

Refrigeration 

17.1 Appraise the fundamental concepts of 

human comfort 

17.2 Analyze and measure electrical values. 

17.3 identify and perform soldering and brazing 

procedures 

Plumbing and Pipefitting 

18.1 Analyze information from a complete set 

of blueprints 

18.2 Prepare sketches and diagrams 

18.3 Rough in drainage systems 

18.4 Rough in water supply systems 

18.5 Select appropriate piping materials 

18.6 Evaluate residential plumbing systems 

18.7 Explain fuel piping system 

18.8 Install common fixtures and appliances. 

18.9 Explain water and drainage system 

maintenance and repair 

161




1.4 Demonstrate sufficient ability to complete 

essential work function (e.g. complete full shift, 

walking, carrying objects for extend periods of time. 

1.5 Prepare for career advancement in construction 

technology (e.g. extended college) 

1.6 Examine licensing, certification and credentialing 

at the state, nations, and local level 

1.7 Explain apprenticeships and their role in the 

construction industry 

1.8 Determine the apprenticeship best suited to a 

career goal 

1.9 Explain the rights and responsibilities of 

participants in a construction industry and training 

program. 


4.1 Explore diverse organizational structures and 

goals within the construction industry. 

4.2 Differentiate between residential, commercial, 

industrial, and industrial construction segments. 



4.4 Investigate factors that may affect various 

construction organizational structures 

4.5 Explain typical construction contract 

relationships 

4.6 Apply industry standards and practices to 

maintain project quality 


10.1 Employ critical thinking and problem solving 

skills to formulate solutions to problem 

10.2 Apply problem solving and critical thinking 


resources, requirements of the project and 

construction timelines. 


Materials 

2.1 Examine the various materials used in 

construction 

2.2 Explain the various material finishing techniques 

2.3 Select materials for various construction 

applications 

2.4 Describe the handing and use of those of basic 

construction materials 

2.5 Analyze the physical and chemical principles 

critical to the construction industry 


11.1 Identify tools and equipment appropriate to the 

task 



11.3 Maintain hand and power tools appropriate to 

the work site. 

11.4 Use appropriate personal protective equipment 

(PPE) 





refrigeration 

13.4 Explore performance skills in brick, block, and 

cement masonry, 

13.5 Explore performance skills in plumbing and 

pipefitting. 

13.6 Explore performance skills in heavy equipment 

operations 


construction. 

13.8 Explore performance skills in product, cabinetry 

wood technology. 

13.9 Explore performance skills in architecture 

13.10 Explore performance skills in construction 

management. 


5.1 Apply active listening skills to obtain and clarify information provided in oral communications 

5.2 Listen and speak effectively to contribute to group discussions and meetings 

5.3 Deliver formal and informal presentations that demonstrate organization and delivery skills 

5.4 Write coherent and focused communications that support a defined perspective 

5.5 Utilize communication technology 

5.6 Employ computer technology in construction operations 

5.7 Explain the impact of emerging electronic technology in construction 

5.10 Read and interpret construction drawings, specifications and other contract documents 

6..1 Demonstrate the ability to work on a team in a construction environment 

6.2 Perform responsibly as a team member 


Pre-Construction 

22.1 Employ methods of data collection and 

analysis to gather project information 

22.2 Determine potential client/agency needs and 

purpose solutions 

22.3 assess building systems and their 

interrelationship to develop design criteria 

22.4 Examine traditional project phases and their 

role. 

22.5 Identify environmental design elements for a 

given project. 

22.6 Apply design requirements to accommodate 

people with vary physical abilities. 

22.7 Explain the diversity of needs, values and 

social patterns in project design. 

22.8 Use relevant materials to visualize proposed 

project and transfer data to design. 

Design 

23.1 Apply basic organizational, spatial, and 

constructional principles to the design of interior and 

exterior spaces. 

23.2Evaulate and select building materials and 

assemblies to meet project objectives. 

Architectural Documents 

24.1 Draw a floor plan from a preliminary sketch 

24.2 Draw foundation and roof plains 

24.3 Draw elevations 

24.4 Draw sections and details 

24.5 Draw plumbing and HVAC plans 

24.6 Draw sire plans 

24.7 Design a residential structure 

24.8 Design a commercial structure 

24.9 Prepare electrical drawings 

24.10 Apply technical skills to rehabilitation and/or 

restoration of existing structures 

24.11 evaluate and complete the work required to 

repair existing structures 


Site Development 

26.1 Establish and maintain line and grade 

26.2 Manage excavation to meet specification 

26.3 Detect work site safety and environmental 

hazards 

Planning and Coordination 

27.1 Create work sequences for task and units of 

work. 

27.2 Organize material and equipment delivery to 

maximize productivity 

27.3 Create work assignments fir crew and 

individuals 

27.4 Explain how to expedite materials and assign 

work to produce a complete job 

27.5 Explain the building stages needed to complete 

a construction project 

27.6 Align and incorporate the build environment 

and its systems to complete the project 

27.7 Identify requirements for closeout and 

certificate of occupancy 

Supervisory Relationship with Worker 

28.1 Integrate worker orientation and employee 

development. 

