Day Of The Dead Grades K-1

Transcription

1 The Mexican holiday known as the Day of the Dead/ El Día de los Muertos is celebrated between October 31 st and November 2 nd. In this unit, students will learn how this holiday differs from Halloween and discover the rich tapestry of cultural traditions associated with the festival. During this time, images and acknowledgements of death are playful, as loved ones are fondly remembered in a festive series of events. Students will engage in reading, math, science and art activities designed to enhance their understanding of Día de los Muertos traditions and imagery. Each activity will be recorded through digital pictures. The class will create a PowerPoint presentation using pictures of activities and student-generated work. The unit will culminate in a fiesta where students will share the artifacts and communicate their understanding of this cultural tradition. This unit is intended as one for schools to partner and share learning experiences, preferably via the Internet. Participating schools will connect with one another and exchange acquired knowledge about this holiday. Notes: Teachers are strongly encouraged to register with Epals.com or other partnering services to connect with other interested schools. The Department of Technology Services (DOTS) will be able to aid in partnering Denver Public classrooms in-district if necessary.

2 Activities List 1. Read age-appropriate content area/story books on The Day of the Dead. 2. Compare and contrast Halloween and Day of the Dead. Use a Venn diagram to record similarities and differences between the two celebrations. 3. Plant marigold seeds, a flower associated with the Day of the Dead. Identify plant needs and monitor and record plant growth. 4. Students will make marigolds out of coffee filters. 5. *Teacher will have established connection with partner school prior to unit. Class will compose an introductory note for partner school as a whole group to send electronically. Note from partner school will be received and read. 6. Students will color, cut, and assemble calavera (skeleton) puppet. Brief discussion of body vocabulary will be included in this lesson. 7. Students will measure limbs of the calavera puppet using tape measures and Unifix cubes. 8. Teacher and students will compose second note or establish other communication with partner school. Students should share some of details of lessons covered with their E-pals. 9. Class will read the book and discuss to make connections with personal experiences. 10. Class will reread the book and create rhyming pairs. 11. Students will make a skeleton necklace using pasta. Patterning will be an element of lesson. 12. Children will electronically design individual cards for the partner school to send to partner school. This may take more than one session. 13. Students will make and decorate calavera mask. Kidpix may be used, if available. If not, use Tuxpaint (free downloadable software). 14. Students will combine images from previous lessons to create Power Point presentation. 15. Students and teacher will measure ingredients, mix, shape, bake and eat pan de muerto. 16. Students celebrate new learning by hosting a Day of the Dead fiesta where they present Power Point project and display and enjoy previous projects.

3 READING AND WRITING Standard 1, 6 GEOGRAPHY Standard 1, 2 HISTORY Standard 1, 3 Day Of The Dead Activity #1 Intended Learning In a group setting, the class will read books that address Halloween and the Day of the Dead in order to discuss key concepts of both holidays, emphasizing that they are distinct occasions. Students will build on prior knowledge about Halloween and identify some of main differences between the two celebrations during class discussions. Materials and Resources 1. Celebrate Halloween and the Day of the Dead with Cristina and her Blue Bunny by F. Isabel Campoy and Alma Flor Ada 2. El Dia de los Muertos: The Day of the Dead by Mary Dodson Wade. 3. Map of North America 4. Chart paper 5. Markers 6. Digital camera Activity Description Read the Campoy /Ada book and discuss with students personal experiences with one or both of the holidays. Look at the photos of both holidays in the book to enhance the discussion. Look at North American map to give students a sense of countries discussed. Ask students to identify some of the objects and symbols associated with each holiday. Create lists of students ideas on the chart paper. Post for future reference. The following day read Wade s book. o Build on the previous day s discussion by drawing further attention to the North America map and to the symbols associated with the Day of the Dead. (The book includes photos of Marigolds, pan de muerto, sugar skulls and vocabulary review.) Add to list on chart paper. o Ask students to consider feelings that go with this holiday. How do people in the book appear? How did Cristina feel in the other book when she chose to remember her blue bunny? Can students think of a similarly happy way to remember people or things that are gone? o Access for additional pictures and information. Take digital photos of students engaged in activity and save for PowerPoint presentation.

