|
� Back to Learning Results Download Complete Learning Results PDF � | Career Preparation | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | A. PREPARING FOR THE FUTURE Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. | - Determine effective workplace behaviors and skills.
- Use teamwork strategies and apply communication and negotiation skills to decision making.
| | B. EDUCATION/CAREER PLANNING AND MANAGEMENT Guided by self assessment and personal career interests, students will integrate school- and work-based experiences to develop their career goals. | - Compare workplace environments and the education required for different occupations.
| | C. INTEGRATED AND APPLIED LEARNING Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. | - Research recent technological developments and predict their possible spin-offs.
- Use academic knowledge and skills to solve career related problems.
| | D. BALANCING RESPONSIBILITIES Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities. | - Assume personal responsibility during their time in school.
| | ENGLISH LANGUAGE ARTS | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | A. PROCESS OF READING Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. | - Reflect on what has been discovered and learned while reading, and formulate additional
- Read for a wide variety of purposes (e.g., to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy).
- Adjust viewing and listening strategies in order to comprehend materials viewed and heard.
- Generate and evaluate the notes they have taken from course-related reading, listening, and viewing.
| | C. LANGUAGE AND IMAGES Students will demonstrate an understanding of how words and images communicate. | - Form conclusions regarding formal, informal, and other varieties of language use, based upon experience.
- Understand factors that commonly affect language change and use.
- Consult pertinent information sources on language use (e.g., a dictionary, a thesaurus, a handbook on style).
| | D. INFORMATIONAL TEXTS Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum. | - Seek appropriate assistance when attempting to comprehend challenging text.
- Identify useful information organizing strategies.
- Identify different ways in which informational texts are organized.
- Produce and support generalizations acquired from informational text.
- Describe new knowledge presented in informational texts and how it can be used.
- � Identify common technical terms used in informational texts.
- Use the various parts of a text (index, table of contents, glossary) to locate specific information.
| | E. PROCESSES OF WRITING AND SPEAKING Students will demonstrate the ability to use the skills and strategies of the writing process. | - Identify specific personal strategies, strengths, and weaknesses in writing, and use direct feedback from peers and teachers to revise and polish the content of their finished pieces.
- Use planning, drafting, and revising to produce, on demand, a well-developed, organized piece that demonstrates effective language use, voice, and command of mechanics.
- Ask questions and apply personal interpretations in class discussion following speeches and oral presentations.
| | F. STANDARD ENGLISH CONVENTIONS Students will write and speak correctly, using conventions of standard written and spoken English. | - Edit written work for standard English spelling and usage, evidenced by pieces that show and contain:
- no significant errors in the use of nouns, pronouns, and adjectives.
- few significant errors in the use of adjective forms (e.g., comparative, superlative), adverbial forms, prepositions, and prepositional phrases.
- attention to the proper use of conjunctions.
- no significant errors in the spelling of common, frequently used words, and attention to the correct spelling of commonly misspelled words and less common words.
- no significant errors in the common conventions of capitalization (e.g., proper nouns, names, titles) and attention to the less common capitalization conventions (e.g., capitalizing the names of nationalities).
- no significant errors in the use of ending punctuation marks, few significant errors in the common uses of commas, and attention to the proper use of the colon, semicolon, hyphen, dash, apostrophe, and quotation marks.
- attention to the correct use of commonly confused terms (e.g., affect and effect).
- attention to the proper use of italics, marginal notes, and footnotes.
- Demonstrate command of the conventions necessary to make an informal speech or presentation, effectively engaging peers and fielding responses.
| | G. STYLISTIC AND RHETORICAL ASPECTS OF WRITING AND SPEAKING Students will use stylistic and rhetorical aspects of writing and speaking to explore ideas, to present lines of thought, to represent and reflect on human experience, and to communicate feelings, knowledge, and opinions. | - Write pieces and deliver oral presentations that use structures appropriate to audience and purpose.
- Write essays and deliver oral presentations which identify a clear topic and reliably support that topic.
- Write for both public and private audiences.
- Write and deliver oral presentations that achieve distinct purposes (e.g., to summarize, to narrate, to inform, to explain).
- Write pieces and make remarks that use descriptive language to clarify, enhance, and develop ideas.
- Write pieces and deliver oral presentations that include a variety of sentence structures appropriate to the purpose.
| | H. RESEARCH-RELATED WRITING AND SPEAKING Students will work, write, and speak effectively in connection with research in all content areas. | - Collect and synthesize data for research topics from interviews and field work, using note taking and other appropriate strategies.
