Correlations for:

Grade: 6
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Compare, contrast, and predict how places and regions change with time.

Grade: 8
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Compare, contrast, and predict how places and regions change with time.

Grade: 10
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Compare, contrast, and predict how places and regions change with time.

Grade: 12
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Compare, contrast, and predict how places and regions change with time.

Grade: 7
Students will refine general listening behaviors: Listening for implications of significant details.

Grade: 10
Students will demonstrate listening skills: Standard English recognition.

Students will apply personal study skills: Listening actively.

Students will apply personal study skills: Reviewing with partner.

Grade: 12
Students will listen effectively in a wide range of circumstances.

Grade: 9
Students will differentiate among pure substances, mixtures, elements, and compounds: Distinguishing between intensive and extensive properties of matter; Contrasting properties of metals, nonmetals, and metalloids; Distinguishing between homogeneous and heterogeneous forms of matter

Students will describe agents of erosion, including moving water, gravity, glaciers, and wind: Describing methods for preventing soil erosion

Students will describe layers of Earth, including the lithosphere, asthenosphere, outer core, and inner core: Identifying methods for determining the composition of Earth's lithosphere ; Describing the composition of Earth's lithosphere; Relating the types of lithosphere to tectonic plates; Comparing the temperature, density, and composition of Earth's crust to that of the mantle and outer and inner cores

Students will explain natural phenomena that shape the surface of Earth, including rock cycles, plate motions and interactions, erosion and deposition, volcanism, earthquakes, weathering, and tides.

Students will classify rocks as sedimentary, igneous, and metamorphic: Identifying characteristics of extrusive and intrusive igneous rocks; Describing mineral composition and chemical elements of rocks; Describing characteristics of clastic, organic, and chemical sedimentary rocks; Explaining texture and composition of rocks

Students will describe processes of rock formation: Explaining factors that control texture and composition of rocks; Examples: formation depth, formation size, chemical composition; Describing processes of fossil formation.

Students will describe physical characteristics of oceans, including topography of the ocean floor, plate tectonics, wave motion, depth, and pressure.

Grade: 11
Students will differentiate among pure substances, mixtures, elements, and compounds: Distinguishing between intensive and extensive properties of matter; Contrasting properties of metals, nonmetals, and metalloids; Distinguishing between homogeneous and heterogeneous forms of matter

Students will describe agents of erosion, including moving water, gravity, glaciers, and wind: Describing methods for preventing soil erosion

Students will describe layers of Earth, including the lithosphere, asthenosphere, outer core, and inner core: Identifying methods for determining the composition of Earth's lithosphere ; Describing the composition of Earth's lithosphere; Relating the types of lithosphere to tectonic plates; Comparing the temperature, density, and composition of Earth's crust to that of the mantle and outer and inner cores

Students will explain natural phenomena that shape the surface of Earth, including rock cycles, plate motions and interactions, erosion and deposition, volcanism, earthquakes, weathering, and tides.

Students will classify rocks as sedimentary, igneous, and metamorphic: Identifying characteristics of extrusive and intrusive igneous rocks; Describing mineral composition and chemical elements of rocks; Describing characteristics of clastic, organic, and chemical sedimentary rocks; Explaining texture and composition of rocks

Students will describe processes of rock formation: Explaining factors that control texture and composition of rocks; Examples: formation depth, formation size, chemical composition; Describing processes of fossil formation.

Students will describe physical characteristics of oceans, including topography of the ocean floor, plate tectonics, wave motion, depth, and pressure.

Grade: 7
Using geographic technology to acquire, process, and report information from a spatial perspective.

Using field observations, maps, and other tools to identify and compare the physical characteristics of places.

Comparing the physical and human characteristics of various places using observational data and geographic resources.

Grade: 7
Listening for information and understanding: Establish purpose for listening .

Grade: 9
Listening for information, interpretation, critical analysis, and evaluation: Establish a purpose for listening and identify relevant information.

Analyzing media: Compare the advantages and disadvantages of various types of media.

Grade: 11
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Use appropriate criteria to evaluate media with emphasis on prejudice, censorship, and disinformation.

Grade: 6
Students can describe and classify matter in terms of elements, compounds, and mixtures.

Students can classify rock into sedimentary, igneous, and metamorphic groupings.

Students can classify minerals by hardness.

Students can describe the crystal structure of common minerals and how they were formed.

Students can identify common minerals.

Students can explain the process of erosion.

Grade: 8
Students can identify mixtures and compounds in classroom activities.

Students can identify rocks, water, layers of the Earth and atmosphere from models or posters.

Students can identify common rocks and minerals based on characteristics such as color, streak tests, hardness, crystal shape, etc.

Students can name ways that common rocks and minerals are used by people.

Students can identify common rocks found in their area.

Students research and explore the rock cycle.

Students can describe the formation of minerals and fossils.

Students can describe the properties of igneous, metamorphic and sedimentary rocks.

Students can identify common types of igneous, metamorphic and sedimentary rocks, minerals, and fossils.

Students can describe how rocks are weathered.

Students can relate the water cycle to weathering and erosion.

Students can describe ocean features, landforms, and pressure and how these have affected exploration of the marine frontier.

Grade: 10
Classify matter into elements, compounds, and mixtures. Classify mixtures as heterogeneous or homogeneous and separate mixtures into pure substances using procedures such as distillation or chromatography.

Explain the relationship among mole, chemical bonding, and molecular geometry within chemical compounds.

Explain the features of the Earth's composition and geological phenomena. Utilize the plate tectonics, the continental drift, and the sea-floor spreading theories.

Analyze the composition and categorize types of rocks and minerals. Use Moh=s Hardness Scale and the rock cycle.

Examine origins of the natural land divisions of Arkansas in view of the earth formations (soil and rock) peculiar to that division.

Evaluate the physical interactions of water with the Earth (glaciers, erosion, and leaching).

Grade: 12
Classify matter into elements, compounds, and mixtures. Classify mixtures as heterogeneous or homogeneous and separate mixtures into pure substances using procedures such as distillation or chromatography.

Explain the relationship among mole, chemical bonding, and molecular geometry within chemical compounds.

Explain the features of the Earth's composition and geological phenomena. Utilize the plate tectonics, the continental drift, and the sea-floor spreading theories.

Analyze the composition and categorize types of rocks and minerals. Use Moh=s Hardness Scale and the rock cycle.

Examine origins of the natural land divisions of Arkansas in view of the earth formations (soil and rock) peculiar to that division.

Evaluate the physical interactions of water with the Earth (glaciers, erosion, and leaching).

Grade: 7
Students will create a mental map of the world's major physical features.

Students will interpret information and describe landforms by looking at photos, Internet resources, and world maps and globes.

Students will compare and contrast physical features of places (e.g., landforms and bodies of water/ waterways, latitudinal location, distance from equator or poles, altitude, climate zones, precipitation patterns, vegetation, ecosystems).

Students will identify the physical features (and water forms, climate, natural vegetation, etc.) that influence cultural development.

Students will explain how geographic characteristics influence the location of human activities.

Students will demonstrate an ability to gain and apply information from a variety of maps, charts, graphs, timelines, and geographic information systems.

Grade: 9
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Grade: 11
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Grade: 6
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 8
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 10
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 12
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 8
Classify matter in terms of elements, compounds, or mixtures.

Grade: 10
Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding - ionic/covalent).

Identify ways materials are cycled within the earth system (i.e., carbon cycle, water cycle, rock cycle).

Demonstrate how dynamic processes such as weathering, erosion, sedimentation, metamorphism, and orogenesis relate to redistribution of materials within the earth system.