4 Activity #2 MATH Standard 3 GEOGRAPHY Standard 1,2 INFORMATION LITERACY AND TECHNOLOGY Efficient Information & Technology User Intended Learning Students will review readings and discussions of Halloween and the Day of the Dead and will discuss and record similarities and differences between the two holidays. Materials and Resources 1. Chart paper with ideas noted from previous activity 2. Chart paper with Venn diagram representing both holidays 3. Assorted pictures of items associated with both holidays Include things like skulls, Marigolds, candy, pan de muerto, students in costume, etc 4. North American map 5. Kidspiration program 6. Kidspiration Venn diagram modified for holiday comparison 7. Teacher s computer and LCD projector 8. Digital camera Activity Description Class will review discussions from previous activity using map and notes as references. Students and teacher discuss concepts and imagery associated with the two holidays. Teacher will model use of Venn diagram as students share observations. Write or draw ideas associated with each or both holidays in the corresponding spaces of the diagram. Make sure to emphasize the key differences, particularly that the Day of the Dead is not a scary holiday but a time to joyously remember loved ones. Teacher will provide for independent practice in using a Venn diagram. Kindergarten students may sort and place pictures of related images directly on the chart paper diagram. First graders and more independent kindergarten students may use the Venn diagram in Kidspiration to select and drag items to represent each holiday. Use LCD projector and teacher computer to model this activity. Teacher may choose to create a custom library in Kidspiration for use in the Venn diaagram. (See Edit Symbol function under Teacher menu.) Take digital photos of students engaged in activity and save for PowerPoint presentation.

5 Activity #3 READING AND WRITING Standard 1, 7 MATH Standard 5 SCIENCE Standard 3 INFORMATION LITERACY AND TECHNOLOGY Efficient Information & Technology Use Intended Learning Students will plant and care for Marigold seeds, identifying plant needs and monitoring and recording growth over time. (Marigolds are traditionally associated with the Day of the Dead and are used to decorate altars and graves during the holiday.) Materials and Resources 1. El Dia de los Muertos: The Day of the Dead by Mary Dodson Wade 2. Marigold seeds 3. Soil and containers for the seeds to grow in 4. Teacher computer with LCD projector 5. Kidspiration program 6. Customized templates from Kidspiration Marigold measurement and Planting a Marigold and/or teacher-generated paper chart 7. Ruler or measuring tape 8. Digital camera Activity Description Reread and refer to book, reminding students that Marigolds are an important part of the Day of the Dead. Explain that they will be planting and caring for Marigold seeds. Discuss the needs of plants and students previous experiences with plant growth. Introduce planting procedures and provide students with materials to plant individual seeds. Water and place seeds in a sunny place. Teacher models use of Kidspiration Planting a Marigold template for students with LCD and computer. Students use template in Kidspiration to stamp major items needed for plant growth. Observe plants on a daily basis, measuring and recording changes noted on the Kidspiration Marigold Measurement and/or paper chart. For half-day kindergarten classes, it may be easiest to select one specific plant for monitoring as a group or to record observations less frequently. Take digital photos of students engaged in activity and save for PowerPoint presentation.

6 SCIENCE Standard 2 GEOGRAPHY Standard 2 VISUAL ARTS Standard 3, 4 Day Of The Dead Activity #4 * This activity may take more than one session to complete. Intended Learning Students will learn about one of the traditions of this special day, flowers of the dead, Marigolds. Materials and Resources 1. Round white coffee filters 2. Plastic bowls 3. Water 4. Food coloring (red, orange, yellow) 5. Newspaper 6. Stapler and staples 7. Digital camera Activity Description Re-visit the Marigold s role as the flower of the dead used during this festive time. Visit Internet sites on resource list to see the assortment of pictures of Marigolds. Model the sequence of making the Marigolds out of coffee filters, using visual cues with written directions. Sequence attached below. Allow students to make Marigolds to use as decorations for final activity. Hang the Marigolds with a banner describing the significance of the flower in the Day of the Dead celebration. Students can help write some of the letters/words in the banner and help decorate it. For example, Marigolds have become the traditional flower of the dead since thousands were found growing in the cemeteries of old Mexican pueblos many centuries ago. Take digital photos of students engaged in activity to be included in the PowerPoint presentation.