28.2 Promote cooperation, teamwork, and jobsite 

safety 

28.3 Analyze the role of the supervisor on a 

construction project 

28.4 Organize and prepare skilled workers to 

perform the job effectively and efficiently 

28.5 Demonstrate conflict resolution skills 

Unit Relations 

29.1 Clarify client expectations 

29.2 Employ positive client relationships 

Urban Plumbing 

25.1 Examine the concepts of urban plumbing 

25.2 Assess the issues related to urban plumbing 

25.3 Use various technical tools to study issues of 

urban growth, development, and management 

6.3 Use mentoring skills to inspire others to achieve 

6.4 Describe the basic origins of conflict and the needs that motivate behavior 

7.1 Maintain general safety in accordance with government regulations and health standards. 

7.2 Evaluate the ergonomic factors associated with the construction industry 

7.4 Demonstrate practices that contribute to an accident-free environment. 

7.5 Explain emergency response plans in a variety of industry settings. 


7.8 Analyze structural issues related to worker health and safety. 

7.9 Process safety documents 

7.10 Demonstrate the American National Standards(ANSI) hand signals to communicate with other workers 

7.11 Utilize universal signs and symbols that apply to given workplace situations. 

162



Brick, Block, and Cement Masonry 

15.1 Prepare materials for brick or block 

construction 

15.2 Lay brick and block 

15.3 Install mortar joints 

15.4 Prepare construction site 

15.5 Perform masonry construction 

15.6 Install concrete masonry units (CMU) 

15.7 Perform special masonry installation 

15.8 Build chimney and fireplaces 

15.9 Prepare materials for concrete constructions 

15.10Preapre for residential, commercial or road 

work 

15.11 Construct footings and foundations 

15.12 Layout and construct forms foe slabs and 

paving 

15.13 Place and finish concrete 

15.14 Install joints and cure concrete 

15.15 Demonstrate specially work and concrete 

machinery 

15.16 Demonstrate safe operation of concrete 

machinery 

15.17 Explain and describe how to deal with special 

concrete 


Carpentry 

14.1 interpret construction drawings and 

demonstrate construction 

14.2 Select Materials for various construction 

applications. 

14.3 Construct footing and foundation 

14.4 Construct all-weather woof foundations 

14.5 Construct forms for slabs and paving 

14.6 Construct foundations grade beams & forms 

14.7 Complete floor framing 

14.8 Layout walls and rough openings 

14.9 Frame walls and rough openings 

14.10 Frame metal wall partitions 

14.11 Construct ceiling framing 

14.12 Construct roof framing 

14.13 Install prefabricated roof trusses 

14.14 Install drip edge, eaves flashing & vents 

14.15 Install shingles 

14.16 Complete exterior finish 

14.17 Install insulation 

14.18 Complete interior finish 

14.19 Install cabinets and storage services 

14.20 Construct stairs 

14.21 Demonstrate specialized carpentry 

applications 

14.22 Apply technical skills to 

restoration/remodeling of existing structures 

14.23 Evaluate and complete the work required to 


14.24 Create work assignments for crew and 

individuals 

14.25 Organize material and equipment to maximize 

productivity 


development 

14.27 Promote cooperation and teamwork 

14.28 Analyze the role of the lead carpenter on a 


14.29Organize and prepare carpenters to perform 

the job effectively and efficiently 


5.6 Employ computer technology in construction operations 

5.7 Explain the impact of emerging electronic technology in construction 

5.8 utilize written contract documents to direct the work 

5.9 Explain the fundamentals of schematics, specifications and construction 

5.10 Read and interpret construction drawings, specifications and other contract documents 

6..1 Demonstrate the ability to work on a team in a construction environment 



Electrical. 



16.4 Solve mathematical problems related to elect. 

16.5 Explain and apply National Electrical Code 

(NEC) and other applicable codes 



16.8 Demo various uses of fasteners & anchors. 



16.11 Complete commercial &industrial installations 

16.12 Explain disruption systems 

16.13 install motors and power wiring an industrial 

installations 

16.14 Differentiate between specialized systems 

16.15 Demonstrate Electrical safety practices 16.17 

Construct electrical drawings. (i.e. as built) 

16.16 Construct housekeeping pads and light pole 

bases 

16.17 Construct electrical drawings (i.e. as built) 


18.1 Analyze info from a complete set of blueprints 








18.9 Explain water & drainage sys. maint. & repair 


20.1 Design interior projects needs 

20.2 Layout interior needs 

20.3 Determine walls layout and rough openings 

20.4 Install and finish dry wall 


20.6 Demonstrate various plastering applications 

20.7 Assess flooring needs & explain installation 

proced. 



20.8 Assess and describes various tile applications 

20.9 Asses and describe trim applications 

20.10 Determine lighting needs and explain the 

appropriate insulation 

20.11 Determine storage needs 


20.13 Apply basic organizational and spatial 

principles to the design of interior space 

20.14 Evaluate and select fixtures, equipment, 

materials, and assemblies to meet project objectives 

Wood Products Tech/ Cabinet Making 



21.2 Analyze the wood material available for wood 


21.3 Identify the finished products of wood products 

and cabinet making. 

21.4 Identify & explain the fund. of wood defects 

and the principle of basic lumber grading, wood 

drying processes, wood seasoning and conditioning 

21.5 Explain how increased tech. aspects & trends 

may or may not change the success of the wood 

industry in the future. 

21.6 Explain sharpening and honing applications 

21.7 Operate power equipment 

21.8 Design and utilize Jigs and Fixtures 

21.9 Construct basic cabinetry joints 

21.10 Construct cabinet frames 

21.11 Construct a frameless cabinet using 32mm 

technology 

21.12Identify and describe the various hardware 

available for wood producers tech & cabinet making 

21.13 Construct cabinet doors and drawers 

21.14 Explain the various adhesives and identify 

their respective applications. 

21.15 Apply laminates and veneers 

21.16 Prepare surface for finishing 

21.17 Demonstrate finishing processes 


6.4 Describe the basic origins of conflict and the needs that motivate behavior 

6.5 Examine the different responses to conflict as they relate to results 

8.1 Survey state, federal, and local worker health and environment regulations. 

8.2Demonatrate practices that contribute to a healthy environment. 

