|
Standard 1 ~ Communication
Uses the target language to engage in conversations, express feelings
and emotions, and exchange opinions and information
|
|
1.
|
Uses the target language to express likes,
dislikes, and personal preferences (e.g., objects, people, events, favorite
activities, food, celebrations) in everyday environments
|
|
2.
|
Uses basic vocabulary to describe assorted
objects (e.g., toys, dress, types of dwellings, foods) in everyday
environments
|
|
3.
|
Uses vocabulary for a wide range of topics (e.g.,
basic subject area terms, such as story elements, animals, weather,
geographical concepts; categories such as numbers, shapes, colors, size)
|
|
4.
|
Gives and follows simple instructions in the
target language (e.g., in games, with partners or groups, giving commands
suggested by a picture)
|
|
5.
|
Uses and responds to culturally appropriate
nonverbal cues and body language (e.g., to clarify a verbal message, to
engage a listener's attention, to express humor, for social interactions)
|
|
6.
|
Uses the target language to exchange information
about general events (e.g., classes, meetings, concerts, meals) and
transportation (e.g., place, date, time)
|
|
7.
|
Uses appropriate vocabulary, gestures, and oral
expressions for greetings, introductions, leave takings, and other common or
familiar interactions (e.g., exchanging name, address, phone number, place of
origin, general health/state of being; giving and as
|
|
8.
|
Uses the target language to express needs,
feelings, and ideas related to everyday situations (e.g., enjoyment while
playing a game, personal response to a movie, agreement or disagreement on a
topic)
|
|
9.
|
Asks and answers questions in the target language
(e.g., clarifies word meaning, asks for assistance, answers questions about
self or family)
|
|
Standard 2 ~ Connections
Understands and interprets written and spoken language on diverse
topics from diverse media
|
|
1.
|
Understands the basic ideas of oral messages and
short conversations based on simple or familiar topics appropriate at this
developmental level (e.g., favorite activities, personal anecdotes, simple
instructions)
|
|
2.
|
Understands the main ideas in
ability-appropriate, highly illustrated texts that use many words that are
similar to those in one's native language (e.g., stories, newspaper articles,
advertisements)
|
|
3.
|
Understands the main ideas of ability-appropriate
video or television programs on familiar topics
|
|
4.
|
Understands the main ideas and basic literary
elements (e.g., principal characters, sequence of events, simple themes) in
written poems, short folk tales, fairy tales, or illustrated stories that are
appropriate at this developmental level
|
|
5.
|
Understands brief written messages and personal
notes on familiar topics (e.g., everyday school and home activities)
|
|
6.
|
Understands common phrase groupings and voice
inflection in simple spoken sentences
|
|
7.
|
Understands common cognates and expressions in
the target and native languages
|
|
8.
|
Understands oral and written descriptions of
people and objects in the environment
|
|
Standard 3 ~ Communities
Presents information, concepts, and ideas to an audience of listeners
or readers on a variety of topics
|
|
1.
|
Presents simple oral reports or presentations
about family members and friends, objects present in the everyday
environment, and common school and home activities
|
|
2.
|
Recites poetry, songs, proverbs, or short
anecdotes or narratives that are commonly known by same-age members of the
target culture
|
|
3.
|
Writes in a variety of forms (e.g., short,
informal notes or messages, lists, letters, e-mail) to describe or provide
information about oneself, friends and family, or school activities
|
|
4.
|
Uses audio tapes and video tapes to present
information about family, school events, and celebrations
|
|
5.
|
Uses language conventions and style (e.g.,
phrases, structures, grammar, spelling, mechanics, commands, vocabulary,
dialect, slang, idioms, humor, pronunciation, intonation, tone, stress)
appropriate for different audiences (e.g., peers, adults) and setti
|
|
Standard 4 ~ Culture
Understands traditional ideas and perspectives, institutions,
professions, literary and artistic expressions, and other components of the
target culture
|
|
1.