- Create bibliographies.
- Use search engines and other Internet resources to collect information for research topics.
- Make limited but effective use of primary sources when researching topics.
| | Health/Physical Education:� HEALTH EDUCATION | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | C. HEALTH PROMOTION AND RISK REDUCTION Students will understand how to reduce their health risks through the practice of healthy behaviors. | - Explain the importance of assuming responsibility for personal health.
- Demonstrate ways to avoid or change situations that threaten personal safety.
| | D. INFLUENCES ON HEALTH Students will understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health. | - Analyze the effect of technology on personal and family health.
| | E. COMMUNICATION SKILLS Students will understand that skillful communication can contribute to better health for themselves, their families, and the community. | - Demonstrate conflict resolution strategies.
| | Mathematics | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | A. NUMBERS AND NUMBER SENSE Students will understand and demonstrate a sense of what numbers mean and how they are used. | - Use numbers in a variety of equivalent and interchangeable forms (e.g., integer, fraction, decimal, percent, exponential, and scientific notation) in problem-solving.
- Demonstrate understanding of the relationships among the basic arithmetic operations on different types of numbers.
- Apply concepts of ratios, proportions, percents, and number theory (e.g., primes, factors, and multiples) in practical and other mathematical situations.
- Represent numerical relationships in graphs, tables, and charts.
| | B. COMPUTATION Students will understand and demonstrate computation skills. | - Compute and model all four operations with whole numbers, fractions, decimals, sets of numbers, and percents, applying the proper order of operations.
- Create, solve, and justify the solution for multi-step, real-life problems including those with ratio and proportion.
| | C. DATA ANALYSIS AND STATISTICS Students will understand and apply concepts of data analysis. | - Organize and analyze data using mean, median, mode, and range.
- Assemble data and use matrices to formulate and solve problems.
- Construct inferences and convincing arguments based on data.
| | E. GEOMETRY Students will understand and apply concepts from geometry. | - Compare, classify, and draw two dimensional shapes and three dimensional figures.
- Apply geometric properties to represent and solve real-life problems involving regular and irregular shapes.
- Use a coordinate system to define and locate position.
- Use the appropriate geometric tools and measurements to draw and construct two and three dimensional figures.
| | F.MEASUREMENT Students will understand and demonstrate measurement skills. | - Demonstrate the structure and use of systems of measurement.
- Develop and use concepts that can be measured directly, or indirectly (e.g., the concept of rate).
- Demonstrate an understanding of length, area, volume, and the corresponding units, square units, and cubic units of measure.
| | G. PATTERNS, RELATIONS, FUNCTIONS Students will understand that mathematics is the science of patterns, relationships, and functions. | - Describe and represent relationships with tables, graphs, and equations.
- Analyze relationships to explain how a change in one quantity can result in a change in another.
| | H. ALGEBRA CONCEPTS Students will understand and apply algebraic concepts.� | - Use the concepts of variables and expressions.
- Solve linear equations using concrete, informal, and formal methods which apply the order of operations.
- Analyze tables and graphs to identify properties and relationships in a practical context.
| | I. DISCRETE MATHEMATICS Students will understand and apply concepts in discrete mathematics.� | - Create and use networks to explain practical situations or solve problems.
- Identify patterns in the world and express these patterns with rules.
| | J. MATHEMATICAL REASONING Students will understand and apply concepts of mathematical reasoning. | - Support reasoning by using models, known facts, properties, and relationships.
- Demonstrate that multiple paths to a conclusion may exist.
| | K. MATHEMATICAL COMMUNICATIONS Students will reflect upon and clarify their understanding of mathematical ideas and relationships.� | - Use statistics, tables, and graphs to communicate ideas and information in convincing presentations and analyze presentations of others for bias or deceptive presentations.
| | SCIENCE AND TECHNOLOGY | | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | A. CLASSIFYING LIFE FORMS Students will understand that there are similarities within the diversity of all living things. | - Describe some structural and behavioral adaptations that allow organisms to survive in a changing environment.
| | B. ECOLOGY Students will understand how living things depend on one another and on non-living aspects of the environment. | - Describe in general terms the chemical processes of photosynthesis and respiration.
- Analyze how the finite resources in an ecosystem limit the types and populations of organisms within it.
- Describe succession and other ways that ecosystems can change over time.
- Generate examples of the variety of ways that organisms interact (e.g., competition, predator/prey, parasitism/mutualism).