8.3 explain the environmental aspects of work sites with contaminated soil and water 

8.4 Analyze design and construction elements to control mold 

8.5 Handle hazardous materials in accordance with government regulations and health standards. 

163




1.5 Prepare for career advancement in construction 

technology (e.g. extended college) 

1.6 Examine licensing, certification & credentialing 

at the state, nations & local level 

1.7 Explain apprenticeships & their role in the const. 

industry 

1.8 Determine the apprenticeship best suited to a 

career goal 

1.9 Explain the rights & responsibilities of 

participants in a const. industry & training program. 


4.1 Explore diverse organizational structures and 

goals within the construction industry. 

4.2 Differentiate between residential, commercial, 

industrial, and industrial construction segments. 



4.5 Explain typical const. contract relationships 

4.6 Apply industry standards and practices to 

maintain project qualities 

Communication 

5.1 Apply active listening skills to obtain and clarify 

information provided in oral communications 

5.2 Listen and speak effectively to contribute to 

group discussions and meetings 

5.3 Deliver formal and informal presentations that 

demonstrate organization and delivery skills 

5.4 Write coherent and focused communications 

that support a defined perspective 

5.5 Utilize communication technology 

5.6 Employ computer tech. in const. operations 

5.7 Explain the impact of emerging electronic 

technology in construction 

5.8 utilize written contract docs to direct the work 

5.9 Explain the fundamentals of schematics, 

specifications and construction 

5.10 Read and interpret construction drawings, 

specifications and other contract documents 


Leadership and Team Work 

6..1 Demonstrate the ability to work on a team in a 

construction environment 



6.4 Describe the basic origins of conflict and the 

needs that motivate behavior 

6.5 Examine the different responses to conflict as 

they relate to results 

6.6 Resolve conflicts to maintain a smooth work flow 

Business Practices 

12.1 develop a management plan for business 

12.2 identify basic procedures in the accounting 

circle 

12.3 Compare/contrast business side versus 

practice side licenses, insurance, bonds, and 

verification 


9.1 Differentiate between legal and ethical issues 

9.2 Complete work-related duties within a ethical 

framework 

9.3 Asses the implications of ethical/unethical 

behavior 

9.4 Survey mandated standards 

9.5 Comply with governmental regulations and 

applications codes 


9.7 Perform duties according to regulations, policies, 

laws, legislated rights, and contract provisions 

9.8 Explain accessibility issues 


Pre-Construction 

22.1 Employ methods of data collection and 

analysis to gather project information 

22.2 Determine potential client/agency needs and 

purpose solutions 

22.3 assess building systems and their 

interrelationship to develop design criteria 

22.4 Examine traditional project phases & their role. 

22.5 Identify enviro. design elements for a given 

project. 

22.6 Apply design requirements to accommodate 

people with vary physical abilities. 

22.7 Explain the diversity of needs, values and 

social patterns in project design. 

22.8 Use relevant materials to visualize proposed 

project and transfer data to design. 

Design 

23.1 Apply basic organizational, spatial, and 

constructional principles to the design of interior and 

exterior spaces. 

23.2Evaulate and select building materials and 

assemblies to meet project objectives. 









Urban Plumbing 

25.1 Examine the concepts of urban plumbing 

25.2 Assess the issues related to urban plumbing 

25.3 Use various technical tools to study issues of 

urban growth, development, and management 

25.4 Participate in community meetings 


3.1 Demonstrate mathematical calculations necessary to estimate material, equipment and 

design needs, 





7.1 Maintain general safety in accordance with government regulations and health standards. 


Site Development 

26.1 Establish and maintain line and grade 

26.2 Manage excavations to meet specification 

26.3 Detect work site safety and environmental 

hazards 

Planning and Coordination 

27.1 Create work sequences for task and units of 

work. 

27.2 Organize material and equipment delivery to 

maximize productivity 

27.3 Create work assignments fir crew and 

individuals 

27.4 Explain how to expedite materials and assign 

work to produce a complete job 

27.5 Explain the building stages needed to complete 

a construction project 

27.6 Align and incorporate the build environment 

and its systems to complete the project 

27.7 Identify requirements for closeout and 

certificate of occupancy 

Supervisory Relationship with Worker 


development. 