Explain how the rock cycle is related to plate tectonics.

Grade: 12
Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding - ionic/covalent).

Identify ways materials are cycled within the earth system (i.e., carbon cycle, water cycle, rock cycle).

Demonstrate how dynamic processes such as weathering, erosion, sedimentation, metamorphism, and orogenesis relate to redistribution of materials within the earth system.

Explain how the rock cycle is related to plate tectonics.

Grade: 7
Ways to display geographic information and characteristics through maps, charts, and graphs.

Identifying and locating physical and cultural features in the United States, and in regions of the world.

Common characteristics of regions at local, national, and international scales on the basis of climate, landforms, ecosystems, and culture.

The concept of region and how and why regions change.

Grade: 9
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Grade: 11
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Grade: 6
Comprehension: Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

Grade: 8
Comprehension: Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 10
Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 12
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Grade: 7
Students know that the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom.

Students know how the reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy.

Students know the function of the umbilicus and placenta during pregnancy.

Grade: 9
Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today.

Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

Grade: 11
Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today.

Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

Grade: 6
Express preferences: Assess a variety of oral, print and other media texts, and discuss preferences for particular forms.

Experience various text: Explain own point of view about oral, print and other media texts.

Understand techniques and elements: Explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral, print and other media texts.

Grade: 8
Consider others' ideas: Acknowledge the value of others' ideas and opinions in exploring and extending personal interpretations and perspectives.

Appreciate the artistry of texts: Discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts.

Experiment with language: Identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood.

Use effective oral and visual communication: Demonstrate attentive listening and viewing.

Grade: 10
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 12
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Grade: 8
Identifying dissolved solids and sediment loads, and identifying sources and endpoints for these materials.

Grade: 10
Explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to communicate clearly and precisely.

Explain, using the periodic table, how and why elements combine to form compounds in specific ratios.

Predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules.

Classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state.

Demonstrate the difference between elements and compounds on the basis of a decomposition reaction (e.g., electrolysis of water).

Identify common materials and their uses, and describe how everyday life has changed over the past 100 years with the development of new materials (e.g., acids, bases, alloys, plastics, ceramics, fibres, composites).

Name simple compounds from chemical formulas, and recognize the chemical names of substances that are used every day.

Outline, in general terms, the formation of the following fossil fuels: oil, coal and natural gas.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by identifying examples of igneous, metamorphic and sedimentary rocks.

Describing the organic theory of formation of fossil fuels.

Describing the common types of rock formation that serve as reservoirs for oil and gas.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by differentiating among acids, bases, neutral ionic and neutral molecular compounds, using diagnostic tests.

Explaining how the energy stored in fossil fuels originated in the Sun.

Describing hormonal and chromosomal factors and explaining the physiological events resulting in the formation of the primary (gonads) and secondary (associated structures) reproductive organs in the female and male fetus.

Identifying the structures and describing their functions in female (e.g., ovaries, fallopian tubes, uterus, cervix, vagina) and male (e.g., testes, epididymus, vas deferens, seminal vessicles, prostate gland, penis) reproductive systems.

Explaining how sexually transmitted diseases can interfere with the passage of eggs and sperm; e.g., chlamydia, gonorrhea.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by observing the principal features of the human reproductive system, using models or computer simulations; and identifying the major structures from drawings of that organ system.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?distinguishing eggs and sperm from their supporting structures, using prepared slides of ovaries and testes; e.g., interstitial cells, follicle, corpus luteum, seminiferous tubules.

Describing the role of hormones in the regulation of primary and secondary sex characteristics in females and males.

Identifying the principal reproductive hormones in the female and explaining their interactions in the maintenance and functioning of the female reproductive system; e.g., estrogen, progesterone, LH, FSH, prolactin, oxytocin.

Identifying the principal reproductive hormones in the male and explaining their interactions in the maintenance and functioning of the male reproductive system; e.g., testosterone, luteinizing hormone (LH), follicle stimulating hormone (FSH).

Comparing the cyclical patterns of reproduction in humans with that of nonprimate mammals.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by analyzing blood hormone data and physiological events of a single menstrual cycle, and inferring the roles of the female sex hormones.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?analyzing blood hormone data and physiological events, and inferring the roles of the male sex hormones.

Tracing the processes of fertilization, implantation, extraembryonic membrane formation (e.g., amnion, chorion, yolk sac, placenta), embryo development, parturition and lactation, and the control mechanisms of those events; e.g., progesterone, LH, chorionic gonadotropin, oxytocin, prolactin.

Describing fetal development from implantation to full term in the context of the main physiological events that occur in the development of organ systems during each major stage (trimester) and the influence of environmental factors on the development of these systems; e.g., alcohol, drugs, pathogens.

Describing the physiological or mechanical basis of different reproductive technology methods; e.g., conception control, in vitro fertilization, infertility reversal.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by observing the stages of embryo development, using preserved material, such as chicken embryos, prepared slides, models or computer simulations; and extrapolating these events to the development of a human fetus.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?investigating the effects of environmental factors, such as alcohol and nonprescription drugs, on the development of the human fetus.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?evaluating, from published data, the effectiveness and safety of the various reproductive technology methods.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?interpreting hormonal data from published investigations; e.g., pregnancy testing.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?writing dissociation/ionization equations for dissolved strong acids and ionic compounds.

Explaining why formulas for ionic compounds refer to the simplest whole number ratio of ions that result in a net charge of zero, while the formulas for molecular compounds refer to the number of atoms of each constituent element .

Grade: 12
Explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to communicate clearly and precisely.

Explain, using the periodic table, how and why elements combine to form compounds in specific ratios.

Predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules.

Classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state.

Demonstrate the difference between elements and compounds on the basis of a decomposition reaction (e.g., electrolysis of water).

Identify common materials and their uses, and describe how everyday life has changed over the past 100 years with the development of new materials (e.g., acids, bases, alloys, plastics, ceramics, fibres, composites).

Name simple compounds from chemical formulas, and recognize the chemical names of substances that are used every day.

Outline, in general terms, the formation of the following fossil fuels: oil, coal and natural gas.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by identifying examples of igneous, metamorphic and sedimentary rocks.

Describing the organic theory of formation of fossil fuels.

Describing the common types of rock formation that serve as reservoirs for oil and gas.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by differentiating among acids, bases, neutral ionic and neutral molecular compounds, using diagnostic tests.

Explaining how the energy stored in fossil fuels originated in the Sun.

Describing hormonal and chromosomal factors and explaining the physiological events resulting in the formation of the primary (gonads) and secondary (associated structures) reproductive organs in the female and male fetus.

Identifying the structures and describing their functions in female (e.g., ovaries, fallopian tubes, uterus, cervix, vagina) and male (e.g., testes, epididymus, vas deferens, seminal vessicles, prostate gland, penis) reproductive systems.

Explaining how sexually transmitted diseases can interfere with the passage of eggs and sperm; e.g., chlamydia, gonorrhea.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by observing the principal features of the human reproductive system, using models or computer simulations; and identifying the major structures from drawings of that organ system.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?distinguishing eggs and sperm from their supporting structures, using prepared slides of ovaries and testes; e.g., interstitial cells, follicle, corpus luteum, seminiferous tubules.

Describing the role of hormones in the regulation of primary and secondary sex characteristics in females and males.

Identifying the principal reproductive hormones in the female and explaining their interactions in the maintenance and functioning of the female reproductive system; e.g., estrogen, progesterone, LH, FSH, prolactin, oxytocin.

