Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CA b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* h. Write fluidly and legibly in cursive or joined italics. CA Footnote: Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.

Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Footnote: Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. CA

Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Standard: Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Standard: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Standard: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Standard: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.) CA

Standard: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Standard: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Standard: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Standard: Explain how an author uses reasons and evidence to support particular points in a text.

Standard: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Standard: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (See grade 4 Language standards 4-6 for additional expectations.) CA

Standard: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Standard: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Standard: (Not applicable to literature)

Standard: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d.Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Standard: Identify the reasons and evidence a speaker of media source provides to support particular points. CA

Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. a. Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable. CA

Standard: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Standard: Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA

Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.)

Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. CA

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) CA

Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standard: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .

Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Standard: Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Cluster: Represent and interpret data. Standard: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Cluster: Geometric measurement: understand concepts of angle and measure angles. Standard: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

Cluster: Geometric measurement: understand concepts of angle and measure angles. Standard: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Cluster: Geometric measurement: understand concepts of angle and measure angles. Standard: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Cluster: Geometric measurement: understand concepts of angle and measure angles. Standard: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Cluster: Generalize place value understanding for multi-digit whole numbers. Standard: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. Footnote: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Cluster: Generalize place value understanding for multi-digit whole numbers. Standard: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Cluster: Generalize place value understanding for multi-digit whole numbers. Standard: Use place value understanding to round multi-digit whole numbers to any place.

Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. Standard: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Cluster: Extend understanding of fraction equivalence and ordering. Standard: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Footnote: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Cluster: Extend understanding of fraction equivalence and ordering. Standard: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Cluster: Understand decimal notation for fractions, and compare decimal fractions. Standard: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Footnote: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.

Cluster: Understand decimal notation for fractions, and compare decimal fractions. Standard: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Cluster: Understand decimal notation for fractions, and compare decimal fractions. Standard: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. CA

Cluster: Use the four operations with whole numbers to solve problems. Standard: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Cluster: Use the four operations with whole numbers to solve problems. Standard: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Footnote: See Glossary, Table 2.

Cluster: Use the four operations with whole numbers to solve problems. Standard: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Cluster: Gain familiarity with factors and multiples. Standard: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Cluster: Generate and analyze patterns. Standard: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Disciplinary Core Idea(s): ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People's needs and wants change over time, as do their demands for new and improved technologies. California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections: Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B

Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships. DCI Connections: Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include: Fourth Grade: 4-ESS3-2 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.B; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C

Title: 3-5-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. DCI Connections: Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include: Fourth Grade: 4-ESS3-2 Connections to K-2-ETS1.C: Optimizing the Design Solution include: Fourth Grade: 4-PS4-3 Articulation across grade-bands: K-2.ETS1.A; K-2.ETS1.C; MS.ETS1.B; MS.ETS1.C

Title: 4-ESS1 Earth's Place in the Universe Performance Expectation: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] Disciplinary Core Idea(s): ESS1.C: The History of Planet Earth Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. Science & Engineering Practices: Constructing Explanations and Designing Solutions Identify the evidence that supports particular points in an explanation. Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in natural systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. W.4.9.a,b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),... DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 3.LS4.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B

Title: 4-ESS2 Earth's Systems Performance Expectation: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. ESS2.E: Biogeology Living things affect the physical characteristics of their regions. Science & Engineering Practices: Planning and Carrying Out Investigations Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2, 24), (3,36),... 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 2.ESS2.A; 5.ESS2.A

Title: 4-ESS2 Earth's Systems Performance Expectation: Analyze and interpret data from maps to describe patterns of Earth's features. [Clarification Statement: Maps can include topographic maps of Earth's land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] Disciplinary Core Idea(s): ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning. Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Mathematics 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS2.B; 2.ESS2.C; 5.ESS2.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B

Title: 4-ESS3 Earth and Human Activity Performance Expectation: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.] Disciplinary Core Idea(s): ESS3.A: Natural Resources Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and other reliable media to explain phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering. Influence of Science, Engineering and Technology on Society and the Natural World Over time, people's needs and wants change, as do their demands for new and improved technologies. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. California Common Core State Standards Connections: ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. W.4.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 5.ESS3.C; MS.PS3.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C; MS.ESS3.D

Title: 4-ESS3 Earth and Human Activity Performance Expectation: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] Disciplinary Core Idea(s): ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2) Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. California Common Core State Standards Connections: ELA/Literacy RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. DCI Connections: Connections to other DCIs in fourth grade: 4.ETS1.C Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; MS.ESS2.A; MS.ESS3.B; MS.ETS1.B

Title: 4-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] Disciplinary Core Idea(s): LS1.A: Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence, data, and/or a model. Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy W.4.1.a-d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics 4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.LS1.A; 3.LS3.B; MS.LS1.A