28.2 Promote cooperation, teamwork, and jobsite 

safety 

28.3 Analyze the role of the supervisor on a 


28.4 Organize and prepare skilled workers to 

perform the job effectively and efficiently 

28.5 Demonstrate conflict resolution skills 

Unit Relations 


29.2 Employ positive client relationships 

7.4 Demonstrate practices that contribute to an accident-free environment. 

7.5 Explain emergency response plans in a variety of industry settings. 


7.8 Analyze structural issues related to worker health and safety. 

7.9 Process safety documents 

7.10 Demonstrate the American National Standards (ANSI) hand signals to communicate with 

other workers 

164



Brick, Block, and Cement Masonry 

15.1 Prepare materials for brick or block const. 

15.2 Lay brick and block 

15.3 Install mortar joints 

15.4 Prepare construction site 

15.5 Perform masonry construction 

15.6 Install concrete masonry units (CMU) 

15.7 Perform special masonry installation 

15.8 Build chimney and fireplaces 

15.9 Prepare materials for concrete constructions 

15.10Preapre for residential, commercial or road 

work 

15.11 Construct footings and foundations 

15.12 Layout & construct forms for slabs and paving 

15.13 Place and finish concrete 

15.14 Install joints and cure concrete 

15.15 Demo specially work and concrete machinery 

15.16 Demo safe operation of concrete machinery 

15.17 Explain & describe tool to deal with special 

concrete 

Heavy Equipment Operations 

19.1 Explain and demonstrate safety procedures 

necessary to perform heavy equipment operations 

19.2 Explain soil types 

19.3 Define grades used in construction 

19.4 Explain the heavy equip types & processes for 

basic construction 

19.8 Analyze the heavy equip in paving operations 

19.9 Specify scraper types and functions 

19.10 Specify bulldozers types and functions 

19.11 Specify motor grader types and functions 

19.12 Specify backhoe types and functions 

19.13 Specify Front-end loader types and functions 

19.14 Specify dump truck types and functions 

19.15 Specify tractor types and functions 

19.16 Specify compactor types and functions 

19.17 Specify hydraulic excavator types &functions 

19.18 Specify forklift types and functions 

19.19 Specify crane types and functions 


Carpentry 

14.21 Demonstrate specialized carpentry 

applications 

14.22 Apply technical skills to 

restoration/remodeling of existing structures 

14.23 Evaluate and complete the work required to 



individuals 

14.25 Organize material and equipment to maximize 

productivity 


development 

14.27 Promote cooperation and teamwork 

14.28 Analyze the role of the lead carpenter on a 


14.29Organize and prepare carpenters to perform 

the job effectively and efficiently 

Electrical. 



16.4 Solve mathematical problems related to 

electricity, 

16.5 Explain and apply National Electrical Code 

(NEC) and other applicable codes 



16.8 Demonstrate various uses of fasteners and 

anchors. 



16.15 Demonstrate Electrical safety practices 16.17 

Construct electrical drawings. (i.e. as built) 


Heating, Ventilation, Air-Conditioning,& Refrig. 

17.1 Appraise the fund. concepts of human comfort 

17.2 Analyze and measure electrical values. 

17.3 Identify & perform soldering & brazing proced. 

17.4 Explain the physical laws applied to refrig. 

17.5 Analyze mechanical refrig cycle & components 

17.6 Explain the mechanical refrig. & components 

17.7 Identify & perform soldering & brazing proced. 

17.8 Demo the proper use of piping materials, 

fabrications, and application 

17.9 Perform leak-detection procedures 

17.10 Demo specialized heating, ventilation and air 

conditioning/refrig.(HVAC/R) test equip & tools. 

17.11 Install refrigeration & air-conditioning equip 

17.12 Perform service maintenance (SM) in related 

HVAC equipment 

17.13Troubleshoot refrigeration and air-conditioning 

equipment 

17.14 Service and repair refrigeration and airconditioning 

equipment ( secure EPA refrigerant 

certification) 

17.15 Identify and install forced air heating systems 

17.16 Troubleshoot and service heating equipment 

17.7 Explain the fundamentals of hot water/chilled 

water system (hedonics) 

17.18 Explain the application selection and 

installation of hydraulic system components 

17.19 Explain the applications, selections, and 

installation of low pressure steam systems 

17.20 Assess sheet metal standards and materials 

17.21 Demonstrate different sheet metal fabrication 

procedures 

17.22 Create work sequences for tasks and units of 

work 


individual 


17.25 Employ positive client relationships. 









24.8 Design a commercial structure 

24.9 Prepare electrical drawings 


18.1 Analyze information from a complete set of blueprints 








18.9 Explain water and drainage system maintenance and repair 


Wood Products Technology/ Cabinet Making 



21.2 Analyze the wood material available for wood 


21.3 Identify the finished products of wood products 

and cabinet making. 

21.4 Identify and explain the fundamentals of wood 

defects and the principle of basic lumber grading, 

wood drying processes, wood seasoning and 

conditioning 

21.5 Explain how increased tech aspects and trends 

may or may not change the success of the wood 

industry in the future. 


20.1 Design interior projects needs 

20.2 Layout interior needs 

20.3 Determine walls layout and rough openings 

20.4 Install and finish dry wall 


20.6 Demonstrate various plastering applications 

20.7 Assess flooring needs and explain installation 

procedures 

20.8 Assess and describes various tile applications 

20.9 Asses and describe team applications 

20.10 Determine lighting needs and explain the 

appropriate insulation 

20.11 Determine storage needs 


20.13 Apply basic organizational and spatial 

principles to the design of interior space 

20.14 Evaluate and select fixtures, equipment, 

materials, and assemblies 

165

FOREIGN LANGUAGES 

166

GRADE K4 WORLD LANGUAGE SCOPE AND SEQUENCE (VERSION 1) 


Comparisons: 

A. Identify and describe linguistic structures 

and writing systems of the target language and 

English. 

Communities: 

G. Work cooperatively in groups to accomplish 

a task. 


Communication: 

B. Exchange personal information. 

Comparisons: 



English. 

Communities: 

E. Attend, participate in or view target culture 

events and share with others. 


Comparisons: 

B. Recognize that linguistic structures carry 

meaning and vary across languages. 

Communities: 

B. Perform for a school or community event. 

D. Use various products and media from the 

target culture and language for personal 

enjoyment. 


Cultures: 

B: Identify and imitate gestures and oral 

expressions to participate in age-appropriate 

cultural activities. 

Comparisons: 

B. Recognize that linguistic structures carry 

meaning and vary across languages. 

Communities: 


D. Use various products and media from the 

target culture and language for personal 

enjoyment. 



A. Ask and answer questions and share 

preferences on familiar topics. 

F. Organize and present basic information 

about various careers, including those that 

require understanding of another language and 

culture. 

Connections: 

A. Describe concepts and use skills from 

across disciplines. 

Comparisons: 

C. Identify and describe patterns of behavior in 

various cultural settings. 

Communities: 

C. Exchange information with people locally or 

around the world. 



H. Identify the main idea and describe 

characters and setting in oral, signed or written 

narratives. 

K. Present information orally, signed or in 

writing. 

Culture: 

C. Observe, identify, describe and reproduce 

objects, images and symbols of the target 

culture. 

Connections: 

A. Describe concepts and use skills from 


Comparisons: 

C. Identify and describe patterns of behavior in 

various cultural settings. 

Communities: 

A. Present information about the target 

language and culture to others. 