|
Knows various age-appropriate cultural activities
practiced in the target culture (e.g., games, songs, birthday celebrations,
story telling, dramatizations, role playing)
|
|
2.
|
Knows simple patterns of behavior and interaction
in various settings in the target culture (e.g., school, family, community)
and how these patterns compare to those in one's native culture
|
|
3.
|
Knows familiar utilitarian forms of the target
culture (e.g., toys, dress, types of dwellings, typical foods, currency) and
how they compare to those in one's native culture
|
|
4.
|
Knows basic expressive forms of the target
culture (e.g., children's songs, simple selections from authentic children's
literature, types of artwork or graphic representations enjoyed or produced
by the peer group in the culture studied, dances) and how t
|
|
5.
|
Knows basic cultural beliefs and perspectives of
people in both native and target cultures relating to family, school, work,
and play
|
|
6.
|
Knows professions that require proficiency in the
target language
|
|
7.
|
Knows distinctive contributions made by people in
the target culture
|
|
8.
|
Knows basic geographical aspects of countries
where the target language is spoken (e.g., major cities, rivers, mountains,
climate)
|
|
Standard 5 ~ Comparisons
Understands that different languages use different patterns to communicate
and applies this knowledge to the target and native languages
|
|
1.
|
Knows words that have been borrowed from one
language to another and how these word borrowings may have developed
|
|
2.
|
Knows basic elements of the sound and writing
systems of the target language and how these elements differ from the same
elements of one's native language
|
|
3.
|
Understands that an idea may be expressed in
multiple ways in the target language
|
|
Standard 1 ~ Communication
Uses the target language to engage in conversations, express feelings
and emotions, and exchange opinions and information
|
|
1.
|
Uses verbal and written exchanges to share
personal data, information, and preferences (e.g., events in one's life, past
experiences, significant details related to topics that are of common
interest, preferred leisure activities, likes, dislikes, needs)
|
|
2.
|
Uses the target language to plan events and
activities with others (e.g., using authentic schedules, budgets)
|
|
3.
|
Uses vocabulary and cultural expressions to
express the failure to understand the message or to request additional
information (e.g., requests that the speaker restate the message, asks
appropriate questions for clarification)
|
|
4.
|
Uses appropriate verbal strategies and cues
(e.g., rephrasing, circumlocution, repetition, tone, stress, intonation) to
communicate spoken messages and maintain listening comprehension
|
|
5.
|
Uses and responds to culturally appropriate
nonverbal cues (e.g., gestures, physical distance, eye contact) to
communicate spoken messages and maintain listening comprehension
|
|
6.
|
Gives and follows oral and written directions in
the target language (e.g., for travel, for other tasks, for a recipe, for a
word maze)
|
|
7.
|
Uses appropriate vocabulary to acquire goods and
services through basic negotiation of procedures and exchange of monies
(e.g., shopping in a supermarket)
|
|
8.
|
Uses verbal and written exchanges to express
opinions in the target language (e.g., concerning current events, about
topics of personal or community interest)
|
|
Standard 2 ~ Connections
Understands and interprets written and spoken language on diverse
topics from diverse media
|
|
1.
|
Understands the main ideas, themes, and basic
details from diverse, authentic, ability-appropriate spoken media (e.g.,
radio, television, film, live presentation) on topics of personal interest or
interest to peers in the target culture
|
|
2.
|
Understands the content of ability-appropriate
primary sources on familiar topics (e.g., personal letters, pamphlets,
illustrated newspaper and magazine articles, advertisements)
|
|
3.
|
Understands spoken announcements and messages
from peers and adults on a variety of familiar topics or topics of personal
interest (e.g., favorite activities, popular events, school subjects)
|
|
4.
|
Understands nonverbal and verbal cues when
listening to or observing a user of the target language
|
|
5.
|
Understands various phrase groupings and
structures in spoken forms of the target language (e.g., expressions, questions,
polite commands)
|
|
6.