Title: 4-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.] Disciplinary Core Idea(s): LS1.D: Information Processing Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions. Science & Engineering Practices: Developing and Using Models Use a model to test interactions concerning the functioning of a natural system. Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.LS1.D; MS.LS1.A; MS.LS1.D

Title: 4-PS3 Energy Performance Expectation: Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses. Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., measurements, observations, patterns) to construct an explanation. Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2.a-d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A

Title: 4-PS3 Energy Performance Expectation: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfers energy from place to place. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. Science & Engineering Practices: Planning and Carrying Out Investigations Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A; MS.PS3.B; MS.PS4.B

Title: 4-PS3 Energy Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects' motions. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C

Title: 4-PS3 Energy Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.] Disciplinary Core Idea(s): PS3.B: Conservation of Energy and Energy Transfer Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. PS3.D: Energy in Chemical Processes The expression "produce energy" typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4) Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve design problems. Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams. Science affects everyday life. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. Mathematics 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C

Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.] Disciplinary Core Idea(s): PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K-2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns. Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. DCI Connections: Connections to other DCIs in fourth grade: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A

Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.] Disciplinary Core Idea(s): PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes. Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. DCI Connections: Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D

Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, and using Morse code to send text.] Disciplinary Core Idea(s): PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information-convert it from digitized form to voice-and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3) Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. DCI Connections: Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B

Standard: Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

Overarching Standard: HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Standard: Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.

Overarching Standard: HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Standard: Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.

Overarching Standard: HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Standard: Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

Overarching Standard: HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Standard: Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

Overarching Standard: HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. Standard: Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

Standard: Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.

Overarching Standard: HSS-4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. Standard: Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.

Standard: Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

Overarching Standard: HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Standard: Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort.

Overarching Standard: HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Standard: Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).

Overarching Standard: HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Standard: Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

Overarching Standard: HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Standard: Study the lives of women who helped build early California (e.g., Biddy Mason).

Overarching Standard: HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood. Standard: Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.

Standard: Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Describe the development and locations of new industries since the turn of the century, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Describe the history and development of California's public education system, including universities and community colleges.

Overarching Standard: HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Standard: Analyze the impact of twentieth-century Californians on the nation's artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).

Standard: Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.

Overarching Standard: HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. Standard: Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).

Overarching Standard: HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. Standard: Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.

Overarching Standard: HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. Standard: Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.

Overarching Standard: HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. Standard: Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.

Overarching Standard: HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. Standard: Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question(s): Where do choreographers get ideas for dances? Process Component(s): Explore Performance Standard(s): a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component(s): Synthesize Performance Standard(s): a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas or perspectives. b. Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component(s): Relate Performance Standard(s): Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question(s): What influences choice-making in creating choreography? Process Component(s): Plan Performance Standard(s): a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component(s): Revise Performance Standard(s): Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain and document choices made in the process.

Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression? Process Component(s): Express Performance Standard(s): a. Make static and dynamic shapes with positive and negative space. Perform three-dimensional movement sequences alone and with others, establishing relationships with intentionality and focus. b. Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time. c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changes to heighten the effect of their intent.

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression? Process Component(s): Embody Performance Standard(s): a. Demonstrate technical dance skills (e.g., alignment, coordination, balance, core support) and movement characteristics when replicating and recalling patterns and sequences of locomotor and non-locomotor movements. b. Execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition. c. Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (e.g., music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question(s): How does a dancer heighten artistry in a public performance? Process Component(s): Present Performance Standard(s): a. Consider how to establish a formal performance space from an informal setting (e.g., gymnasium or grassy area). b. Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience.

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question(s): How is a dance understood? Process Component(s): Analyze Performance Standard(s): a. Find patterns of movement in dance works that create a style or theme. b. Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question(s): How is dance interpreted? Process Component(s): Interpret Performance Standard(s): Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology.

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question(s): What criteria are used to evaluate dance? Process Component(s): Critique Performance Standard(s): Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.

Enduring Understanding: : Media artworks synthesize meaning and form cultural experience. Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Process Component(s): Synthesize Performance Standard(s): a. Examine and use personal and external resources , such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Process Component(s): Relate Performance Standard(s): a. Explain verbally and/or in media artworks how media artworks and ideas, such as fantasy and reality and technology use, relate to everyday life and culture. b. Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Process Component(s): Conceive Performance Standard(s): Conceive of original artistic goals for media artworks using a variety of generative methods such as brainstorming and modeling.

Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Process Component(s): Develop Performance Standard(s): Discuss, test, and assemble ideas, plans, and/or models for media arts productions, considering the artistic goals and the presentation.

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists refine their work? Process Component(s): Construct Performance Standard(s): a. Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated aesthetic principles, such as balance and contrast. b. Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed? Process Component(s): Integrate Performance Standard(s): Demonstrate how a variety of academic, arts, and media forms and content, such as narrative, dance, and media, may be mixed and coordinated into media artworks.