B: Exchange personal information. 

C. Request clarification. 

D: Give and follow a short sequence of instructions. 

E: Respond appropriately to requests accompanied by gestures & other visual or auditory cues,& follow 

directions. 

G. Decode words, phrases & sentences using knowledge of letter/symbol-sound correspondences and 

contextual cues. 

I: Dramatize songs, short stories, poetry or activities. 



L. Apply age-appropriate writing process 

strategies to write short, guided paragraphs on 

various topics. 

Culture: 

D. Identify distinctive contributions made by 

people in the target culture. 

Connections: 

B. Identify viewpoints of the target culture 

through authentic sources and expressive 

products. 

Comparisons: 

D. Identify and describe products of the target 

culture and students’ own culture. 

Communities: 

C. Exchange information with people locally or 

around the world. 


Connections: 

A. Identify viewpoints of the target culture 

through authentic sources and expressive 

products. 

Comparisons: 

D. Identify and describe products of the target 

culture and students’ own culture. 

Communities: 

F. Organize and present basic information 

about various careers, including those that 

require understanding of another language and 

culture. 

J. Tell or retell stories. 

Culture: 

A. Observe, identify and describe simple patterns of behavior of the target culture. 

B. Identify and imitate gestures and oral expressions to participate in age- appropriate cultural activities. 

Comparisons: 

A. Identify and describe linguistic structures and writing systems of the target language and English. 

Communities: 

E. Attend, participate in or view target culture events and share with others. 

G. Work cooperatively in groups to accomplish a task. 

167

GRADE 58 WORLD LANGUAGE SCOPE AND SEQUENCE (VERSION 1) 



C. Request and provide clarification. 

D. Give and follow multistep directions. 

E. Use culturally appropriate language and 

gestures in a variety of social settings. 

Comparisons: 

A. Identify and discuss linguistic structures of 

the target language and English. 


Communication 

K. Apply age-appropriate writing process 

strategies to publish a document for a range of 

audiences. 

Cultures: 

B. Participate in and discuss age-appropriate 

cultural practices. 

Connections: 

A. Investigate and report on concepts from 




B. Express personal preferences and feelings, 

and support opinions. 

J. Present original work and cultural material. 

Cultures: 



Comparisons: 



English. 


Communication 

H. Identify a speaker’s or author’s purpose and 

discuss the main idea, characters and 

supporting details in a variety of media. 

Cultures: 

C. Investigate, discuss and report on products 

and perspectives of the target culture. 

Connections: 

B. Obtain information and discuss viewpoints 

from the target culture using authentic sources, 

and apply understandings to concepts from 


Comparisons: 

C. Compare and contrast practices and 

perspectives of the target culture and students’ 

own culture. 

D. Compare and contrast products and 


own culture. 



A. Engage in oral, written or signed conversation on familiar topics. 

C. Request and provide clarification. 

D. Give and follow multistep directions. 

E. Use culturally appropriate language and gestures in a variety of social settings. 

F. Follow multistep directions. G. Derive meaning using aural, visual and contextual clues. 

Cultures: 

A. Observe, identify and describe simple patterns of behavior of the target culture. (K-4) 



F. Follow multistep directions. 

G. Derive meaning using aural, visual and 

contextual clues. 

Cultures: 

D. Identify significant contributions and 

historical figures from the target culture. 

Comparisons: 

B. Compare and contrast how linguistic 

structures carry meaning and vary across 

languages. 


Communication 



audiences. 

Cultures: 



Connections: 

B. Obtain information and discuss viewpoints 

from the target culture using authentic sources, 

and apply understandings to concepts from 


Communities: 

F. Identify and present information about 

various careers that require understanding of 

another language and culture. 

G. Prepare and implement tools to facilitate 

group projects. 





audiences. 

Cultures: 

A. Investigate, discuss and report on practices 




Communities: 



events and describe to others. 


Communication 

I. Narrate an event, a personal experience or 

an original story. 

Cultures: 



D. Identify significant contributions and 

historical figures from the target culture. 

Connections: 

A. Investigate and report on concepts from 


Communities: 

A. Provide information or services to 

individuals, the school or the community using 

knowledge of the target language and culture. 

C. Engage in communication with people 

locally and around the world. 

B. Identify, imitate gestures & oral expressions to participate in age- appropriate cultural 

activities. 

Connections: 

A. Describe concepts and use skills from across disciplines. (K-4) 

Comparisons: 

A. Identify and discuss linguistic structures of the target language and English. 

Communities: 


E. Attend, participate in or view target culture events and describe to others. 

G. Work cooperatively in groups to accomplish a task. (K-4) 

168

GRADE 912 WORLD LANGUAGELEVEL 1 SCOPE AND SEQUENCE (VERSION 1) 



A. Interact using extended spoken, signed or 

written communication by providing and 

obtaining information. 

Cultures: 

A. Analyze, discuss and report on a wide 

variety of practices and perspectives of the 

target culture. 

B. Participate in and discuss a wide variety of 


Connections: 

A. Investigate, analyze and present concepts 

from across disciplines. 

Comparisons: 

A. Analyze and discuss linguistic structures 

and conventions of the target language and 

English. 

B. Analyze and explain how the target 

language and English express meaning 

through variations in style. 

Communities: 





Communication 




Cultures: 






Connections: 



Comparisons: 



English. 

B. Analyze and explain how the target 



Communities: 






A. Use a wide range of strategies to negotiate meaning. 

A. Engage in oral, written or signed conversation on familiar topics. (5-8) 

B. Express personal preferences and feelings, and support opinions. (5-8) 

D. Give and follow multistep directions. (5-8) 

Culture: 


C. Observe, identify, describe and reproduce objects, images and symbols of the target culture. (K-4) 

Communities: 

C. Engage in communication with people locally and around the world. (5-8) 

D. Exchange information about, and personal reactions to, various products and media of the target culture. (5-8) 



B. Express a wide range of feelings and 

emotions, and discuss and support opinions. 