- Describe various mechanisms found in the natural world for transporting living and non-living matter and the results of such movements
| | D. CONTINUITY AND CHANGE Students will understand the basis for all life and that all living things change over time. | - 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.
- Provide examples of the concept of natural and artificial selection and its role in species changes over time.
| | E. STRUCTURE OF MATTER Students will understand the structure of matter and the changes it can undergo. | - Describe how a substance can combine with different substances in different ways, depending on the conditions and the properties of each substance.
- Describe how the motion of the particles of matter determines the state of that matter (e.g., solid, liquid, gas, plasma) and vice versa.
- Explain how the relatively small number of naturally occurring elements can result in the large variety of substances found in the world.
| | F. THE EARTH Students will gain knowledge about the earth and the processes that change it. | - Demonstrate how the earth's tilt on its axis results in the seasons.
- Describe how soils are formed and why soils differ from one place to another.
- Explain the evidence scientists use when they give the age of the earth.
- Describe factors that can cause short-term and long-term changes to the earth.
- Classify and identify rocks and minerals based on their physical and chemical properties, their composition, and the processes which formed them.
- Describe the many products used by humans that are derived from materials in the earth's crust.
- Demonstrate factors effecting the flow of groundwater.
| | G. THE UNIVERSE Students will gain knowledge about the universe and how humans have learned about it, and about the principles upon which it operates. | - Compare past and present knowledge about characteristics of stars (e.g., composition, location, life�cycles) and explain how people have learned about them.
- Describe the concept of galaxies, including size and number of stars.
- Compare and contrast distances and the time required to travel those distances on earth, in the solar system, in the galaxy, and between galaxies.
- Describe scientists' exploration of space and the objects they have found (e.g., comets, asteroids, pulsars).
- � Describe the motions of moons, planets, stars, solar systems, and galaxies.
| | H. ENERGY Students will understand concepts of energy. | - Compare and contrast the ways energy travels (e.g., waves, conduction, convection, radiation).
- Categorize energy sources as renewable or non-renewable and compare how these sources are used by humans.
- � Describe how energy put into or taken out of a system can cause changes in the motion of particles in matter.
| | I. MOTION Students will understand the motion of objects and how forces can change that motion. | - Describe the motion of objects using knowledge of Newton's Laws.
- Use mathematics to describe the motion of objects (e.g., speed, distance, time, acceleration).
- Describe and quantify the ways machines can provide mechanical advantages in producing motion.
| | J. INQUIRY AND PROBLEM SOLVING Students will apply inquiry and problem-solving approaches in science and technology. | - Make accurate observations using appropriate tools and units of measure.
- Design and conduct scientific investigations which include controlled experiments and systematic observations. Collect and analyze data, and draw conclusions fairly.
- Verify and evaluate scientific investigations and use the results in a purposeful way.
- Compare and contrast the processes of scientific inquiry and the technological method.
- � Explain how personal bias can affect observations.
| | K. SCIENTIFIC REASONING Students will learn to formulate and justify ideas and to make informed decisions. | - Support reasoning by using a variety of evidence.
- Show that proving a hypothesis false is easier than proving it true, and explain why.
| | L. COMMUNICATION Students will communicate effectively in the applications of science and technology. | - Defend problem-solving strategies and solutions.
- Evaluate individual and group communication for clarity, and work to improve communication.
- Make and use scale drawings, maps, and three-dimensional models to represent real objects, find locations, and describe relationships.
- Access information at remote sites using telecommunications.
- Identify and perform roles necessary to accomplish group tasks.
| | M. IMPLICATIONS OF SCIENCE AND TECHNOLOGY Students will understand the historical, social, economic, environmental, and ethical implications of science and technology. | - Research and evaluate the social and environmental impacts of scientific and technological developments.
- � Describe an individual's biological and other impacts on an environmental system.
- Identify factors that have caused some countries to become leaders in science and technology.
- Give examples of actions which may have expected or unexpected consequences that may be positive, negative, or both.
| | SOCIAL STUDIES:�GEOGRAPHY | | CONTENT STANDARDS | PERFORMANCE INDICATORS | | A. SKILLS AND TOOLS Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. | - 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.
- Understand United States social, political, and economic divisions and the more significant social and political divisions in world geography.
| | B. HUMAN INTERACTION WITH ENVIRONMENTS Students will understand and analyze the relationships among people and their physical environments. | - Analyze how technology shapes the physical and human characteristics of places and regions, including Maine.
- Explain how cultures differ in their use of similar environments and resources.
|
|