7 Sequence for Marigolds Getting Ready Cover work area with newspapers. Fill plastic bowls full of water. Add several drops of food coloring to each bowl. Make your colors bright! Making Your Marigolds Fold each coffee filter in half to make a half-circle. Now fold into thirds to make a triangular-shaped wedge. Dip about two inches of the rounded edge into one color of dye. Take it out and let the excess dye drip back into the bowl. Now dip it again into the second color of dye. Dip only about one inch of it. Then dip just the very edge of the rounded side into the third dye. Open the coffee filter carefully. Let it dry flat on the newspaper. When completely dry, stack three filters on top of each other. Using your index finger, poke the center of the filters and with your other hand, crumple the centers together to make a flower. Staple the filters together at the bottom of the blossom.

8 Activity #5 READING AND WRITING Standard 2, 3, 7 GEOGRAPHY Standard 1, 2 * Teacher establishes connection with partner school prior to unit. It would be great to collaborate with schools in Mexico; however, teachers may wish to contact schools in district or in other states. Schools should determine common date(s) for sharing all three electronic communications. Intended Learning Students will learn how to compose a letter for a target audience. This learning will involve the understanding of all of the necessary components of a letter. Materials and Resources 1. Sample letter (attached) 2. Map of North America and/or of district schools 3. Chart paper 4. Markers 5. Name and address of partner school 6. Computer 7. LCD projector 8. Digital camera Activity Description Review previous activities covered in unit. Look at map(s) to locate partner school. Discuss what information you want to share with the partner school. Letter should include greeting, information on school, students, project and other details that students feel are important to share. On chart paper, teacher models writing process, while class dictates the information to be included in letter. Transfer letter to computer as a Word document. letter to the partner school. Read response from partner school and discuss what you would like to share with them in your next letter. Take digital photos of students engaged in activity and save for PowerPoint presentation.

9 Sample Introduction Letter: October 15, 2007 Dear, We are Ms. Smith s class at Sunshine Elementary School. We are in the 1 st grade. Our class has 27 students, 13 girls, and 14 boys. Our school is in Denver, Colorado in the United States. Denver is the capital of our state and our school is in the city. This year, our class is learning about the Day of the Dead or El Dia de los Muertos. We are excited to learn about the traditions of this celebration and compare it to the celebration of Halloween. During our learning about this celebration, we will read books, bake bread to eat, make Marigolds to decorate, and do art activities with skeletons. We are excited about hearing from you and learning about your school. We want to know what you know about the Day of the Dead too! Sincerely, Ms. Smith s 1 st Grade Class

10 SCIENCE Standard 3 READING AND WRITING Standard 2 MATH Standard 4, 7 Day Of The Dead Activity #6 Intended Learning Students will discuss body parts of the skeleton and cut and assemble a paper skeleton. Materials and Resources 1. Skeleton handouts 2. Scissors 3. Brass fasteners or string to connect skeleton parts but maintain flexibility 4. List of body parts teacher wishes to discuss 5. Digital camera Activity Description Build on student understanding of the Day of the Dead and how skeletons are a common symbol. Discuss how bones serve us and cover basic body parts skull, spine, ribs, legs, arms, ankles, elbows etc. Consider accessing the National Institutes of Health for music and lyrics to the old spiritual Dem Bones, called Dry Bones here. and for an online skeleton assembly activity. Provide students with copies of the skeleton patterns to color, cut and assemble. Brass fasteners may be most convenient for fastening. Save skeletons to decorate classroom on the final day of unit. Take digital photos of students engaged in activity and save for PowerPoint presentation.

