back NS.5-8.1 Science as Inquiry As a result of activities in grades 5-8, all students should develop-- • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry back NS.5-8.3 Life Science As a result of their activities in grades 5-8, all students should develop understanding • Structure and function in living systems • Reproduction and heredity • Regulation and behavior • Populations and ecosystems • Diversity and adaptations of organisms back NS.5-8.5 Science and Technology As a result of activities in grades 5-8, all students should develop-- • Understandings about science and technology back NS.5-8.6 Personal and Social Perspectives As a result of activities in grades 5-8, all students should develop understanding • Populations, resources, and environments • Natural hazards • Risks and benefits • Science and technology in society back NS.5-8.7 History and Nature of Science As a result of activities in grades 5-8, all students should develop understanding of • Science as a human endeavor • Nature of science • History of science back NSS.G.K-12.1 The World in Spatial Terms As a result of activities in grades K-12, all students should • Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. • Understand how to use mental maps to organize information about people, places, and environments in a spatial context. • Understand how to analyze the spatial organization of people, places, and environments on Earth's surface. back NSS.G.K-12.6 The Uses of Geography As a result of activities in grades K-12, all students should • Understand how to apply geography to interpret the past. • Understand how to apply geography to interpret the present and plan for the future. back NA-VA.5-8.1-Understanding and Applying Media, Techniques, and Processes • Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices • Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas back NA-VA.5-8.2-Using Knowledge of Structure and Functions • Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks • Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks • Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work • Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas • Students select and use the qualities of structures and functions of art to improve communication of their ideas back NA-VA.5-8.3-Choosing and Evaluating a Range of Subject Matter, Symbols, and ideas • Students know and compare the characteristics of artworks in various era and cultures • Students describe and place a variety of art objects in historical and cultural contexts • Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art back NA-VA.5-8.6-Making Connections between Visual Arts and Other Disciplines • Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context • Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts back NL-ENG.K-12.1 Reading for Perspective Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. back NL-ENG.K-12.3 Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). back NL-ENG.K-12.4 Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. back NL-ENG.K-12.5 Communication Strategy 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. back NL-ENG.K-12.6 Applying Knowledge 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. back NL-ENG.K-12.7 Evaluating Data 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 nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. back NL-ENG.K-12.8 Developing Research Skills Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. back NL-ENG.K-12.9 Multicultural Understanding Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. back NL-ENG.K-12.12 Applying Language Skills Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). back NL-ENG.K-12.11 Participating in Society Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. back NL-ENG.K-12.12 Applying Language Skills Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). back NT.K-12.1 Basic Operations and Concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology. back NT.K-12.2 Social, Ethical, and Human Issues • Students understand the ethical, cultural, and societal issues related to technology. • Students practice responsible use of technology systems, information, and software. • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. back NT.K-12.3 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. back NT.K-12.4 Technology Communication 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. back NT.K-12.5 Technology Research Skills • Students use technology to locate, evaluate, and collect information from a variety of sources. • Students use technology tools to process data and report results. • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 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