Standards

=//Four Seasons WikiSpace//=

An Information Gathering Site About Seasons for Elementary School Students and Teachers
Welcome Teachers! This section lists all the standards we used to determine the material which should be included in our wiki. We have included standards from several different sources so teachers should have no trouble aligning the activities to their own particular district and state standards.

//Structure of the Earth System// //Energy in the Earth System//* Mathematics instructional programs should include attention to patterns, functions, symbols, and models so that all students — || Mathematics instructional programs should include attention to geometry and spatial sense so that all students — || Mathematics instructional programs should include attention to measurement so that all students — Mathematics instructional programs should include attention to data analysis, statistics, and probability so that all students — || Mathematics instructional programs should focus on solving problems as part of understanding mathematics so that all students — || Mathematics instructional programs should focus on learning to reason and construct proofs as part of understanding mathematics so that all students — || Mathematics instructional programs should emphasize connections to foster understanding of mathematics so that all students — || Mathematics instructional programs should emphasize mathematical representations to foster understanding of mathematics so that all students — || Understanding relationships between music, the other arts, and disciplines outside the arts* Understanding music in relation to history and culture || Understanding the visual arts in relation to history and cultures* Making connections between visual arts and other disciplines ||
 * **[|NATIONAL SCIENCE CONTENT STANDARDS]** ||
 * **Earth and Space Science K-4** ||
 * //Objects in the Sky//
 * The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
 * The sun provides the light and heat necessary to maintain the temperature of the earth.//Changes in Earth and Sky//
 * Weather changes from day to day and over the seasons.
 * Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
 * Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. ||
 * **Earth and Space Science 5-8**
 * Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground.
 * The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.
 * Clouds, formed by the condensation of water vapor, affect weather and climate.
 * Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.//Earth in the Solar System//
 * The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system.
 * Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses.
 * The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. ||
 * **Earth and Space Science 9-12**
 * Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy.
 * Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.
 * Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
 * Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans. ||
 * **[|NATIONAL ENGLISH LANGUAGE ARTS STANDARDS]** ||
 * * Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.* Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
 * Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.
 * Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.
 * Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 * Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information) ||
 * **[|NATIONAL SOCIAL STUDIES CONTENT STANDARDS]** ||
 * **Culture Strand:** Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can: ||
 * //Early Grades//
 * explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns;
 * give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference;
 * describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture;
 * compare ways in which people from different cultures think about and deal with their physical environment and social conditions;//Middle Grades//
 * compare similarities and differences in the ways groups, societies, and cultures meet human needs and concerns;
 * explain how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference;
 * explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture;
 * explain why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs//High School//
 * analyze and explain the ways groups, societies, and cultures address human needs and concerns;
 * predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference;
 * apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;
 * compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change;
 * demonstrate the value of cultural diversity, as well as cohesion, within and across groups;
 * interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding;
 * construct reasoned judgments about specific cultural responses to persistent human issues;
 * explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems ||
 * **[|NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS]** ||
 * **Technology productivity tools** ||
 * * Students use technology tools to enhance learning, increase productivity, and promote creativity.
 * Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. ||
 * **Technology communications tools** ||
 * * Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
 * Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. ||
 * **Technology research tools** ||
 * * Students use technology to locate, evaluate, and collect information from a variety of sources. ||
 * **Technology problem-solving and decision-making tool** ||
 * * Students use technology resources for solving problems and making informed decisions.
 * Students employ technology in the development of strategies for solving problems in the real world. ||
 * **[|NATIONAL MATHEMATICS CONTENT STANDARDS]** ||
 * **Patterns, Functions, and Algebra-**
 * * understand various types of patterns and functional relationships;
 * use mathematical models and analyze change in both real and abstract contexts. ||
 * **Geometry and Spatial Sense-**
 * * analyze characteristics and properties of two- and three-dimensional geometric objects;
 * select and use different representational systems, including coordinate geometry and graph theory;
 * recognize the usefulness of transformations and symmetry in analyzing mathematical situations;
 * use visualization and spatial reasoning to solve problems both within and outside of mathematics. ||
 * **Measurement-**
 * apply a variety of techniques, tools, and formulas for determining measurements. ||
 * **Data Analysis, Statistics, and Probability-**
 * * pose questions and collect, organize, and represent data to answer those questions;
 * interpret data using methods of exploratory data analysis;
 * develop and evaluate inferences, predictions, and arguments that are based on data;
 * understand and apply basic notions of chance and probability. ||
 * **Problem Solving-**
 * * build new mathematical knowledge through their work with problems;
 * develop a disposition to formulate, represent, abstract, and generalize in situations within and outside mathematics. ||
 * **Reasoning and Proof-**
 * * make and investigate mathematical conjectures;
 * develop and evaluate mathematical arguments and proofs; ||
 * **Connections-**
 * * recognize, use, and learn about mathematics in contexts outside of mathematics. ||
 * **Representation-**
 * * create and use representations to organize, record, and communicate mathematical ideas;
 * use representations to model and interpret physical, social, and mathematical phenomena. ||
 * **[|NATIONAL FINE ARTS CONTENT STANDARDS]** ||
 * === === = = **Music**--
 * === === = = **Music**--
 * **Visual**--

WikiPage members:
Peter Hughes, Kimberly Jobe, Marion Martin, Sean Mason, Drew Mcallister, Nicole Whitfield