11 MATH Standard 5, 3 READING AND WRITING Standard 2 Day Of The Dead Activity #7 Intended Learning Students continue to discuss skeleton parts and will use skeletons made in previous activity for measurement. Materials and Resources 1. Computer 2. LCD projector 3. Completed skeletons from Activity #6 4. List of body parts from previous lesson 5. Measure the skeleton handout 6. Tape measures 7. Unifix cubes 8. Writing materials 9. Digital camera Activity Description Review vocabulary and learning from the previous activity. Demonstrate measuring length using tape measure. Ask students to work in small groups and measure the length of the skull, torso, arms and legs, hands and feet. Encourage them to record findings on paper or on dry-erase boards. Model the use of the Measure the Skeleton handout, allow students to work independently. As an extension, provide students with Unifix cubes so that they may compare their previous findings using non-standard measurement. Take digital photos of students engaged in activity and save for PowerPoint presentation.

12 Activity #8 READING AND WRITING Standard 2, 3, 5, 7 GEOGRAPHY Standard 1, 2 INFORMATION LITERACY AND TECHNOLOGY Quality Producer Sharing of Information Intended Learning In a group setting, class will compose a second letter or other communication with partner school to share some of their newly-acquired knowledge about the Day of the Dead as well as address questions previously received from partner school. Materials and Resources 1. Previous letter from partner school. 2. Map of North America and/or of district schools 3. Chart paper 4. Chart paper 5. Markers 6. Computer 7. LCD projector 8. Name and address of partner school 9. Digital camera Activity Description Re-read the previous partner school letter. Review map and location of partner school, discussing any new related ideas learned since the beginning of unit. Review discussion on composition of a letter. Decide what information would be appropriate to be included in a response. On chart paper, teacher will model the writing process as students dictate the desired information to be shared. Transfer notes to computer connected to a LCD projector as a Word document. note to partner school. Read new note from partner school and discuss what you would like to share with them in your next letter. Take digital photos of students engaged in activity and save for PowerPoint presentation.

13 Activity #9 READING AND WRITING Standard 1, 2, 6 GEOGRAPHY Standard 2 VISUAL ARTS Standard 1, 3, 4 INFORMATION LITERACY AND TECHNOLOGY Efficient Information & Technology Use; Quality Producer Sharing of Information Intended Learning In a group setting, students will examine new vocabulary found in the book, Clatter Bash. Students will make connections with the events that occur in the book with those they have shared with their families. Materials and Resources 1. Richard Keep s Clatter Bash 2. Computer with Tux Paint or Kidpix program 3. Chart paper 4. Markers 5. Digital camera Activity Description Read the book Clatter Bash by Richard Keep. Discuss the book, examining the vocabulary, making connections to our experiences with our families. Talk about the colorful illustrations that are included in the book. Students will draw their favorite part of the story using Tux Paint or Kidpix on the computer and then dictate or print and describe how it relates to the Day of the Dead. Save pictures for inclusion in the PowerPoint presentation. Brainstorm and record ideas on how the class might hold a celebration. Discuss how they will dress, what decorations, and what they can prepare for the celebration. Take digital photos of students engaged in activity and save for PowerPoint presentation.

14 Activity #10 READING AND WRITING Standard 1, 2, 3, 7 INFORMATION LITERACY AND TECHNOLOGY Quality Producer Sharing of Information Intended Learning In a group setting, students will identify and generate rhyming words. Materials and Resources 1. Clatter Bash by Richard Keep 2. Computer connected to LCD projector 3. Digital camera Activity Description Reread the book. Review the lines in the text, looking for rhyming words. On computer connected to LCD projector, list rhyme pairs from the book. Discuss rhyming concept and have students identify other words that rhyme. As an extension activity, students use their rhyming words to tell a story. Enlarge and post completed chart with title in hallway to share class learning project with the school. Take digital photos of students engaged in activity and save for PowerPoint presentation.