|
Uses context clues (e.g., known language,
diagrams, text features, graphics) to decode unfamiliar words and phrases in
complex messages or texts
|
|
7.
|
Understands the main ideas, themes, principal
characters, and significant details of ability-appropriate authentic
literature (e.g., narratives, shorts stories, poems, plays)
|
|
Standard 3 ~ Communities
Presents information, concepts, and ideas to an audience of listeners
or readers on a variety of topics
|
|
1.
|
Presents information in the target language on
topics of shared personal interest in one's daily life at home or school
(e.g., brief reports to the class, tape or video recorded messages)
|
|
2.
|
Presents cultural and literary works in the
target language that are appropriate at this developmental level (e.g.,
presents short plays and skits, recites selected poems and anecdotes,
performs songs)
|
|
3.
|
Writes in the target language in a variety of
formats (e.g., notes, short letters, e-mail, business letters, thank you
letters, descriptions, narrations, personal essays, poems, short stories,
plays, songs, journals)
|
|
4.
|
Writes to peers on topics of shared personal
interest (e.g., everyday events, activities at home or in school)
|
|
5.
|
Summarizes the plot and provides brief descriptions
of characters in selected poems, short stories, folk tales, and anecdotes
|
|
6.
|
Uses repetition, rephrasing, and gestures
effectively to assist in presenting oral reports or presentations
|
|
7.
|
Uses language conventions and style (e.g., complex
grammatical structures, slang, humor, idioms, small talk, polite forms and
status indicators, vernacular dialects, content area vocabulary) appropriate
to different audiences and settings (e.g., formal, i
|
|
Standard 4 ~ Culture
Understands traditional ideas and perspectives, institutions,
professions, literary and artistic expressions, and other components of the
target culture
|
|
1.
|
Knows various age-appropriate cultural activities
practiced in the target culture (e.g., adolescents' games such as card games,
board games, and outdoor games; sports-related activities; music; television)
|
|
2.
|
Knows cultural traditions and celebrations that
exist in the target culture and how these traditions and celebrations compare
with those of the native culture (e.g., holidays, birthdays, "coming of
age" celebrations, seasonal festivals, religious ceremoni
|
|
3.
|
Knows patterns of behavior or interaction typical
of one's age group in various settings in the target culture (e.g., dating,
telephone usage, etiquette)
|
|
4.
|
Knows a variety of age-appropriate utilitarian
forms of the target culture (e.g., educational institutions or systems, means
of transportation, various rules as they apply to the peer group in the
culture being studied), their significance, and how these
|
|
5.
|
Knows a variety of age-appropriate expressive
forms of the culture (e.g., popular music and dance; appropriate authentic
texts, such as children's magazines, comic books, children's literature,
folktales; the use of color; common or everyday artwork such
|
|
6.
|
Understands the general relationship between
cultural perspectives and expressive products (e.g., music, visual arts,
literature) in the target and native cultures
|
|
7.
|
Understands the general relationship between
cultural perspectives and practices (e.g., holidays, celebrations, work
habits, play) in the target and native cultures
|
|
8.
|
Knows how "local" opinions of various
aspects of the native culture compare with the views of peers from the target
culture
|
|
9.
|
Knows how various community members use the
target language in their work
|
|
10.
|
Knows historical and cultural figures from the
target culture and their contributions
|
|
11.
|
Knows chronological order and significance of
important historical events in the target culture
|
|
12.
|
Knows the location(s) and major geographic
features of countries where the target language is/was used
|
|
Standard 5 ~ Comparisons
Understands that different languages use different patterns to
communicate and applies this knowledge to the target and native languages
|
|
1.
|
Understands how idiomatic expressions have an
impact on communication and reflect culture (e.g., anticipates larger units
of meaning rather than individual word equivalencies)
|
|
2.
|
Draws conclusions about the relationship among
languages (e.g., based on cognates and idioms)
|
|
3.
|
Understands that languages have critical sound
distinctions that convey meaning
|
GEOMETRY
2D & 3d
Space
Analyze
characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships.