Identifying the principal reproductive hormones in the male and explaining their interactions in the maintenance and functioning of the male reproductive system; e.g., testosterone, luteinizing hormone (LH), follicle stimulating hormone (FSH).

Comparing the cyclical patterns of reproduction in humans with that of nonprimate mammals.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by analyzing blood hormone data and physiological events of a single menstrual cycle, and inferring the roles of the female sex hormones.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?analyzing blood hormone data and physiological events, and inferring the roles of the male sex hormones.

Tracing the processes of fertilization, implantation, extraembryonic membrane formation (e.g., amnion, chorion, yolk sac, placenta), embryo development, parturition and lactation, and the control mechanisms of those events; e.g., progesterone, LH, chorionic gonadotropin, oxytocin, prolactin.

Describing fetal development from implantation to full term in the context of the main physiological events that occur in the development of organ systems during each major stage (trimester) and the influence of environmental factors on the development of these systems; e.g., alcohol, drugs, pathogens.

Describing the physiological or mechanical basis of different reproductive technology methods; e.g., conception control, in vitro fertilization, infertility reversal.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by observing the stages of embryo development, using preserved material, such as chicken embryos, prepared slides, models or computer simulations; and extrapolating these events to the development of a human fetus.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?investigating the effects of environmental factors, such as alcohol and nonprescription drugs, on the development of the human fetus.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?evaluating, from published data, the effectiveness and safety of the various reproductive technology methods.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?interpreting hormonal data from published investigations; e.g., pregnancy testing.

Skills: Students should be able to demonstrate the skills and thinking processes associated with the practice of science, by ?writing dissociation/ionization equations for dissolved strong acids and ionic compounds.

Explaining why formulas for ionic compounds refer to the simplest whole number ratio of ions that result in a net charge of zero, while the formulas for molecular compounds refer to the number of atoms of each constituent element .

Grade: 7
Make predictions, draw conclusions, and analyze what they read, hear, and view.

Grade: 7
Classifying and describing matter in terms of elements, compounds, mixtures, atoms, and molecules (for example, copper is an element, water is a compound, air is a mixture).

Explaining how minerals, rocks and soils form.

Explaining how fossils are formed and used as evidence to indicate that life has changed through time.

Modeling natural processes that shape Earth's surface (for example, weathering, erosion, mountain building, volcanic activity).

Grade: 9
Describing the composition and structure of Earth's interior.

Using the theory of plate tectonics to explain relationships among earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches.

Using evidence (for example, fossils, rock layers, ice cores, radiometric dating) to investigate how Earth has changed or remained constant over short and long periods of time (for example, Mountain St. Helens' eruption).

Grade: 11
Describing the composition and structure of Earth's interior.

Using the theory of plate tectonics to explain relationships among earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches.

Using evidence (for example, fossils, rock layers, ice cores, radiometric dating) to investigate how Earth has changed or remained constant over short and long periods of time (for example, Mountain St. Helens' eruption).

Grade: 6
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Grade: 8
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Grade: 10
Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Grade: 12
Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Grade: 7
Explain how glaciation, weathering and erosion create and shape valleys and floodplains.

Grade: 6
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 8
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 10
Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Grade: 12
Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Grade: 7
The student accepts constructive criticism.

Grade: 9
The student listens and interprets speaker's message.

The student detects speaker's slant, bias or stance.

The student comprehends purpose, theme, and point of view.

The student evaluates for purpose, fact/opinion, accuracy of evidence and organization.

Grade: 11
The student detects bias and other inconsistencies.

The student identifies specific sequence in speaker's conversations.

The student critiques objectively.

Grade: 6
Structure of the Earth System: The student explains that some minerals are very rare and some exist in great quantities, but-for practical purposes-the ability to recover them is just as important as their abundance.

Earth's History: The student uses information from the rock cycle to describe how sedimentary rock buried deep enough may be reformed by pressure and heat, perhaps melting and recrystallizing into different kinds of rock. These re-formed rock layers may be forced up again to become land surface and even mountains. Subsequently, this new rock too will erode. Rock bears evidence of the minerals, temperatures, and forces that created it.

Earth's History: The student uses geological evidence to understand that many thousands of layers of sedimentary rock provide evidence for the long history of the earth and for the long history of changing life forms whose remains are found in the rocks. More recently deposited rock layers are more likely to contain fossils resembling existing species.

Grade: 7
Essential Skills: The student examines and interprets physical and cultural patterns and their interactions.

Essential Skills: The student explains land use settlement patterns, cultural transmission of customs, ideas, and ecosystems.

Performance Standards: The student describes characteristics of land forms, soils, water bodies, vegetation, animal life, weather, and climate.

Essential Skills: The student locates places and natural features by interpreting and constructing maps.

Grade: 6
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 8
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 10
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 12
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 7
Components of Earth: Students should know that rocks and minerals are classified according to their chemical and physical properties. Rocks also are classified according to how they are formed.

Interactions Among Earth's Systems: Students should know that rocks are changed by erosion and deposition and by exposure to heat and pressure. There are a variety of physical and chemical processes that lead to the decomposition and breakdown of rocks and the eventual formation of soils and sediments. These soils and sediments can then be transported to other places by wind, flowing water, waves, and ice.

Grade: 9
Components of Earth: Students should know that long term exposure of rocks to different environments results in weathering and decomposition and the production of soils and sediments. Differences in the geographical origin of rock materials lead to variations in the physical properties and chemical composition of soil.

Grade: 11
Components of Earth: Students should know that long term exposure of rocks to different environments results in weathering and decomposition and the production of soils and sediments. Differences in the geographical origin of rock materials lead to variations in the physical properties and chemical composition of soil.

Grade: 6
End of Cluster Expectation: By the end of grade 8, students will be able to demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

Maps: Students will be able to interpret various types of maps (topographic, navigational, thematic).

Grade: 8
Maps: Students will be able to construct from memory a sketch map of the world that places in the correct location relative to each other the major physical features (e.g. continents, oceans, major mountain ranges, significant deserts and river systems) and important human features (e.g. major cities of the area studied, significant countries and sub-regions, Prime Meridian, Equator, Tropics, and Polar parallels).

End of Cluster Expectation: By the end of grade 8, students will be able to apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed and been affected by, physical environments in the world's sub-regions.

Grade: 10
Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Regions: Students will be able to identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e. g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

Grade: 12
Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Regions: Students will be able to identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e. g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

Grade: 7
The student uses information gained for a variety of purposes.

Grade: 9
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 11
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 6
The student knows that sedimentary rock may contain fossils of plants, animals, and microbes.

The student understands the processes that prevent or cause erosion.

Grade: 8
The student uses observations and tests to identify mineral samples.

The student understands how sedimentary, igneous, and metamorphic rocks are formed and categorized.

Grade: 10
The student knows the difference between an element, a molecule, and a compound.

Grade: 12
The student knows the difference between an element, a molecule, and a compound.

Grade: 7
The student extends and refines use of various map forms and other geographic representations to acquire, process, and report geographic information (for example, patterns of population, economics, rainfall, vegetation, landforms).

The student extends and refines knowledge of ways physical and human characteristics of selected regions have changed over time (for example, tree clearing in rain forests).

Grade: 10
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands the global impact of human changes in the physical environment.

Grade: 12
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands the global impact of human changes in the physical environment.

Grade: 7
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the techniques used to achieve the effects studied in each instance.

Grade: 9
Responds to questions with appropriate information.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.).

Grade: 11
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When delivering and responding to presentations, the student evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

Grade: 6
Describe the composition, location, and subsurface topography of the world's oceans.