15 MATH Standard 2 SCIENCE Standard 3 Day Of The Dead Activity #11 Intended Learning During this time of celebration, masks and toys are made to poke fun at death. Students will build on previous understanding of patterning by stringing pasta to create a bone necklace to be worn during the class celebration. Materials and Resources Skeletons created in activity #6 Elbow macaroni Variety of tube pasta String Digital camera Activity Description Review what the students have learned about skeletons and bones and how it relates to the Day of the Dead. Give each student a piece of string long enough for a necklace. Place a variety of pasta on tables, and explain that the pasta is used to represent bones. Using the pasta, students string pasta in a pattern. Tie string together when done to make into a necklace. Save the necklaces to wear during final activity. Take digital photos of students engaged in activity and save for PowerPoint presentation.

16 Activity #12 READING AND WRITING Standard 2, 3, 5, 7 VISUAL ARTS Standard 1, 2, 4 INFORMATION LITERACY AND TECHNOLOGY Efficient Information & Technology User; Responsible Citizen Copyright and Plagiarism; Quality Producer Sharing of Information * Activity may take more than one session Intended Learning Students will create cards to send to the partner schoolmates. Materials and Resources 1. Computer 2. Card template from Word or other card making program 3. Sample words for students to copy on card, written on board, or chart paper 4. Digital camera 5. Saved pdf files from previous activities 6. Mailing envelopes and postage stamps (if desired, see below) Activity Description Discuss what has been learned about the Day of the Dead. Discuss what students want to tell partner school about their learning. Give each student a card template. Students decorate and write in cards to express their learning about the occasion. These templates may be used as a rough draft, with the final draft done on the computer, with the assistance of the teacher. Computerized final product can include digital pictures of students with their Marigolds and skeletons and other electronic artifacts such as the Tux Paint or Kidpix drawings of their favorite part of Clatter Bash created by the students. Send cards to partner school via . Take digital photos of students engaged in activity and save for PowerPoint presentation. Consider sending hard copies to other school through traditional mail. Note: Students may prepare fun, Day of the Dead related postage at Please note there is a fee for postage created at this site.

17 Activity #13 VISUAL ARTS Standard 1, 3, 4 MATH Standard 4 INFORMATION LITERACY AND TECHNOLOGY Efficient Information & Technology User Intended Learning Students will engage in the celebratory aspect of the Day of the Dead by decorating a calavera (skull) mask. Materials and Resources 1. Calavera template 2. Kidpix (if available) or Tuxpaint 3. Calavera template, converted to PDF for insertion into Kidpix 4. Coloring and other art supplies (e.g. colored foil, sequins, glitter glue) 5. String or paper strips to serve as strap for mask 6. Digital camera Activity Description Show examples of masks ( Include a few images of skulls. Optional: Copy the skull template into Kidpix. Allow the students to explore wide array of Kidpix functions of coloring and stamping to decorate the calavera. This can serve as a plan for the mask. If so, save and compare two versions. Provide each student with a paper copy of the mask and a variety of materials for decoration. Remind students that the skulls should be festively colored. Help students with cutting of holes for eyes and with fitting the masks to their faces. Save masks for culminating activity. Take digital photos of students engaged in activity and save for PowerPoint presentation.

18 Activity #14 READING AND WRITING Standard 2, 3, 5, 7 GEOGRAPHY Standard 1, 2 HISTORY Standard 1, 2 INFORMATION LITERACY AND TECHNOLOGY An Efficient Information & Technology User; A Responsible Citizen Copyright and Plagiarism; A Quality Producer Sharing of Information *Note: This activity may take more than one session to complete. Intended Learning Students will demonstrate new knowledge by creating a PowerPoint presentation covering the different aspects of the Day of the Dead. Materials and Resources Computer LCD LCD projector Map of North America and/or district Chart paper Markers Saved images (photos and other work) PowerPoint program Activity Description Revisit previous discussions about Halloween and Day of the Dead. Look at map(s) to review and discuss location of partner school. Identify and record on chart paper key concepts to be included in presentation. Review images and select ones to be included. Each student will have at least two images included, one photo image and one piece of artwork. Insert chosen images into PowerPoint slides. Each student will dictate or write a corresponding caption to accompany each personal image. Type or insert corresponding caption into PowerPoint slides. Save PowerPoint presentation for culminating fiesta activity. Send final PowerPoint presentation to partner school to share learning. Partner schools will save and enjoy final presentations from other school during final activity.