* Illustrate the
characteristics and applications of the undefined terms of geometry (i.e.,
point, line, and plane).
* Examine the
properties and classification of polygons (e.g., triangle, quadrilaterals,
pentagon, hexagon, etc.) as well as knowledge of geometric shapes.
* Examine the
properties and classification of quadrilaterals by orientation (e.g.,
parallelogram, rectangle, rhombus, square, and trapezoid).
* Compute the area
and perimeter of two-dimensional figures.
* Examine the
classification and properties of solid figures such as prisms, rectangular
solids, pyramids, right circular cylinders, cones, and
spheres.
* Compute the
volume of three-dimensional figures.
Triangles
* Examine the
properties and classification of triangles by sides (i.e., scalene, isosceles,
and equilateral).
* Compute the
perimeter and area of two-dimensional figures.
* Determine the
characteristics and terminology of angles, e.g., degree measure, classification
of angles by measure (acute, right, obtuse, and straight), supplementary and
complementary angles, and vertical angles.
* Identify the
angle relationships in triangles (i.e., acute, obtuse, right, interior, and
exterior).
* Use the Pythagorean
Theorem to compute side lengths of right triangles.
* Manipulate the
basic trigonometric functions and ratios.
Circles
* Examine the
properties of circles (e.g., radius, arc, diameter, chord, secant, tangent,
etc.).
* Measure circle
quantities (e.g., area, angle formed by two secants, circumference, length of
segments, etc.).
Similarity
& Congruence
Apply
transformations and use symmetry to analyze mathematical situations.
* Use geometric
methods (e.g., an unmarked straightedge and compass) to complete basic
geometric constructions (e.g., perpendicular bisector of a line segment, angle
bisector, etc.).
* Illustrate the
concepts of symmetry and transformations and graphically apply line
reflections, rotation, translations, and
dilation.
* Apply
transformation concepts to understand and create congruent and similar figures.
* Identify the
concepts of direct and opposite isometries (i.e., transformations that preserve
shape such as reflections, rotations, translations, and glide reflections, and
be able to graphically apply them.)
ALGEBRA
Functions
Distinguish
patterns, relations, and functions.
* Present
appropriate terminology used to define relations and functions and their
properties (e.g., domain, range, function composition, inverses,
etc.).
* Express a linear
function (e.g., y=1/3x+5) using the functional notation f(x)=1/3x+5,
and determine the ordered pairs.
Graphing
Lines
Specify
locations and describe spatial relationships using coordinate geometry and
other representational systems.
* Illustrate the
components and properties of the rectangular coordinate system, (i.e., x - y
axis, origin, quadrants, abscissa (x-coordinate) and ordinate (y-coordinate),
and the general representation of a point (x, y)).
* Identify the
equation for the slope of a line and compute slope given the coordinates of two
points.
* Compute the
midpoint of a line segment between two points on a coordinate
plane.
* Compute the
distance between two points (i.e., length of a line segment) on a coordinate
plane.
* Examine the
characteristics and uses of vectors (e.g., representations of velocity and
force) and perform basic operations on vectors (e.g., vector addition and
scalar multiplication). A vector is a physical element possessing magnitude and
direction.
Linear
Equations and Inequalities
Solve linear
inequalities and equations.
* Present the
equation of a line and interpret graphically using the slope-intercept form
(i.e., y=mx+b), and the point-slope form (i.e.,
y-b=m(x-a)).
* Examine the
characteristics of parallel, perpendicular, and intersecting lines.
* Find the graphic
solution of systems of linear equations (e.g., find the point(s) common to a
quadratic-linear pair).
* Find the graphic
solution of systems of linear inequalities (e.g., graph the solution set or
region of the coordinate plane common to both inequalities).