Classify rocks by their process of formation.

Describe processes that change rocks and the surface of the earth.

Explain the effects of human activity on the erosion of the earth's surface.

Grade: 9
Predict formulas for stable binary ionic compounds based on balance of charges.

Use IUPAC nomenclature for transition between chemical names and chemical formulas of binary ionic compounds (containing representative elements); binary covalent compounds (i.e. carbon dioxide, carbon tetrachloride).

Predict formulas for stable ionic compounds (binary and tertiary) based on balance of charges.

Use IUPAC nomenclature for both chemical names and formulas: Ionic compounds (Binary and tertiary), Covalent compounds (Binary and tertiary), Acidic compounds (Binary and tertiary)

Grade: 11
Predict formulas for stable binary ionic compounds based on balance of charges.

Use IUPAC nomenclature for transition between chemical names and chemical formulas of binary ionic compounds (containing representative elements); binary covalent compounds (i.e. carbon dioxide, carbon tetrachloride).

Predict formulas for stable ionic compounds (binary and tertiary) based on balance of charges.

Use IUPAC nomenclature for both chemical names and formulas: Ionic compounds (Binary and tertiary), Covalent compounds (Binary and tertiary), Acidic compounds (Binary and tertiary)

Grade: 9
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Grade: 11
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Grade: 6
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 8
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 10
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 12
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 7
The student records the characteristics of igneous metamorphic, sedimentary rocks and give examples of these three main types of rocks.

Grade: 6
The student makes geographic representation that shows relevant and essential data: title, scale, directional indicators, and legend or key.

The student shows evidence of the physical and human characteristics of world regions, countries or cities.

Grade: 8
The student makes geographic representation that shows relevant and essential data: title, scale, directional indicators, and legend or key.

The student shows evidence of the physical and human characteristics of world regions, countries or cities.

Grade: 10
The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Grade: 12
The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Grade: 7
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop use of effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communication and nonverbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented in various media

Evaluate relationships, ideas, and cultures represented in various media.

Critique, interpret, and evaluate non-print media.

Grade: 10
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 12
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Make judgments about non-print media.

Grade: 9
Know how the physical properties of compounds reflect the nature of the interactions among its molecules.

Grade: 11
Know how the physical properties of compounds reflect the nature of the interactions among its molecules.

Grade: 6
Compare and contrast physical features on the planet.

Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.

Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.

Analyze the physical characteristics of places.

Grade: 8
Compare and contrast physical features on the planet.

Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.

Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.

Analyze the physical characteristics of places.

Grade: 7
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 9
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 11
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Grade: 9
Describe how rock sequences and fossil remains are used to interpret the age and changes in the Earth.

Grade: 6
Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

Grade: 8
Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

Grade: 10
Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

Grade: 12
Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns).

Grade: 7
Comprehension: Determine the speaker's attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects.

Grade: 9
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Abraham Lincoln's 'House Divided' speech or Winston Churchill's 'We Will Never Surrender' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).

Grade: 11
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds).

Grade: 6
The Earth and the Processes That Shape It: Understand and describe the scales involved in characterizing the Earth and its atmosphere. Describe that the Earth is mostly rock, that three-fourths of its surface is covered by a relatively thin layer of water, and that the entire planet is surrounded by a relatively thin blanket of air.

The Earth and the Processes That Shape It: Give examples of some minerals that are very rare and some that exist in great quantities. Explain how recycling and the development of substitutes can reduce the rate of depletion of minerals.

The Earth and the Processes That Shape It: Explain that although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, and other organisms.

Human Identity: Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another.

Understand and explain that from the earliest times until now, people have believed that even though countless different kinds of materials seem to exist in the world, most things can be made up of combinations of just a few basic kinds of things. Note that there has not always been agreement, however, on what those basic kinds of things are, such as the theory of long ago that the basic substances were earth, water, air, and fire. Understand that this theory seemed to explain many observations about the world, but as we know now, it fails to explain many others.

Grade: 9
Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

Properties of Matter: Use appropriate nomenclature when naming compounds.

The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

The Earth: Compare the properties of rocks and minerals and their uses.

Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Grade: 11
Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

Properties of Matter: Use appropriate nomenclature when naming compounds.

The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

The Earth: Compare the properties of rocks and minerals and their uses.

Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Grade: 6
The World in Spatial Terms: Use latitude and longitude to locate places on earth and describe the uses of locational technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).

Environment and Society: Analyze and give examples of the consequences of human impact on the physical environment, and evaluate ways in which technology influences human capacity to modify the physical environment.

Grade: 9
Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Examine ways that people in different parts of the world have adapted to the physical environment.

Grade: 11
Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Examine ways that people in different parts of the world have adapted to the physical environment.

Grade: 6
The students will categorize chemicals to develop an understanding of properties.

The students will understand the relationship of elements to compounds.

The students will model Earth's cycles.

The students will model earth's plate movements that result in major geologic events and landform development.

The students will understand water's major role in changing the solid surface of the earth, such as the effect of oceans on climates and water as an erosional force.

Grade: 8
The students will categorize chemicals to develop an understanding of properties.

The students will understand the relationship of elements to compounds.

The students will model Earth's cycles.

The students will model earth's plate movements that result in major geologic events and landform development.

The students will understand water's major role in changing the solid surface of the earth, such as the effect of oceans on climates and water as an erosional force.

Grade: 10
The students will understand compounds result from chemical bonds between ions or atoms.

The students will understand the nature of interactions among ions or between molecular compounds determines their physical properties.

The students will understand the structures and processes of development and reproduction.

The students will understand that essentially all energy on earth originates with the sun, is generated by radioactive decay in the earth's interior, or is left over from the earth's formation.

The students will understand that convection circulation in the mantle is driven by the outward transfer of the earth's internal heat.

The students will understand movable continental and oceanic plates make up the earth's surface; the hot, convecting mantle is the energy source for plate movement.

The student understands the processes of the carbon, rock, and water cycles.

The student understands the water, glaciers, winds, waves, and gravity as weathering and erosion agents.

The student understands the composition and structure of earth's atmosphere.

The student will understand rock sequences, fossils, and radioactive decay and how they are used to estimate the time rocks were formed.

The student will understand the rock cycle describes the formation of rocks.

The students will understand that sexuality is basic to healthy human development.

The students will understand that a variety of factors influence birth rates and fertility rates.

Grade: 12
The students will understand compounds result from chemical bonds between ions or atoms.

The students will understand the nature of interactions among ions or between molecular compounds determines their physical properties.

The students will understand the structures and processes of development and reproduction.

The students will understand that essentially all energy on earth originates with the sun, is generated by radioactive decay in the earth's interior, or is left over from the earth's formation.

The students will understand that convection circulation in the mantle is driven by the outward transfer of the earth's internal heat.

The students will understand movable continental and oceanic plates make up the earth's surface; the hot, convecting mantle is the energy source for plate movement.

The student understands the processes of the carbon, rock, and water cycles.

The student understands the water, glaciers, winds, waves, and gravity as weathering and erosion agents.

The student understands the composition and structure of earth's atmosphere.

The student will understand rock sequences, fossils, and radioactive decay and how they are used to estimate the time rocks were formed.

The student will understand the rock cycle describes the formation of rocks.

The students will understand that sexuality is basic to healthy human development.

The students will understand that a variety of factors influence birth rates and fertility rates.

Grade: 7
The student selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).

The student uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).

The student identifies and compares the physical characteristics of world regions (e.g., locations, landscape, climate, vegetation, resources).

The student identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government).