19 Activity #15 MATH Standard 5 SCIENCE Standard 2 GEOGRAPHY Standard 2 * Note: This activity should be done within a day prior to final activity so that the bread may be enjoyed at the fiesta. Intended Learning Students will make pan de muerto for their Día de los Muertos celebration. Bread baked in the form of bones or the human shape is commonly enjoyed at this time of year. Materials and Resources 1. El Dia de los Muertos by Mary Dodson Wade 2. Recipe ingredients listed below 3. Toaster or conventional oven 4. Baking sheet, measuring tools, spoon, oven mitt 5. Digital camera Activity Description Use a modified coffee cake recipe for the pan de muerto. The following is one example that yields about 10 small portions. Pan: 2 cups Bisquick mix 2 tablespoons sugar 1 egg Up to 2/3 cup of milk or water 10 drops of anise extract or orange extract Topping: ¼ cup brown sugar, 1 tablespoon flour, 1 teaspoon ground cinnamon, 1 tablespoon melted butter Review readings and look at picture of pan de muerto in Wade s book. Heat the oven to 400 degrees. Prepare topping. Mix all of the dry pan ingredients and the egg. Add enough milk to make the dough moist without being too sticky to handle. Give a small amount to each student to each student to form as they wish. Some pan de muerto is made in the shape of a skull. some pan is simply round with bones on top. Sprinkle each pan de muerto with a small amount of the topping Bake for minutes.

20 Save bread for the fiesta. Take digital photos of students engaged in activity and save.

21 Resources Copy of the following books Celebrate Halloween and the Day of the Dead with Cristina and her Blue Bunny by F. Isabel Campoy and Alma Flor Ada El Dia de los Muertos: The Day of the Dead by Mary Dodson Wade. Clatter Bash by Richard Keep Additional resources (optional, for teacher reference and curriculum enhancement) Day of the Dead in Mexico: Through the Eyes of the Soul by Mary Andrade Day of the Dead: A Celebration of Life and Death by Amanda Doering Day of the Dead by Tony Johnston and Jeannette Winter Day of the Dead by Linda Lowery The Festival of Bones/El Festival de las Calaveras: The Little-Bitty Book for the Day of the Dead by Luis San Vicente Calavera Abecedario by Jeannette Winter Direction sheets and worksheets Sample letter Calavera mask template Skeleton handouts Card template from Word (optional) Measure the skeleton Word document Kidspiration templates: Planting a marigold Measure the marigold Venn diagram Teacher materials Lesson plans Map of North America, Map identifying locations of participating schools Construction paper Chart paper Markers, crayons, collage materials Pencils and writing paper Glue Scissors String Brass fasteners (brads)

22 Ruler, tape measures Unifix cubes Assorted pictures Marigold seeds Plant soil and containers Round coffee filters Plastic bowls Red and yellow food coloring Newspaper Stapler and staples Elbow macaroni and other tubular pastas Bisquick Sugar and brown sugar Egg Milk or water Anise or orange extract Flour Ground cinnamon Butter Oven or toaster oven Mixing bowl and measuring utensils Baking sheet and mitt Technology needs Classroom computer LCD projector Internet access Availability of printer Digital camera Scanner Link to other school via epals.com or other matching service Tux paint (available as free download) Kidspiration Microsoft Word Kidpix (optional, as available in building) Mailing supplies (if desired for exchange) Envelopes Addresses Postage stamps

23 Halloween Day of the Dead

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29 Name Skull Arm Torso Pelvis Leg