Simplifying
and Solving
Identify the
logic of algebraic procedures.
* Apply basic
algebraic properties (i.e., commutative: ab=ba; associative: (ab)c=a(bc); and distributive: a(b+c)=ab+ac).
* Carry out the
correct order of operations for performing algebraic computations.
* Use addition and
multiplication to simplify an algebraic expression by identifying the order of
operations and techniques necessary to carry out the operations (e.g., 5-3(x-2)=5-3x+6=11-3x).
* Find the solution
of linear equations and inequalities where the variable appears on both sides
and in which one or both sides must be simplified before solving the equation
(e.g., solve x+2(x-3)=-4x+5 for x).
Polynomials
* Perform addition
of polynomials to express them in their simplest form (e.g., (2a+2)+(3a-1)=5a+1).
*
Factor a composite number into its prime factors, and find the largest monomial
factor of a polynomial to write the polynomial as the product of the monomial
and a polynomial.
* Perform
multiplication of polynomials by understanding the meaning of a positive,
integral exponent, and using exponents correctly when multiplying powers with like
bases.
* Perform division
of a polynomial by a monomial by knowing how to divide powers with like bases,
use integral exponents to express decimal numbers in scientific notation, use
the rules for the division of powers with like bases to simplify fractions with
monomial denominators, and reduce fractions to lowest terms.
English Language Arts Standards
A. In independent writing, students demonstrate
command of appropriate English conventions by…
1. Applying
rules of standard English usage to correct grammatical
errors and applying capitalization rules
2. Applying appropriate punctuation to various
sentence patterns to enhance meaning
3. Correctly
spelling grade appropriate, high-frequency words and applying conventional and
word derivative spelling patterns/rules
B. Uses a Writing
Process
4. Students use pre-writing, drafting,
revising, editing, and critiquing to produce final drafts of written products.
C. Demonstrates the
habit of writing extensively by…
5.
Writing with frequency, including in-school, out-of-school,
and during the summer
6.
Sharing thoughts, observations, or impressions
7.
Writing in a variety of genres and generating topics for
writing
D. Demonstrates command
of the structures of sentences, paragraphs, and text by…
8.
Using varied sentence length and structure to enhance meaning (e.g., including
phrases and clauses)
9.
Using the paragraph form: indenting, main idea,
supporting details and using paragraph structures appropriately (e.g., block or
indented format)
10.
Recognizing organizational structures within paragraphs or within texts
11.
Applying a format and text structure appropriate to purpose, audience, and context
E. In reflective writing, students explore and
share thoughts, observations, and impressions by…
12.
Engaging the reader by establishing context
13.
Analyzing a condition or situation of significance or developing a commonplace,
concrete occasion as the basis for the reflection
14.
Using an organizational structure that allow for a progression of ideas to develop
and using a range of elaboration techniques (i.e. questioning, comparing,
connecting, interpreting, analyzing, or describing) to establish a focus
15.
Making connections between personal ideas and experiences and more abstract
aspects of life, leading to new perspectives or insights
16.
Providing closure - leaving the reader with something to think about
F. In written narratives, students organize and
relate a story line/plot/series of events by…
17. Creating a clear and coherent (logically
consistent) story line
18. Establishing context, character motivation,
problem/conflict/challenge, and resolution, maintaining point of view,
maintaining theme, and providing a sense of closure
19. Using a variety of effective transitional
devices (e.g., ellipses, time transitions, white space, words/phrases) and a
variety of effective literary devices (i.e., flashback or foreshadowing,
figurative language, imagery) to enhance meaning
G. Students demonstrate
use of narrative strategies by…
20. Creating images, using relevant and descriptive
details, dialogue, and sensory language to advance the plot/story line
21. Developing characters through description,
dialogue, actions, and relationships with other characters, when appropriate
22. Using voice appropriate to purpose,
maintaining focus, and controlling the pace of the story
23. Choosing conventional or alternative text structures
and selecting vocabulary according
to purpose to achieve impact
24.