Grade: 9
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

Grade: 11
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

Grade: 6
The chemical properties of a substance cause it to react in predictable ways with other substances to form compounds with different characteristic properties. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways.

Chemical elements do not break down during normal laboratory reactions such as heating, exposure to electric currents, or reaction with acids. Elements combine in many ways to produce compounds.

Landforms are a result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.

Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle.

Grade: 8
Bonds between atoms are created when outer electrons are paired by being transferred or shared. A compound is formed when two or more kinds of atoms bind together chemically.

The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms.

The outward transfer of Earth's internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

Grade: 10
Bonds between atoms are created when outer electrons are paired by being transferred or shared. A compound is formed when two or more kinds of atoms bind together chemically.

The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms.

The outward transfer of Earth's internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

Grade: 12
Bonds between atoms are created when outer electrons are paired by being transferred or shared. A compound is formed when two or more kinds of atoms bind together chemically.

The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms.

The outward transfer of Earth's internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

Grade: 7
Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features.

Regions can be different in size and defined in different ways.

Grade: 9
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Grade: 11
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Grade: 6
Grade Level Expectation: Speaking and Listening: Demonstrate active listening strategies for various purposes, including: viewing a video to interpret the meaning of the story, to determine the speaker's/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation; summarizing the main points of a speaker's message, including supporting details and their significance. (ELA-4-M4)

Grade Level Expectation: Speaking and Listening: Evaluate media for various purposes, including: text structure; images/sensory details; support for main position; background information; opinions vs. facts; sequence of ideas and organization. (ELA-4-M5)

Grade: 8
Grade Level Expectation: Speaking and Listening: Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials). (ELA-4-M4)

Grade: 10
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring message for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 12
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Grade: 7
Properties and Changes of Properties in Matter: identifying elements and compounds found in common foods, clothing, household materials, and automobiles. (1, 2, 3, 4, 5)

Structure of the Earth: investigating how soils are formed from weathered rock and decomposed organic material. (2, 3, 4)

Structure of the Earth: identifying the characteristics and uses of minerals and rocks and recognizing that rocks are mixtures of minerals. (2, 3, 4)

Structure of the Earth: explaining the processes involved in the rock cycle. (1, 4)

Structure of the Earth: modeling how landforms result from the interaction of constructive and destructive forces. (1, 2, 3, 4)

Structure of the Earth: identifying the man-made and natural causes of coastal erosion and the steps taken to combat it. (1, 2, 3, 4, 5)

Structure of the Earth: compare and contrast topographic features of the ocean floor to those formed above sea level. (2, 3, 4)

Earth History: devising a model that demonstrates supporting evidence that the Earth has existed for a vast period of time. (1, 2, 3, 4)

Earth History: understanding that earth processes such as erosion and weathering affect the Earth today and are similar to those which occurred in the past. (1, 2, 3, 4)

Identifying types of soil erosion and preventive measures. (1, 2, 3, 4, 5)

Grade: 9
The Structure and Properties of Matter: distinguishing among elements, compounds, and/or mixtures. (1, 2, 4)

Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical and chemical properties (PS-H-C1)

Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Name and write the formulas for simple ionic and covalent compounds (PS-H-C5)

The Origin and Evolution of the Earth System: estimating the age of the Earth by using dating techniques. (1, 2, 3, 4)

The Origin and Evolution of the Earth System: examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere. (1, 2, 3, 4)

The Origin and Evolution of the Earth System: explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years. (1, 2, 3, 4)

Grade: 11
The Structure and Properties of Matter: distinguishing among elements, compounds, and/or mixtures. (1, 2, 4)

Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Write and name formulas for ionic and covalent compounds (PS-H-A2)

Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Identify unknowns as elements, compounds, or mixtures based on physical properties (e.g., density, melting point, boiling point, solubility) (PS-H-C1)

Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Model chemical bond formation by using Lewis dot diagrams for ionic, polar, and nonpolar compounds (PS-H-C5)

Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds (PS-H-C5)

Grade Level Expectation: Chemistry: Chemical Reactions: Compute percent composition, empirical formulas, and molecular formulas of selected compounds in chemical reactions (PS-H-D5)

The Origin and Evolution of the Earth System: estimating the age of the Earth by using dating techniques. (1, 2, 3, 4)

The Origin and Evolution of the Earth System: examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere. (1, 2, 3, 4)

The Origin and Evolution of the Earth System: explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years. (1, 2, 3, 4)

Grade Level Expectation: Earth Science: Energy in Earth's System: Analyze how radiant heat from the Sun is absorbed and transmitted by several different earth materials (ESS-H-A5)

Grade Level Expectation: Earth Science: Geochemical Cycles: Compare the conditions of mineral formation with weathering resistance at Earth's surface (ESS-H-B1)

Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Determine the relative ages of rock layers in a geologic profile or cross section (ESS-H-C2)

Grade: 6
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Grade: 8
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Grade: 10
Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade: 12
Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade: 7
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 9
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 11
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 6
Earth's History: Describe and give examples of ways in which the earth's surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering.

Elements, Compounds, and Mixtures: Give basic examples of elements and compounds.

Elements, Compounds, and Mixtures: Differentiate between mixtures and pure substances.

Grade: 8
Earth's History: Describe and give examples of ways in which the earth's surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering.

Elements, Compounds, and Mixtures: Give basic examples of elements and compounds.

Elements, Compounds, and Mixtures: Differentiate between mixtures and pure substances.

Grade: 10
Earth Processes and Cycles: Explain that weather is the most significant source of erosion and how both physical and chemical weathering lead to the formation of sediments and soils, affect the shape of rocks, and create specific landscapes depending on what weathering process is dominant under a specific climate.

Earth Processes and Cycles: Describe how glaciers, gravity, wind, temperature changes, waves, and rivers cause weathering and erosion. Give examples of how the effects of these processes can be seen in our local environment.

Earth Processes and Cycles: Describe the rock cycle, and the processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. Compare the physical properties of these rock types.

Earth Processes and Cycles: Compare the physical properties and the mineral combinations found in rocks.

Earth Processes and Cycles: Explain how the composition and arrangement of atoms determine a mineral's physical and chemical characteristics.

Grade: 12
Properties of Matter: Explain the difference between mixtures and pure substances.

Grade: 6
Attend to the speaker

Relate prior knowledge

Maintain visual contact with the speaker

Maintain focus by identifying and managing barriers to listening

Elaborate on the information and ideas presented

Grade: 8
Analyze a speaker's purpose and viewpoint

Identify and evaluate a speaker's stylistic devices, such as clear organization, clear viewpoint, use of support, language appropriate to audience, topic appropriate to audience

Evaluate a speaker's credibility, such as bias, hidden agendas, use of research/information from reliable sources

Grade: 7
Materials and Processes That Shape A Planet: Students explain that some changes in a planet's surface are due to slow processes (i.e., erosion, weathering) and some changes are due to rapid processes (i.e., landslides, tornadoes, hurricanes, volcanic eruptions, earthquakes, flooding, and tsunamis).

Earth History: Students analyze the arrangement and size of minerals contained within rocks in order to describe the environmental conditions present during formation.

Earth History: Students describe how temperature, pressure, and dissolved minerals cause the formation of rocks.

Classification of Matter: Students describe that elements combine in whole number ratios to form other substances called compounds (e.g., H2O, CO2, CO).

Grade: 9
The student will identify common rock forming mineral groups using a key and the properties of Minerals (hardness, luster, specific gravity, streak, color, cleavage).

The student will use texture and composition to describe various types of rocks (igneous, sedimentary, metamorphic).