30 Web Resources Includes extensive information on history, culture, photos and numerous activities that teachers can download for use with students. This page is a collection of links to related sites containing information, lesson plans and images Instructions for creating a papier-maché skull Numerous links to articles and images Definitions and descriptions of some objects identified with holiday, links to websites with cultural information and images Multiple links on Day of the Dead and Mexican culture Lesson for elementary to high school age and links with more information Outline for an online research project about the Day of the Dead Music and lyrics to Dry Bones (Dem Bones) A module on the human body that contains an activity allowing students to assemble a skeleton by clicking and dragging Crafts related to Day of the Dead and Halloween Create and purchase customize postage Free downloadable drawing program for children.

31 READING AND WRITING Standard 1: Students read and understand a variety of materials. In order to meet this Standard, students will o use comprehension strategies; o make connections between prior knowledge and what they need to know about a topic before reading about it; o adjust reading strategies for a variety of purposes; o use word recognition skills, strategies, and resources; and o use information from their reading to increase vocabulary and language usage. Standard 2: Students write and speak for a variety of purposes and audiences. In order to meet this Standard, students will o expand vocabulary development using a variety of methods; o write and speak for a variety of purposes; o write and speak to peers, teachers, and the community; o plan, draft, revise, proofread, edit, and publish written communications; o use a variety of literary devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning; o prepare written and oral presentations using strategies; and o use the most appropriate method, handwriting or word processing, to produce a product that is legible. Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this Standard, students will o recognize, understand, and use formal grammar in speaking and writing; o apply formal usage in speaking and writing; o use correct sentence structure in writing; o demonstrate correct punctuation, capitalization, and spelling; and o recognize and know when it is appropriate to use dialectical, idiomatic, and colloquial language, including awareness and appreciation of cultural and dialectic variance. Standard 5: Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this Standard, students will o select relevant material for reading, writing, and speaking purposes; o understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading, writing, and speaking purposes; o paraphrase, summarize, organize, evaluate, and synthesize information; o cite others ideas, images, or information from primary, print, and electronic resources; and o use information to produce a quality product in an appropriate format. Standard 6: Students read and recognize literature as a record of human experience. In order to meet this Standard, students will

32 o know and use literary terminology; o read literature to investigate o read literature to understand o read literature that reflects o read classic and contemporary traditions of diverse ethnic groups; o read classic and contemporary throughout the world. Standard 7: Students use appropriate technologies speaking, listening and viewing. In order to meet this Standard, students will o use appropriate technologies to increase literacy through a variety of formats; o use appropriate technologies to access, process, and communicate information for a variety of purposes; and o demonstrate problem solving skills through the use of appropriate technologies. MATH Standard 2: Algebraic Concepts Students use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems. In order to meet this Standard, a student will o identify, describe, analyze, extend, and create a wide variety of patterns in numbers, shapes, nature, and data; o describe patterns using mathematical language; o solve problems and model real-world situations using patterns and functions; o compare and contrast different types of functions; and o describe the connections among representations of patterns and functions, including words, tables, graphs, and symbols. Standard 3: Data Analysis Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. In order to meet this Standard, a student will o solve problems by systematically collecting, organizing, describing, and analyzing data using surveys, tables, charts, and graphs; o make valid inferences, decisions, and arguments based on data analysis; o use counting techniques, experimental probability, or theoretical probability, as appropriate, to represent and solve problems involving uncertainty (for example, make predictions as appropriate and test hypotheses); and o understand and use appropriate technology for data collection and analysis. Standard 4: Geometric Concepts Students develop spatial sense and use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems. In order to meet this Standard, a student will o understand and apply the principles of inductive and deductive reasoning; o connect various physical objects with their geometric representation;