Selecting and manipulating words,
phrases or clauses, for connotation/shades of meaning and impact
H. In informational writing, students organize
ideas/concepts by …
25. Using a text structure appropriate to
focus/controlling idea or thesis (e.g., purpose, audience, context)
26. Selecting appropriate and relevant
information (excluding extraneous details) to set context
27. Using transition words or phrases
appropriate to text structure to enhances ideas
28. Synthesizing information from multiple
sources to draw conclusions beyond those found in any single source
29. Listing and citing sources using standard
MLA format
I. In informational writing, students effectively convey purpose by…
30. Stating and maintaining a focus/controlling
idea/thesis using precise and descriptive language that clarifies and supports
intent and enhances meaning
31. Selecting and using formal, informal,
literary, or technical language appropriate to audience and context and
establishing an authoritative voice
J. In informational writing, students demonstrate
use of a range of elaboration strategies by …
32.
Including sufficient details or facts for appropriate depth of information:
naming, describing, explaining, comparing, contrasting, or using visual images
to support intended purpose
33.
Addressing readers’ concerns (anticipating and addressing counter arguments,
potential problems, mistakes, or misunderstandings that might arise for the
audience)
34.
Commenting on the significance of the information (in reports, throughout the
piece in procedural or persuasive writing, as appropriate)
K. In response to literary or informational text,
students show understanding of plot/ideas/concepts by…
35. Selecting and summarizing key ideas to set
context, appropriate to audience and purpose
36. Connecting what has been read
(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of
ideas, by referring to and explaining relevant ideas, themes, motifs, or
archetypes
37. Explaining the visual components of the text
(when appropriate)
L. In response to
literary or informational text, students make and
support analytical judgments about text by…
38. Stating and maintaining a focus (purpose), a
firm judgment, or point of view when responding to a given question
39. Establishing an interpretive claim in the
form of a thesis and making inferences about the relationship(s) among content,
events, characters, setting, theme, or author’s craft
40. Using specific details and references to
text or relevant citations to support thesis, conclusions, or
interpretations
41. Organizing ideas, using transition
words/phrases and drawing a conclusion by synthesizing information
M. In oral
communication, students demonstrate interactive listening by …
42. Following verbal instructions, to perform
specific tasks, to answer questions, or to solve problems
43. Summarizing, paraphrasing, questioning, or
contributing to information presented to advance understanding
44. Identifying the thesis of a presentation,
determining the essential elements of elaboration, and interpreting or
evaluating the message
45. Participating in large and small group discussions
showing respect for a range of individual ideas
46. Reaching consensus to solve a problem, make a decision, or achieve a goal
47. Maintaining a consistent focus and
exhibiting logical organization and language use, appropriate to audience,
context, and purpose
48. Including smooth transitions, supporting
thesis with well-chosen details, and providing a coherent conclusion
49. Effectively responding to audience questions
and feedback
50. Using a variety of strategies of address
(e.g., eye contact, speaking rate, volume, articulation, enunciation,
pronunciation, inflection, voice modulation, intonation, rhythm, and gesture)
to communicate ideas effectively
51. Using tools of technology to enhance message
Source:
Adapted from Field Review draft NH and RI Writing and Oral Communication GSEs version1.0 June 2004
MC2 Science Power Standards and Electives
HUMAN ORGANISM (1 credit - 10 power standards)
Brain Learnin'
ND
stuff
Hemisphericity/style/modality
Challenges
and strategies
Mental Health
Life stress??
Relationship
between physical/mental
Relationships
between people
Disorders
and abuse
Physical Health
Human
body systems and homeostasis
Disease
and abnormality
Treatment
and prevention
CHEMISTRY (1/2
Credit - 6 power standards)
Atomic Structure & Matter - Explain how the atomic model
affects elemental properties.