The student will apply the law of conservation to the processes that affect rocks and minerals (metamorphism, weathering, erosion, deposition, melting, crystallization).

The student will explain the role of natural forces on Earth (retention of an atmosphere, an agent of erosion and deposition, tides and deep ocean currents).

The student will interpret the effects of natural cycles on human activity (weathering, erosion and deposition, agriculture, aquaculture).

The student will investigate various physical cycles found in the natural world (rock cycle, water cycle, tides, lunar phases, eclipses, seasons).

The student will investigate various physical cycles found in the natural world (rock cycle, water cycle, tides, lunar phases, eclipses, seasons).

The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins).

The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins).

The student will explain why organic compounds have such diverse properties and give examples of how they have had an impact on society (unique characteristics of carbon, fuels and plastics).

Grade: 11
The student will identify common rock forming mineral groups using a key and the properties of Minerals (hardness, luster, specific gravity, streak, color, cleavage).

The student will use texture and composition to describe various types of rocks (igneous, sedimentary, metamorphic).

The student will apply the law of conservation to the processes that affect rocks and minerals (metamorphism, weathering, erosion, deposition, melting, crystallization).

The student will explain the role of natural forces on Earth (retention of an atmosphere, an agent of erosion and deposition, tides and deep ocean currents).

The student will interpret the effects of natural cycles on human activity (weathering, erosion and deposition, agriculture, aquaculture).

The student will investigate various physical cycles found in the natural world (rock cycle, water cycle, tides, lunar phases, eclipses, seasons).

The student will investigate various physical cycles found in the natural world (rock cycle, water cycle, tides, lunar phases, eclipses, seasons).

The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins).

The student will be able to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems (water, carbohydrates, lipids, proteins, nucleic acids, minerals, vitamins).

The student will explain why organic compounds have such diverse properties and give examples of how they have had an impact on society (unique characteristics of carbon, fuels and plastics).

Grade: 6
Students construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude and latitude, legends/key and scale.

Students explain interrelationships among physical and human characteristics that shape the identity of places.

Students analyze geographic characteristics that influence the location of human activities in world regions.

Students explain how physical and human characteristics give a place identity and meaning and how various perspectives and perceptions come to be associated with places and regions.

Grade: 8
Students construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude and latitude, legends/key and scale.

Students explain interrelationships among physical and human characteristics that shape the identity of places.

Students analyze geographic characteristics that influence the location of human activities in world regions.

Students explain how physical and human characteristics give a place identity and meaning and how various perspectives and perceptions come to be associated with places and regions.

Grade: 10
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Grade: 12
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Grade: 7
Students will be able to explain how scientists use fossils to prove that life forms, climate, environment, and geologic features in a certain location are not the same now as they were in the past.

Students will be able to explain how the relatively small number of naturally occurring elements can result in the large variety of substances found in the world.

Students will be able to investigate the similarities and differences between elements, compounds, and mixtures.

Students will be able to classify and identify rocks and minerals based on their physical and chemical properties, their composition, and the processes which formed them.

Students will be able to describe the many products used by humans that are derived from materials in the earth's crust.

Grade: 9
Students will be able to compare and contrast fertilization, zygote formation, and embryo development in humans and other species.

Students will be able to analyze how matter is affected by changes in temperature, pressure, and volume.

Students will be able to describe the impact of plate movement and erosion on the rock cycle.

Students will be able to demonstrate how rocks and minerals are used to determine geologic history.

Grade: 11
Students will be able to compare and contrast fertilization, zygote formation, and embryo development in humans and other species.

Students will be able to analyze how matter is affected by changes in temperature, pressure, and volume.

Students will be able to describe the impact of plate movement and erosion on the rock cycle.

Students will be able to demonstrate how rocks and minerals are used to determine geologic history.

Grade: 6
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Grade: 8
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Grade: 10
Use mapping to answer complex geographic and environmental problems.

Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Grade: 12
Use mapping to answer complex geographic and environmental problems.

Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Grade: 10
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 12
Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Grade: 7
Classify substances as elements, compounds, or mixtures and justify classifications in terms of atoms and molecules.

Explain how rocks are formed.

Explain how rocks are broken down, how soil is formed and how surface features change.

Explain how rocks and fossils are used to understand the age and geological history of the earth.

Grade: 9
Explain how common objects are made from earth materials and why earth materials are conserved and recycled.

Grade: 11
Explain how common objects are made from earth materials and why earth materials are conserved and recycled.

Grade: 6
Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

Draw a sketch map of the world from memory.

Grade: 8
Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

Draw a sketch map of the world from memory.

Grade: 10
Explain how major world regions are changing.

Explain how geography and major world processes influence major world events.

Grade: 12
Explain how major world regions are changing.

Explain how geography and major world processes influence major world events.

Grade: 7
Know and apply listening rules for formal settings.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Grade: 9
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 11
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 8
The student will describe how features on the Earth's surface are created and constantly changing through a combination of slow and rapid processes of weathering, erosion, sediment deposition, landslides, volcanic eruptions and earthquakes.

The student will describe the various processes and interactions of the rock cycle.

The student will classify and identify rocks and minerals using characteristics including but not limited to density, hardness and streak.

The student will describe the effect of Earth's rotation on the winds and ocean currents.

Grade: 10
The student will be able to explain how atoms form compounds through bonding.

The student will differentiate between an element and compound.

The student will illustrate how biological processes have played significant roles in determining the character of the atmosphere, biosphere, hydrosphere and lithosphere over time.

The student will describe how glaciers, gravity, wind, temperature changes, waves and rivers cause weathering and erosion.

The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks.

Grade: 12
The student will be able to explain how atoms form compounds through bonding.

The student will differentiate between an element and compound.

The student will illustrate how biological processes have played significant roles in determining the character of the atmosphere, biosphere, hydrosphere and lithosphere over time.

The student will describe how glaciers, gravity, wind, temperature changes, waves and rivers cause weathering and erosion.

The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks.

Grade: 7
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 9
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Grade: 11
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Grade: 6
Purpose for Listening: Listen for enjoyment, for information, for directions, to identify and evaluate tone, mood and emotion of verbal and nonverbal communication.

Media Messages: Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 8
Purpose for Listening: Listen for enjoyment, for information, for directions, and use clarifying strategies for understanding (e.g., questioning, summarizing and paraphrasing), to recognize how colloquialisms and jargon reflect context, regions and cultures.

Media Messages: Analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 10
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 12
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 7
By the end of grade 8, all students should be able to separate natural or synthetic substances into their component compounds.

By the end of grade 8, all students should be able to discuss how information received from space probes has either confirmed or modified scientific theories concerning conditions on other planets.

By the end of grade 8, all students should be able to conduct research using chemical testing and evaluate the information to classify a variety of rocks and minerals.

By the end of grade 8, all students should be able to use appropriate technology and other resources to locate, select, and organize information to determine relative age of mineral, rock, and soil samples or associated events that may have occurred.

By the end of grade 8, all students should be able to construct models and geological profiles to demonstrate the age relationship of sedimentary rock layers.

Grade: 6
Use geographic research sources to acquire and process information to answer questions and solve problems.

Locate major cities and nations of the world.

Describe physical characteristics, such as climate, topography, relationship to water and ecosystems.

Compare regions and predict how human life in one region in the world would differ from that in another.

Grade: 8
Use and evaluate geographic research sources to process and report information to solve problems and make predictions.

Locate and describe geographic places, using absolute and relative location.

Analyze physical characteristics, such as climate, topography, relationship to water and ecosystems.