C. Use a wide range of strategies to negotiate 

meaning. 

Cultures: 






Connections: 

A. Investigate, analyze and present 

concepts from across disciplines. 

Comparisons: 

C. Analyze and discuss how products, 

practices and perspectives of the students’ 

own culture and the target culture overlap and 

differ. 

Communities: 



F. Evaluate and discuss how understanding 

of another language and culture enhances job 

skills and career options. 



D. Give and follow a series of complex 

directions. 

G. Use a variety of reading and listening 

strategies to derive meaning from texts. 

J. Present information and ideas on a range of 

topics. 

Cultures: 






Connections: 



Comparisons: 

B. Analyze and discuss how products, 



differ. 

Communities: 



169




E. Interact in a wide range of situations using 

culturally authentic language and gestures. 

F. Follow complex oral, signed or written 

directions and requests. 

I. Create presentations on a range of original 

or authentic expressive products. 

Cultures: 

C. Analyze, discuss and report on a wide 

variety of products and perspectives of the 


Connections: 

B. Investigate, analyze and present information 

and viewpoints from the target culture using 

authentic sources, and apply understandings 

across disciplines 

Comparison: 




differ. 

Communities: 

C. Sustain communication with people locally 

and around the world. 



H. Analyze information from a variety of oral, 

written and visual sources by summarizing, 

critiquing and explaining texts. 


strategies to produce a variety of documents 

for publication. 

Cultures: 



target culture 

D. Analyze, discuss and report on significant 

contributions from the target culture. 

Connections: 





Comparisons: . 




differ. 

Communities: 

D. Report information about and personal 

reactions to various products, media and 

services of the target culture. 



B. Use a wide range of strategies to negotiate meaning. 

A. Engage in oral, written or signed conversation on familiar topics. (5-8) 

B. Express personal preferences and feelings, and support opinions. (5-8) 

D. Give and follow multistep directions. (5-8) 

Culture: 


C. Observe, identify, describe and reproduce objects, images and symbols of the target culture. (K-4) 

Communities: 

C. Engage in communication with people locally and around the world. (5-8) 

D. Exchange information about, and personal reactions to, various products and media of the target culture. (5-8) 



J. Present information and ideas on a range 

of topics. 




Cultures: 

D. Analyze, discuss and report on a wide 



Connections: 





Comparisons: 

D. Discuss the concept of culture through 

analysis of products, practices and 


own culture 

Communities: 

B. Perform original or authentic works for a 

school or community event. 



J. Present information and ideas on a range 

of topics. 




Cultures: 

D. Analyze, discuss and report on significant 

contributions from the target culture. 

Connections: 





Comparison: 

D. Analyze, discuss and report on a wide 



Communities: 

G. Develop evaluative tools and implement 

group strategies to complete tasks and solve 

problems. 

170



Communications: 




B. Express a wide range of feelings and 

emotions, and discuss and support opinions. 

Communities: 






H. Analyze information from a variety of oral, 

written and visual sources by summarizing, 

critiquing and explaining texts. 

I. Create presentations on a range of original or 

authentic expressive products. 

Cultures: 




Comparisons: 

B. Analyze & discuss how products, practices 

and perspectives of the students’ own culture 

and the target culture overlap and differ. 


Connections: 



Comparisons: 



English. 

Communities: 

B. Perform original or authentic works for a 

school or community event. 



J. Present information and ideas on a range of 

topics. 

Cultures: 




Comparisons: 




differ. 

Communities: 

F. Evaluate and discuss how understanding of 

another language and culture enhances job 

skills and career options. 


C. Use a wide range of strategies to negotiate meaning. 

D. Give and follow a series of complex directions. 

F. Follow complex oral, signed or written directions and requests. 

Cultures: 

A. Investigate, discuss and report on practices and perspectives of the target culture. (5-8) 

B. Participate in and discuss age-appropriate cultural practices. (5-8) 

D. Analyze, discuss and report on significant contributions from the target culture. 

Connections: 

A. Investigate and report on concepts from across disciplines. 

Comparisons: 

A. Analyze and discuss linguistic structures and conventions of the target language and English. 

Communities: 

C. Sustain communication with people locally and around the world. 

E. Attend, participate in or view target culture events and describe to others. 




G. Use a variety of reading and listening 

strategies to derive meaning from texts. 

Comparisons: 

A. Analyze and explain how the target 








Comparisons: 




own culture. 

Communities: 



problems. 


Comparisons: 

A. Analyze and explain how the target 



Communities: 

D. Report information about and personal 

reactions to various products, media and 

services of the target culture. 






Comparisons: 




own culture. 

Communities: 



problems. 

171

PHYSICAL EDUCATION 

& 

HEALTH EDUCATION 

172

GRADE PREKINDERGARTEN PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 



Standard 2 


Demonstrates understanding of movement Demonstrates understanding of movement 

concepts, principles, strategies and tactics as concepts, principles, strategies and tactics as 

they apply to the learning and performance of they apply to the learning and performance of 

physical activities. 


Benchmark A: Demonstrate knowledge of Benchmark A: Demonstrate knowledge of 

movement concepts related to body, space, movement concepts related to body, space, 

effort and relationships. 



Participates regularly in physical activity. 

Benchmark A: Engage in regular physical 

activity inside and outside of school to meet 

NASPE recommendations for daily physical 

activity. 






activity. 


Standard 2 Demonstrates understanding of 

movement concepts, principles, strategies and 

tactics as they apply to the learning and 

performance of physical activities. 

Benchmark A: Demonstrate knowledge of 

movement concepts related to body, space, 


Benchmark B: Demonstrate knowledge of 

essential elements of fundamental motor skills. 