McRel Science Topic 2. Atomic structure: Understands the
general structure of the atom and how its properties determine elemental and
molecular properties.
McRel Science Topic 3. Atoms and molecules: Understands
relationships between atoms in a molecular structure.
McRel Science Topic 33. Properties of substances: Understands the configuration of the
periodic table and relationships between
elements
Electron
config & bonding: Knows that atoms may be bonded
together into molecules or crystalline solids, and compounds are formed from
chemical bonds between two or more different kinds of atoms
states of matter and ideal gas: Knows that matter
has different states (i.e., solid, liquid, gas) and that each state has
distinct physical properties; some common materials such as water can be
changed from one state to another by heating or cooling
Interactions/Reactions-Determine
hypothetical outcomes of atomic interactions.
chemical equilibrium
mol
compounds and molecules
Chemical reactions and the role electrons play
BIOLOGY (1
Credit - 17 power standards)
Ecosystems - Analyzes and predict how an ecosystem will respond
to a disturbance.
Describes the conditions that enable the
earth to support life.
Understands
how matter and energy cycle in a living system.
Understands
and analyze how the amount of life an environment can sustain is limited.
Understands
and analyze how humans impact their environment.
Evolution-Analyzes the diversity and unity of past and present
life forms on Earth
Understands
the concept of natural selection, and how an organism's inherited
characteristics can influence its survival.
Understands significance of DNA similarity.
Understands
how organisms are classified in a hierarchy of groups and subgroups.
Understands theories leading up to and
contradicting the theory of evolution.
Heredity-Predicts possible and probable outcomes of genetic
combinations
Understands the chemical and physiological
properties of DNA, including the relationships between DNA and chromosomes and
DNA and genes.
Understands
and represents concepts of Mendelian genetics.
Knows
features of human genetics
Understands
how new characteristics are inherited (genetic recombination, mutation,
deletion) and the impact these new inherited characteristics can have.
Cells-Connect the model of a cell as the building of life to
relevant topics
Understand
and explain how cells regulate for homeostasis, including cellular structure
and function.
Understand
the process of cell division (mitosis, meiosis) and differentiation, including
an understanding of specialized cells, tissues, organs and systems.
Understand
how cells produce and use energy.
Understand
the evolution of the idea of the cell as a building block of life.
PHYSICS (1/2
Credit - 8 power standards)
Kinematics? (need a name)
McRel Science Topic 18. Forces and motion
McRel Science Topic 32. Position and motion
McRel Science Topic 9. Conservation of matter and energy
Momentum
and Inertia
Waves
Knows the range
of the electromagnetic spectrum.
Understands the
concept of energy transmission via waves.
McRel Science Topic 54. Vibrations and waves
changes in wave characteristics (doppler)
Movement
and behavior of waves
ELECTIVES (2
electives required (1/2 credits each) keeping in mind what careers/colleges
require)
Environmental Science
General
Earth
geology
classification and physiology of living material
plant biology
human interactions, pollution, conservation
Electricity & Magnetism
McRel Science Topic 14. Electricity and Magnetism
moving electrons - current - magnetic fields
Emag induction
electric potential
circuits
Nuclear Chem
Fission/Fusion
Quanta and wave/particle duality
McRel Science Topic 28. Nuclear reactions and forces
Particle
penetration
Natural
and artificial radiation and decay
Thermo
Entropy
Heat and temperature
McRel Science Topic 47. States of matter
Thermal
equilibrium and laws
expansion, specific heat and internal energy
Astronomy
McRel Science Topic 52. The Sun and other stars
McRel Science Topic 51. The Solar System
McRel Science Topic 53. The universe
McRel Science Topic 26. Motion of the Earth and Moon
McRel Science Topic 1. Ability to support life
McRel Science Topic 21. Gravity
Anatomy & Physiology
Material Science
Computer Science
Fluids
Plant Biology
Animal Biology
Marine Biology