33 o connect mathematical concepts from across the Standards with their geometric representations; o recognize, draw, construct, describe, and analyze geometric shapes in one, two, and three dimensions; o make, investigate, and test conjectures about geometric ideas; and o solve problems and model real-world situations using geometric concepts. Standard 5: Measurement Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems. In order to meet this Standard, a student will o understand and apply the attributes of linear dimensions, capacity, weight, mass, time, temperature, perimeter, area, volume, and angle measurement in problem-solving situations; o make and use direct and indirect measurements to describe and compare real-world phenomena; o understand the structure, use of, and relationship between systems of measurement; o describe and use rates of change (for example, temperature as it changes throughout the day, or speed as the rate of change of distance over time) and other derived measures; and o select appropriate units, including metric and US customary, and tools (for example, rulers, protractors, compasses, thermometers) to measure to the degree of accuracy required to solve a given problem. Standard 7: Technology Students understand and use appropriate technologies to perform mathematical constructions and computations, simulate mathematical experiences, and to access, process, and communicate information related to the application of mathematics in problem-solving situations. In order to meet this Standard, a student will o use appropriate traditional and electronic technologies in a variety of formats to extend and enhance mathematical learning and to simulate mathematical models, concepts, and problem-solving situations; o use appropriate technologies to access, process, and communicate relevant mathematical data; and o use appropriate computational and data-collecting tools. SCIENCE Standard 2: Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry) o Students know that matter has characteristic properties, which are related to its composition and structure. o Students know that energy appears in different forms, and can move (be transferred) and change (be transformed). o Students understand that interactions can produce changes in a system, although the total quantity of matter and energy remains unchanged. Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with

34 each other and their environment. (Focus: Biology Anatomy, Physiology, Botany, Zoology, Ecology) o Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. o Students know and understand interrelationships of matter and energy in living systems. o Students know and understand how the human body functions in health and disease, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms. o Students know and understand how organisms change over time in terms of biological evolution and genetics. GEOGRAPHY Standard 1: Students know how to use and construct maps and other geographic tools to locate and derive information about people, places, and environments. o Students know how to use maps and other geographic tools to acquire, process, and report information from a spatial perspective. o Students develop knowledge of Earth to locate people, places, and environments. o Students know how to analyze the dynamic spatial organization of people, places, and environments. Standard 2: Students know the physical and human characteristics of places and use this knowledge to define and study regions and their patterns of change. o Students know the physical and human characteristics of places. o Students know how and why people define regions. o Students know how culture and experience influence people s perceptions of places and regions. HISTORY Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. o Students know the general chronological order of events and people in history. o Students use chronology to organize historical events and people. o Students use chronology to examine and explain historical relationships. o Students use chronology to present historical events and people. Standard 3: Students understand that societies are diverse and have changed over time. o Students know how various societies have been affected by contacts and exchanges among diverse peoples. o Students understand the history of social organization in various societies. VISUAL ARTS

35 Standard 1: Students recognize and use the visual arts as a form of creativity and communication. In order to meet this Standard, a student will o identify visual images, themes, and ideas in works of art. o select and use visual images, themes, and ideas in their own works of art to create and communicate meaning. o examine and critique their own and others works of art Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. In order to meet this Standard, students will o identify and describe different materials, tools, techniques, and processes that can be used in creating works of art. o use different materials, tools, techniques, and processes in creating their own works of art. o select and use appropriate materials, tools, techniques, and processes for a specific artistic purpose. o use materials, tools, techniques, and processes in a safe and responsible manner. Standard 4: Students relate the visual arts to various historical and cultural traditions. In order to meet this Standard, students will o research and create art inspired by historical ideas of diverse peoples. o identify works of art as belonging to various places. o evaluate, analyze, and interpret works of art contexts of history, culture, and place. INFORMATION LITERACY AND TECHNOLOGY An Efficient Information & Technology User o Computer Operations, Electronic Tools, Terminology o Location Skills - Library and Internet o Online, Electronic, Print and AV Research Tools o Library Catalog (LION) & Dewey Decimal System o Keyboarding A Responsible Citizen Copyright and Plagiarism o Bibliographic Information o Care of Books & Technology o Safety Issues in a Digital World A Quality Producer Sharing of Information o Document Production Word Processing o Document Production Spreadsheets o Document Production Presentation Tools o Evaluation of Process and Product