Mathematics
Standard 1. Uses a variety of strategies in the problem-solving process
1. Uses a variety of strategies to understand problem situations (e.g., discussing with peers, stating problems in own words, modeling problem with diagrams or physical objects, identifying a pattern)
3. Understands that some ways of representing a problem are more helpful than others
4. Uses trial and error and the process of elimination to solve problems
5. Knows the difference between pertinent and irrelevant information when solving problems
7. Uses explanations of the methods and reasoning behind the problem solution to determine reasonableness of and to verify results with respect to the original problem
8. Understands basic valid and invalid arguments (e.g., counter examples, irrelevant approaches)
Standard 4. Understands and applies basic and advanced properties of the concepts of measurement
1. Understands the basic measures perimeter, area, volume, capacity, mass, angle, and circumference
2. Selects and uses appropriate tools for given measurement situations (e.g., rulers for length, measuring cups for capacity, protractors for angle)
3. Knows approximate size of basic standard units (e.g., centimeters, feet, grams) and relationships between them (e.g., between inches and feet)
4. Understands relationships between measures (e.g., between length, perimeter, and area)
5. Understands that measurement is not exact (i.e., measurements may give slightly different numbers when measured multiple times)
6. Uses specific strategies to estimate quantities and measurements (e.g., estimating the whole by estimating the parts)
7. Selects and uses appropriate units of measurement, according to type and size of unit
Standard 5. Understands and applies basic and advanced properties of the concepts of geometry
1. Knows basic geometric language for describing and naming shapes (e.g., trapezoid, parallelogram, cube, sphere)
2. Understands basic properties of figures (e.g., two- or three-dimensionality, symmetry, number of faces, type of angle)
3. Predicts and verifies the effects of combining, subdividing, and changing basic shapes
6. Understands characteristics of lines (e.g., parallel, perpendicular, intersecting) and angles (e.g., right, acute)
7. Understands how scale in maps and drawings shows relative size and distance
Science
Standard 5. Understands the structure and function of cells and organisms
1. Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death; the details of these life cycles are different for different organisms
2. Knows that living organisms have distinct structures and body systems that serve specific functions in growth, survival, and reproduction (e.g., various body structures for walking, flying, or swimming)
3. Knows that the behavior of individual organisms is influenced by internal cues (e.g., hunger) and external cues (e.g., changes in the environment), and that humans and other organisms have senses that help them to detect these cues
Standard 6.Understands relationships among organisms and their physical environment
1. Understands that living things have similar needs (e.g., water, food)
1. Knows that plants and animals need certain resources for energy and growth (e.g., food, water, light, air)
2. Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and animals
1. Knows the organization of simple food chains and food webs (e.g., green plants make their own food with sunlight, water, and air; some animals eat the plants; some animals eat the animals that eat the plants)
2. Knows that the transfer of energy (e.g., through the consumption of food) is essential to all living organisms
3. Knows that an organism’s patterns of behavior are related to the nature of that organism’s environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment)
4. Knows that changes in the environment can have different effects on different organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die)
5. Knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental
Standard 7.Understands biological evolution and the diversity of life
1. Knows simple ways that living things can be grouped (e.g., appearance, behavior, plant, animal)
2. Knows that there are similarities and differences in the appearance and behavior of plants and animals
1. Knows that fossils can be compared to one another and to living organisms to observe their similarities and differences
2. Knows different ways in which living things can be grouped (e.g., plants/animals, bones/no bones, insects/spiders, live on land/live in water) and purposes of different groupings
Language Art
Standard 1. Uses the general skills and strategies of the writing process
1. Prewriting: Uses prewriting strategies to plan written work (e.g., uses graphic organizers, story maps, and webs; groups related ideas; takes notes; brainstorms ideas; organizes information according to type and purpose of writing)
2. Drafting and Revising: Uses strategies to draft and revise written work (e.g., elaborates on a central idea; writes with attention to audience, word choice, sentence variation; uses paragraphs to develop separate ideas; produces multiple drafts)
3. Editing and Publishing: Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; uses reference materials; considers page format [paragraphs, margins, indentations, titles]; selects presentation format according to purpose; incorporates photos, illustrations, charts, and graphs; uses available technology to compose and publish work)
4. Evaluates own and others’ writing (e.g., determines the best features of a piece of writing, determines how own writing achieves its purposes, asks for feedback, responds to classmates’ writing)
6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)
10. Writes expressive compositions (e.g., expresses ideas, reflections, and observations; uses an individual, authentic voice; uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience)
12. Writes personal letters (e.g., includes the date, address, greeting, body, and closing; addresses envelopes; includes signature)
Standard 4. Gathers and uses information for research purposes
1. Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to
locate necessary information)
2. Uses encyclopedias to gather information for research topics
3. Uses dictionaries to gather information for research topics
4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches)
5. Uses key words, guidewords, alphabetical and numerical order, indexes, cross-references, and letters on volumes to find information for research topics
6. Uses multiple representations of information (e.g., maps, charts, photos, diagrams, tables) to find information for research topics
7. Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions)
8. Uses strategies to compile information into written reports or summaries (e.g., incorporates notes into a finished product; includes simple facts, details, explanations, and examples; draws conclusions from relationships and patterns that emerge from data from different sources; uses appropriate visual aids and media)