Standard 3 Participates regularly in physical 

activity. 




activity. 

Benchmark B: Recall physical activities 

participated inside and outside of school. 

Standard 6 Values physical activity for health, 

enjoyment, challenge, self-expression and/or 

social interaction. 

Benchmark A: Actively participate in physical 

activities that promote enjoyment and a variety 

of movement challenges. 

Fitness gram 













activity. 




activity. 

Benchmark B: Recall physical activities 

participated inside and outside of school. 







Fitness gram 


Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 

Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways. 

Benchmark B: Demonstrate developing control of fundamental manipulative skills. 

Standard 5 Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings. 

Benchmark A: Know and follow procedures and safe practices 

Benchmark B: Demonstrate responsible behavior in physical activity settings. 

173

GRADE PREKINDERGARTEN PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 







movement concepts related to body, space, effort 

and relationships. 

Benchmark B: Demonstrate knowledge of essential 

elements of fundamental motor skills. 
































activity. 

Benchmark A: Engage in regular physical activity 

inside and outside of school to meet NASPE 

recommendations for daily physical activity. 

Benchmark B: Recall physical activities participated 

inside and outside of school. 


activity. 







activity. 







activity. 






Standard 4 Achieves and maintains a healthenhancing 

level of physical fitness. 

Benchmark A: Recognize changes to the body 

during physical activity that will contribute to good 

health. 


enjoyment, challenge, self-expression and/or social 

interaction. 


activities that promote enjoyment and a variety of 

movement challenges. 

Fitness gram 





health. 



interaction. 




Fitness gram 





health. 

Benchmark B: Identify health-related concepts 

through a variety of physical activities. 

Standard 6 Values physical activity for health, enjoyment, 

challenge, self-expression and/or social interaction. 

Benchmark A: Actively participate in physical activities 

that promote enjoyment and a variety of movement 

challenges. 

Benchmark B: Participate in physical activities that 

promote self-expression and interaction with others. 





health. 



Standard 6 Values physical activity for health, enjoyment, 

challenge, self-expression and/or social interaction. 

Benchmark A: Actively participate in physical activities 

that promote enjoyment and a variety of movement 

challenges. 






Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of ways. 

Benchmark B: Demonstrate developing control of fundamental manipulative skills. 




174

GRADE KINDERGARTEN PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 


Standard 1 Demonstrates competency in 

motor skills and movement patterns needed to 

perform a variety of physical activities. 

Benchmark A: Demonstrate locomotor and 

non-locomotor skills in a variety of ways. 


























Standard 5 Exhibits responsible personal 

behavior and social behavior that respects self 

and others in physical activity settings. 

Benchmark A: Know and follow procedures 

and safe practices 

Benchmark B: Demonstrate responsible 

behavior in physical activity settings. 















































Fitness gram 

Fitness gram 


Standard 3 Participates regularly in physical activity. 

Benchmark A: Engage in regular physical activity inside and outside of school to meet NASPE recommendations for daily physical activity. 

Benchmark B: Recall physical activities participated inside and outside of school. 

Standard 6 Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. 

Benchmark A: Actively participate in physical activities that promote enjoyment and a variety of movement challenges. 

Benchmark B: Participate in physical activities that promote self-expression and interaction with others. 

175

GRADE KINDERGARTEN PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 

















Benchmark B: Demonstrate developing control 

of fundamental manipulative skills. 











during physical activity that will contribute to 

good health. 






Fitness gram 











good health. 






Fitness gram 














good health. 







and safe practices. 





















good health. 













176

GRADE 1 PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 





































































Fitness gram 

Fitness gram 








177



Standard 1 Demonstrates competency in motor 

skills and movement patterns needed to perform a 

variety of physical activities. 

Benchmark A: Demonstrate locomotor and nonlocomotor 

skills in a variety of ways. 





Benchmark A: Demonstrate locomotor and nonlocomotor 

skills in a variety of ways. 





Benchmark B: Demonstrate developing control of 

fundamental manipulative skills. 





Benchmark B: Demonstrate developing control of 

fundamental manipulative skills. 














health. 



interaction. 




Fitness gram 














health. 



interaction. 




Fitness gram 











health. 





interaction. 
















health. 





interaction. 













178




Demonstrates competency in motor skills and 

movement patterns needed to perform a 


























Exhibits responsible personal behavior and 

social behavior that respects self and others in 

physical activity settings. 













Achieves and maintains a health-enhancing 




good health. 

Fitness gram 





















good health. 

Fitness gram 
























Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. 

Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and relationships. 

Benchmark B: Demonstrate knowledge of essential elements of fundamental motor skills. 






Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. 






















good health. 



179






Exhibits responsible personal behavior and Demonstrates competency in motor skills and 

social behavior that respects self and others in movement patterns needed to perform a 



Benchmark A: Understand the purpose of and Benchmark A: Combine locomotor and nonlocomotor 

skills into movement patterns. 

apply appropriate rules, procedures and safe 

practices in physical activity settings. 

Benchmark B: Interact positively and use 

communication skills in partner and small 

group (cooperative and competitive) activities. 

RSB – 3 rd Grade Only 

Fitness gram 


Demonstrates understanding of movement 

concepts, principles, strategies and tactics as 

they apply to the learning and performance of 



essential elements for more complex motor 

skills. 





Benchmark B: Use assessment results to 

identify strengths and weaknesses to improve 

or maintain current and future healthy fitness 

levels. 

RSB-4 th and 5 th Grades 

Fitness gram 






Benchmark B: Apply fundamental manipulative 

skills in simple settings. 


Fitness gram 







Benchmark A: Demonstrate and apply basic 

tactics and principles of movement. 