Grade: 10
Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Grade: 12
Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Grade: 7
Listen to determine the main idea and to distinguish fact from opinion.

Grade: 10
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 12
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 7
Identify minerals by using any or all of the following tests: streak, cleavage, fracture, hardness, specific gravity, and special properties.

Distinguish between chemical and physical weathering.

Identify how forces such as erosion and deposition create landforms.

Recognize elements that will combine to form compounds.

Grade: 9
Differentiate between elements, compounds, solutions, and mixtures.

Write chemical formulas for compounds.

Identify compounds with regard to bond type.

List elements in the earth crust and their percentages by mass.

Research the six common minerals.

List the three basic types of rocks and the sources of their production.

Analyze weathering as a type of erosion.

Research the external processes that shape the earth features.

Classify a material as element, compound, solution or heterogeneous mixture.

Write chemical formulas of molecular compounds using prefixes.

Write names of compounds from their formulas.

Explain the relationships among atoms, molecules, elements, and compounds.

Describe differences among atoms, elements, ions, molecules and compounds.

Identify the causes and effects of erosion.

Compare the formation of dunes, reefs, barrier/volcanic islands, and coastal/flood plains.

Describe the basic kinds of rocks and their subtypes.

Discuss the characteristics of mineral deposit types and methods of formation.

Explore the connections among geological history, landforms, and presence of minerals.

Describe the nomenclature system of naming hydrocarbon compounds.

Draw structures of hydrocarbon compounds.

Explore isomerism in hydrocarbon compounds.

Relate structure to physical and chemical properties of hydrocarbons.

Describe the chemical and physical properties of compounds containing functional groups.

Grade: 11
Differentiate between elements, compounds, solutions, and mixtures.

Write chemical formulas for compounds.

Identify compounds with regard to bond type.

List elements in the earth crust and their percentages by mass.

Research the six common minerals.

List the three basic types of rocks and the sources of their production.

Analyze weathering as a type of erosion.

Research the external processes that shape the earth features.

Classify a material as element, compound, solution or heterogeneous mixture.

Write chemical formulas of molecular compounds using prefixes.

Write names of compounds from their formulas.

Explain the relationships among atoms, molecules, elements, and compounds.

Describe differences among atoms, elements, ions, molecules and compounds.

Identify the causes and effects of erosion.

Compare the formation of dunes, reefs, barrier/volcanic islands, and coastal/flood plains.

Describe the basic kinds of rocks and their subtypes.

Discuss the characteristics of mineral deposit types and methods of formation.

Explore the connections among geological history, landforms, and presence of minerals.

Describe the nomenclature system of naming hydrocarbon compounds.

Draw structures of hydrocarbon compounds.

Explore isomerism in hydrocarbon compounds.

Relate structure to physical and chemical properties of hydrocarbons.

Describe the chemical and physical properties of compounds containing functional groups.

Grade: 9
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Identify human and physical characteristics of places.

Identify various types of regions.

Identify human and physical characteristics of places.

Grade: 11
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Identify human and physical characteristics of places.

Identify various types of regions.

Identify human and physical characteristics of places.

Grade: 6
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 8
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Grade: 10
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 12
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 7
Students will classify, describe, and model matter in terms of elements, compounds, mixtures, atoms and molecules.

Students will model and explain the internal structure of the Earth and describe the formation and composition of Earth's external features in terms of the rock cycle and plate tectonics.

Students will differentiate between rocks and classify rocks by how they are formed.

Grade: 9
Students will identify and classify rocks and minerals based on physical and chemical properties.

Grade: 11
Students will identify and classify rocks and minerals based on physical and chemical properties.

Grade: 6
Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Grade: 8
Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Grade: 10
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Grade: 12
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Grade: 7
Respond to expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.

Respond to expressive materials that are read, heard, and/or viewed by constructing and presenting book/media reviews.

Respond to informational materials that are read, heard, and/or viewed by determining the importance of information.

Analyze the purpose of the author or creator by understanding the effects of author's craft on the reader/viewer/listener.

Grade: 9
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 11
Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 6
Describe the processes which form and the uses of earth materials: rock cycle; minerals; characteristics of rocks; economic use of rocks and minerals; value of gems and precious metals; common gems, minerals, precious metals and rocks found in N.C.

Grade: 9
Analyze the dependence of the physical properties of minerals on the arrangement and bonding of their atoms.

Investigate and analyze the processes responsible for the rock cycle: analyze the origin, texture and mineral composition of rocks; trace the path of elements through the rock cycle; relate rock formation to plate tectonics; identify forms of energy that drive the rock cycle; analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere.

Analyze seismic waves including velocity and refraction to: infer Earth's internal structure; locate earthquake epicenters; measure earthquake magnitude; evaluate the level of seismic activity in North Carolina.

Investigate the solid Earth: Earth history and the geologic time scale; influences of plate tectonics on evolution and biodiversity; volcanism; the rock cycle; soil formation.

Analyze local, regional and global mineral resources: mining types; processing and environmental effects; mining Laws.

Grade: 11
Analyze the dependence of the physical properties of minerals on the arrangement and bonding of their atoms.

Investigate and analyze the processes responsible for the rock cycle: analyze the origin, texture and mineral composition of rocks; trace the path of elements through the rock cycle; relate rock formation to plate tectonics; identify forms of energy that drive the rock cycle; analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere.

Analyze seismic waves including velocity and refraction to: infer Earth's internal structure; locate earthquake epicenters; measure earthquake magnitude; evaluate the level of seismic activity in North Carolina.

Investigate the solid Earth: Earth history and the geologic time scale; influences of plate tectonics on evolution and biodiversity; volcanism; the rock cycle; soil formation.

Analyze local, regional and global mineral resources: mining types; processing and environmental effects; mining Laws.

Grade: 6
Use map and globe reading skills.

Grade: 8
Use map and globe reading skills.

Grade: 10
Use map and globe reading skills.

Grade: 12
Use map and globe reading skills.

Grade: 10
Interpreting Media: Evaluate the portrayal of ethnicity and lifestyles in media messages

Interpreting Media: Analyze media messages

Grade: 12
Conversation, Group Discussion, and Oral Presentation: Use critical listening responses such as refutation and commentary, to critique the accuracy of messages

Grade: 7
Understand the basic principles governing genetics and reproduction.

Understand landforms and the processes that change the surface of Earth.

Grade: 9
Understand the origin and evolution of the earth system.

Grade: 11
Understand the origin and evolution of the earth system.

Grade: 6
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Grade: 8
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Grade: 10
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Grade: 12
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Grade: 7
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 6
Explain that all matter is composed of elements which may combine in a variety of ways to form compounds.

Investigate and describe the effect of living organisms on weathering and the atmosphere.

Grade: 8
Explain that all matter is composed of elements which may combine in a variety of ways to form compounds.

Investigate and describe the effect of living organisms on weathering and the atmosphere.

Grade: 10
Investigate and diagram how elements and compounds on earth move among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.

Grade: 12
Investigate and diagram how elements and compounds on earth move among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.

Grade: 10
Create and compare political, physical, and thematic maps of countries and regions.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Grade: 12
Create and compare political, physical, and thematic maps of countries and regions.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Grade: 7
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 9
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 11
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 6
Students will be able to analyze rocks to obtain evidence of weathering and erosion.

Students will be able to describe basic facts about major features of the Earth's surface and natural changes in the features, e.g. volcanoes, earthquakes, glaciers.

Students will be able to identify/give examples of geological processes that have shaped New Hampshire's landscape over long periods of time, e.g. volcanoes, glaciers, weathering.

Students will be able to identify events in nature that have repeating patterns or cycles, e.g. weather patterns, water cycle, rock cycle.

Students will be able to identify common rocks and minerals using their physical properties.

Students will be able to construct models that demonstrate the effects of water, ice, wind, and waves on the Earth's land surfaces, e.g. stream tables, wave tanks.

Grade: 8
Students will be able to describe the current scientific theory relating to the origin and geologic evolution of the Earth and the solar system.

Students will be able to use maps and globes to identify surface features of the Earth.

Students will be able to relate common cycles such as the water cycle, the nitrogen cycle, and the carbon cycle to each other.

Students will be able to describe, compare, and classify elements, compounds, and mixtures.

Grade: 10
Students will be able to describe the current scientific theory relating to the origin and geologic evolution of the Earth and the solar system.

Students will be able to use maps and globes to identify surface features of the Earth.

Students will be able to relate common cycles such as the water cycle, the nitrogen cycle, and the carbon cycle to each other.

Students will be able to describe, compare, and classify elements, compounds, and mixtures.

Grade: 12
Students will be able to describe the current scientific theory relating to the origin and geologic evolution of the Earth and the solar system.

Students will be able to use maps and globes to identify surface features of the Earth.

Students will be able to relate common cycles such as the water cycle, the nitrogen cycle, and the carbon cycle to each other.

Students will be able to describe, compare, and classify elements, compounds, and mixtures.

Grade: 7
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Grade: 9
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Grade: 11
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Grade: 6
Active Listening: Listen actively for a variety of purposes such as enjoyment and obtaining information.

Active Listening: Listen attentively and critically to a variety of speakers.

Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

Constructing Meaning: Respond to and evaluate the use of illustrations to support text.

Constructing Meaning: Distinguish different points of view in media texts.

Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.

Living with Media: Use a rubric to evaluate the content of media presentations.

Grade: 8
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Constructing Meaning: Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

Grade: 10
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 12
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Grade: 7
Earth's Properties and Materials: Observe that most rocks and soils are made of several substances or minerals.

Grade: 6
The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 8
The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 10
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Grade: 12
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Grade: 8
Analyze the purpose of the author or creator and the impact of that purpose by evaluating biases, messages, and underlying assumptions of a variety of texts and media.

Grade: 11
Analyze arguments, concepts, and perspectives presented in literary works and media.

Grade: 8
Properties of Matter: Understand the differences among elements, compounds, and mixtures by: classification of materials as elements, compounds, or mixtures; interpretation of chemical formulas; separation of mixtures into compounds by methods including evaporation, filtration, screening, and magnetism.

Structure of Matter: Know that compounds are made of two or more elements, but not all sets of elements can combine to form compounds.

Describe the role of pressure (and heat) in the rock cycle.

Grade: 10
Characteristics and Evolution of Earth: Understand the changes in Earth's past and the investigative methods used to determine geologic time, including: rock sequences, relative dating, fossil correlation, and radiometric dating; geologic time scales, historic changes in life forms, and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism).

Geochemical Cycles: Know that Earth's system contains a fixed amount of natural resources that cycle among land, water, the atmosphere, and living things (e.g., carbon and nitrogen cycles, rock cycle, water cycle, ground water, aquifers).

Geochemical Cycles: Describe the composition and structure of Earth's materials, including: the major rock types (i.e., sedimentary, igneous, metamorphic) and their formation; natural resources (e.g., minerals, petroleum) and their formation.

Grade: 12
Characteristics and Evolution of Earth: Understand the changes in Earth's past and the investigative methods used to determine geologic time, including: rock sequences, relative dating, fossil correlation, and radiometric dating; geologic time scales, historic changes in life forms, and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism).

Geochemical Cycles: Know that Earth's system contains a fixed amount of natural resources that cycle among land, water, the atmosphere, and living things (e.g., carbon and nitrogen cycles, rock cycle, water cycle, ground water, aquifers).

Geochemical Cycles: Describe the composition and structure of Earth's materials, including: the major rock types (i.e., sedimentary, igneous, metamorphic) and their formation; natural resources (e.g., minerals, petroleum) and their formation.

Grade: 7
Select and explore a region by its distinguishing characteristics.

Recognize geographic questions and understand how to plan and execute an inquiry to answer them.

Explain a contemporary issue using geographic knowledge, tools, and perspectives.

Grade: 8
Conversations and Group Discussions: Participate in conversations and group discussions as active listeners who provide constructive feedback.

Grade: 10
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 12
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 8
Rocks and Minerals: Investigate and describe how rocks and minerals have different properties and characteristics.

Landforms: Investigate and describe how the combination of constructive and destructive forces result in the formation of landforms.

Systems: Identify and illustrate natural cycles within systems (e.g., water, planetary motion, climate, geological changes).

Grade: 10
Rocks and Minerals: Investigate and describe how rocks and minerals have different characteristics that reflect their origins and use.

Landforms: Investigate and describe how landforms are the result of a combination of constructive and destructive forces resulting from weathering, erosion, and the movement of lithosphere plates.

Earth's Structure and Composition: Explain how there is a relationship between the relative densities and states (phases) of Earth materials and the layering on, in, and above the Earth.

Change Over Time: Explain how catastrophic events have occurred and greatly influenced Earth's history.

Relative Geologic Time and the Fossil Record: Simulate and explain how relative geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.

Grade: 12
Rocks and Minerals: Investigate and describe how rocks and minerals have different characteristics that reflect their origins and use.

Landforms: Investigate and describe how landforms are the result of a combination of constructive and destructive forces resulting from weathering, erosion, and the movement of lithosphere plates.

Earth's Structure and Composition: Explain how there is a relationship between the relative densities and states (phases) of Earth materials and the layering on, in, and above the Earth.

Change Over Time: Explain how catastrophic events have occurred and greatly influenced Earth's history.

Relative Geologic Time and the Fossil Record: Simulate and explain how relative geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations.

Grade: 7
Identify and define geographic problems and issues by asking geographic questions.

Use a variety of research skills, including field work and computer resources, to collect geographic information.

Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Evaluate and analyze information obtained from a variety of geographic sources.

Make generalizations by developing and presenting combinations of geographic information to answer geographic questions.

Grade: 9
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Grade: 11
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Grade: 6
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 8
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 10
Students make perceptive and well developed connections to prior knowledge.

Grade: 12
Students make perceptive and well developed connections to prior knowledge.

Grade: 7
Students explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.

Students describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Grade: 9
Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Students explain how organisms, including humans, reproduce their own kind.

Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Grade: 11
Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Students explain how organisms, including humans, reproduce their own kind.

Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Grade: 6
Students map information about people, places, and environments  understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

Grade: 8
Students map information about people, places, and environments  understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

Grade: 10
Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Grade: 12
Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Grade: 7
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Grade: 9
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Identify types of arguments used by the speaker, such as authority and appeals to emotion.

Grade Level Indicator: Listening and Viewing: Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

Grade: 11
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by a speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.

Grade: 6
Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

Grade Level Indicator: Earth Systems: Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways.

Grade Level Indicator: Earth Systems: Explain that rocks are made of one or more minerals.

Grade Level Indicator: Earth Systems: Identify minerals by their characteristic properties.

Grade: 8
Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

Grade Level Indicator: Earth Systems: Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions.

Grade Level Indicator: Earth Systems: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment).

Grade Level Indicator: Earth Systems: Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top.

Grade Level Indicator: Earth Systems: Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes and ocean trenches).

Grade: 11
Grade Level Indicator: Evolutionary Theory: Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Recognize that current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.