Fitness gram 

RSB-3 rd Grade Only 

Fitness gram 





Benchmark A: Meet or exceed criterionreferenced 

health-related physical fitness 


Fitness gram 





Benchmark B: Self-monitor levels of physical 

activity using information from different 

sources. 










Benchmark B: Apply fundamental manipulative skills in simple settings. 






Benchmark A: Participate in physical activities for enjoyment and to broaden the repertoire of skills. 

Benchmark B: Select physical activities that promote self-expression and social and group interaction. 

180

















Fitness gram 
















skills. 















levels. 


Fitness gram 




Benchmark B: Self-monitor levels of physical 

activity using information from different 

sources. 








Fitness gram 









Fitness gram 


Fitness gram 












181

















Fitness gram 










Fitness gram 








skills. 

Fitness gram 









Fitness gram 








levels. 


Fitness gram 



























Fitness gram 








182




Standard 5 Exhibits responsible personal Standard 5 Exhibits responsible personal 

behavior and social behavior that respects self behavior and social behavior that respects self 



Benchmark A: Develop and apply rules, safe Benchmark B: Communicate effectively with 

practices, and procedures in physical activity others to promote respect and conflict 

settings. 

resolution in physical activity settings. 

Benchmark B: Communicate effectively with RSB Fitness gram 

others to promote respect and conflict 


RSB Fitness gram 


Standard 2Demonstrates understanding 

movement concepts, principles, strategies, and 



Benchmark A: Apply tactical concepts and 

performance principles in physical activities. 

Standard 4Achieves and maintains a healthenhancing 


Benchmark B: Understands the principles, 

components, and practices of health-related 

physical fitness. 

Standard 5Exhibits responsible personal 



Benchmark A: Develop and apply rules, safe 

practices, and procedures in physical activity 

settings. 



Standard 2 Demonstrates understanding 





critical elements and biomechanical principals 

for specialized skills. 









Benchmark B: Communicate effectively with 

others to promote respect & conflict resolution 

in physical activity settings. 
































settings. 

RSB 


Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 

Benchmark A: Demonstrate movement skills and patterns in a variety of physical activities. 




Benchmark B: Create and monitor a personal plan for physical activity. 





































RSB 

183









settings. 






















settings. 







settings. 































settings. 













































184






Exhibits responsible personal behavior and Exhibits responsible personal behavior and 

social behavior that respects self and others in social behavior that respects self and others in 



Benchmark A: Develop and apply rules, safe Benchmark B: Communicate effectively with 

practices, and procedures in physical activity others to promote respect and conflict 

settings. 





RSB 

Fitness gram 

RSB 

Fitness gram 



Demonstrates understanding movement 

concepts, principles, strategies, and tactics as 

















settings. 




RSB 

Fitness gram 
























settings. 




RSB 

Fitness gram 











185














































settings. 




RSB 

Fitness gram 














settings. 




RSB 

Fitness gram 















settings. 




RSB 






























settings. 




RSB 







186





concepts, principles, strategies, and tactics, as 



Benchmark A: Apply knowledge of tactical 

concepts and strategies in authentic settings. 

Benchmark B: Apply biomechanical principles 

to performance in authentic settings. 










to performance in authentic settings 


















Benchmark B: Understand the principles, 
















Benchmark A: Demonstrate leadership by 

holding self and others responsible for 

following safe practices, rules, procedures, and 

etiquette in physical activity settings. 









Benchmark B: Initiate responsible personal 

social behavior and positively influence the 

behavior of others in physical activity settings. 




















RSB 











187











































RSB 

























































188

GRADE 10 PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 


Standard 2Demonstrates understanding of 


tactics, as they apply to the learning and 





to performance in authentic settings. 








































































RSB 











189

GRADE 10 PHYSICAL EDUCATION SCOPE AND SEQUENCE (VERSION 1) 










































RSB 

























































190







Benchmark B: Demonstrate specialized 

manipulative skills in a variety of settings. 














































































RSB 



Demonstrates understanding of movement concepts, principles, strategies, and tactics, as they apply to the learning and performance of physical activities. 

Benchmark A: Apply knowledge of tactical concepts and strategies in authentic settings. 

Benchmark B: Apply biomechanical principles to performance in authentic settings 



Benchmark A: Identify and engage in physical activities inside and outside of school to meet daily national recommendations for daily physical activity. 



Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 

Benchmark A: Use physical activity to promote personal growth, goal setting, and enjoyment. 

Benchmark B: Pursue physical activities that promote self-expression and provide opportunities for social and group interaction. 

191







Benchmark A: Demonstrate combined 

movement skills and patterns in authentic 

settings. 










settings. 










settings. 










settings. 














RSB 











































Benchmark B: Apply biomechanical principles to performance in authentic settings 



Benchmark A: Identify and engage in physical activities inside and outside of school to meet daily national recommendations for daily physical activity. 






192






Benchmark A: Identify and engage in physical 

activities inside and outside of school to meet 

daily national recommendations for daily 

physical activity. 

Benchmark B: Create and monitor a personal 

plan for physical activity. 












RSB 












































Benchmark A: Demonstrate combined movement skills and patterns in authentic settings. 

Benchmark B: Demonstrate specialized manipulative skills in a variety of settings. 




Benchmark B: Apply biomechanical principles to performance in authentic settings. 





193






Benchmark A: Identify and engage in physical 

activities inside and outside of school to meet 

daily national recommendations for daily 

physical activity. 

Benchmark B: Create and monitor a personal 

plan for physical activity. 












RSB 












































Benchmark A: Demonstrate combined movement skills and patterns in authentic settings. 

Benchmark B: Demonstrate specialized manipulative skills in a variety of settings. 




Benchmark B: Apply biomechanical principles to performance in authentic settings. 





194

195

2009-10 Scope and Sequence - Cleveland Metropolitan School ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?