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Process Component(s): Practice Performance Standard(s): a. Enact identified roles to practice foundational artistic, design, technical, and soft skills, such as formal technique, equipment usage, and collaboration, in media arts productions. b. Practice foundational innovative abilities, such as design thinking and novel use of tools, in addressing problems within and through media arts productions.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? Process Component(s): Present Performance Standard(s): Explain the presentation conditions, audience response, and improvements for presenting.

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Process Component(s): Perceive Performance Standard(s): a. Identify, describe, and explain how messages are created by components in media artworks. b. Identify and describe how various forms, methods, and styles in media artworks manage audience experience.

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks? Process Component(s): Interpret Performance Standard(s): Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Process Component(s): Evaluate Performance Standard(s): Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Describe and demonstrate connections between music and societal, cultural, and historical contexts.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback to show improvement over time.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Present the final version of personal created music to others and explain connection to expressive intent.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): a.Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. b. When analyzing selected music, read and perform using iconic and/or standard notation. c. Explain how context (such as personal, social and cultural) informs a performance.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): a. Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Perform music, with expression, technical accuracy, and appropriate interpretation. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as personal, social and cultural).

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Demonstrate and explain how expressive qualities (such as dynamics, tempo, and timbre) are used in performers' personal interpretations to reflect creators' expressive intent.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Process Component(s): Empathize Performance Standard(s): Imagine and identify the ways drama/theatre work reflects the perspectives of a community or culture.

Enduring Understanding: 11.1 Theatre artists understand and can communicate through their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Process Component(s): Interrelate Performance Standard(s): a. Respond to community and social issues and incorporate other content areas in drama/theatre work. b. Use responsible practices for creating and adapting drama/theatre works.

Enduring Understanding: 11.2 Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? Process Component(s): Research Performance Standard(s): a. Investigate cross-cultural approaches to storytelling in drama/theatre work. b. Compare the drama/theatre conventions of a given time period with those of the present.

Enduring Understanding: Theatre artists rely on intuition, curiosity, culture, and critical inquiry. Essential Question(s): What happens when theatre artists use their culture, imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Process Component(s): Envision,Conceptualize Performance Standard(s): a. Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work.b. Imagine how a character might move and speak to support the story and given circumstances in a drama/theatre work.c. Visualize and design technical theatre elements that support the story and given circumstances in a drama/theatre work.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists' choices change? Process Component(s): Develop Performance Standard(s): a. Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots. b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas? Process Component(s): Rehearse Performance Standard(s): a. Revise and refine an improvised or scripted drama/theatre work through rehearsal and collaborative review. b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work. c. Collaborate on solutions to design and technical theatre element problems that arise in rehearsal for a drama/theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? Process Component(s): Select Performance Standard(s): a. Adapt the dialogue and action to change the story in a drama/theatre work. b. Make physical choices to develop a character in a drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? Process Component(s): Prepare Performance Standard(s): a. Practice selected exercises that can be used in a group setting for drama/theatre work. b. Propose the use of technical theatre elements in a drama/theatre work.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience in diverse cultures. Essential Question(s): What happens when theatre artists and audiences share a creative experience? Process Component(s): Share, Present Performance Standard(s): Present a drama/theatre work to peers as audience and reflect on performance.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? Process Component(s): Reflect Performance Standard(s): Identify artistic choices made in a drama/theatre work through participation and observation.

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences, culture, and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? Process Component(s): Interpret Performance Standard(s): a. Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work. b. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural contexts. c. Identify and discuss physiological changes connected to emotions in drama/ theatre work.

Enduring Understanding: Theatre artists apply criteria to understand, explore, and assess drama and theatre work. Essential Question(s): How do analysis and synthesis impact the theatre artist's process and audience's perspectives? Process Component(s): Evaluate Performance Standard(s): a. Develop and implement a plan to evaluate drama/theatre work. b. Analyze and evaluate characters' choices in a drama/theatre work from an audience perspective. c. Explore how technical theatre elements may support a theme or idea in a drama/theatre work.

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Process Component(s): Synthesize Performance Standard(s): Create works of art that reflect community cultural traditions.

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Process Component(s): Relate Performance Standard(s): Through observation, infer information about time, place, and culture in which a work of art was created.

Enduring Understanding: 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Process Component(s): Imagine, Plan, Make Performance Standard(s): Brainstorm individual and collaborative approaches to a creative art or design problem.

Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigation. Process Component(s): Imagine, Plan, Make Performance Standard(s): Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.

Enduring Understanding: 2.1 Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Process Component(s): Investigate Performance Standard(s): Explore and invent art-making techniques and approaches.

Enduring Understanding: 2.2 Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the free Process Component(s): Investigate Performance Standard(s): When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

Enduring Understanding: 2.3 People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that communicate effectively? Process Component(s): Investigate Performance Standard(s): Document, describe, and represent regional constructed environments.

Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Process Component(s): Reflect, Refine, Revise Performance Standard(s): Revise artwork in progress on the basis of insights gained through peer discussion.

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Process Component(s): Select, Analyze Performance Standard(s): Explore how past, present, and emerging technologies have impacted the preservation and presentation of artwork.

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods, processes and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? How does assessing choices for presentation affect its meaning to the viewer? Process Component(s): Prepare Performance Standard(s): Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation Process Component(s): Present Performance Standard(s): Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.

Enduring Understanding: 7.1 Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Process Component(s): Perceive Performance Standard(s): Compare responses to a work of art before and after working in similar media.

Enduring Understanding: 7.2 Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Process Component(s): Perceive, Analyze Performance Standard(s): Analyze components in visual imagery that convey messages.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Process Component(s): Interpret Performance Standard(s): Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.

Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Process Component(s): Evaluate Performance Standard(s): Apply one set of criteria to evaluate more than one work of art.

Standard: Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including inhalants.

Standard: Identify ways to cope with situations involving alcohol, tobacco, and other drugs.

Standard: Explain the differences between medicines and illicit drugs.

Standard: Identify family and school rules about alcohol, tobacco, and drug use.

Standard: Explain why individual reactions to alcohol and drug use may vary.

Standard: Identify internal and external influences that affect the use of alcohol, tobacco, and other drugs.

Standard: Examine advertising strategies used for alcohol, tobacco, and other drugs.

Standard: Identify sources of valid information regarding alcohol, tobacco, and other drugs.

Standard: Demonstrate refusal skills to resist the pressure to experiment with alcohol, tobacco, and other drugs.

Standard: Practice effective verbal communication skills to request assistance in situations where alcohol, tobacco, and other drugs are being used.

Standard: Evaluate strategies to avoid situations where alcohol, tobacco, and other drugs are being used.

Standard: Make a plan to choose healthy alternatives to tobacco and drug use.

Standard: Use a variety of effective coping strategies when faced with alcohol, tobacco, and other drug use and abuse by family or friends.

Standard: Encourage others to be free of alcohol, tobacco, and other drugs.

Standard: Identify and define key nutrients and their functions.

Standard: State the recommended number of servings and serving sizes for different food groups.

Standard: Describe the relationship between food intake, physical activity, and good health.

Standard: Identify how to keep food safe through proper food preparation and storage.

Standard: Explain how food can contain germs that cause illness.

Standard: Explain the importance of drinking plenty of water, especially during vigorous physical activity.

Standard: Describe the benefits of moderate and vigorous physical activity.

Standard: Identify ways to increase and monitor physical activity.

Standard: Identify internal and external influences that affect food choices.

Standard: Analyze advertising and marketing techniques used for food and beverages.

Standard: Identify internal and external influences that affect physical activity.

Standard: Identify resources for valid information about safe and healthy foods.

Standard: Use food labels to determine nutrient and sugar content.

Standard: Demonstrate effective communication skills to ask for healthy food choices.

Standard: Describe how to use a decision-making process to select nutritious foods and beverages.

Standard: Describe how to use a decision-making process to select healthy options for physical activity.

Standard: Make a plan to choose healthy foods and beverages.

Standard: Make a plan to choose physical activities at school and at home.

Standard: Practice how to take personal responsibility for eating healthy foods.

Standard: Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages.

Standard: Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet.

Standard: Practice how to take personal responsibility for engaging in physical activity.

Standard: Support others in making positive food and physical activity choices.

Standard: Describe safety hazards, including those related to fire, water, dangerous objects, being home alone, and using the Internet.

Standard: Define a gang and how it is different from a club, sports team, or clique.

Standard: Describe the dangers of gang activity.

Standard: Identify positive alternatives to gang activity.

Standard: Demonstrate proper lifting and carrying techniques for handling heavy backpacks and book bags.

Standard: Identify personal protection equipment needed for sports and recreational activities (e.g., mouthpieces, pads, helmets).

Standard: Explain what to do if someone is poisoned (e.g., by household cleaning or paint products): call 9-1-1, a poison control center, or other local emergency number.

Standard: Identify ways to reduce risk of injuries from fires, around water, while riding a motor vehicle, as a pedestrian, on the playground, and from falls.

Standard: Identify ways to prevent vision and hearing damage.

Standard: Explain how courtesy, compassion, and respect toward others reduce conflict and promote nonviolent behavior.

Standard: Demonstrate escape strategies for cases of inappropriate touching or attempted abduction.

Standard: Identify behaviors that may lead to conflict with others.

Standard: Describe the different types of bullying and harassment.

Standard: Examine the effects of bullying and harassment on others.

Standard: Identify basic safety guidelines associated with weather-related emergencies and natural disasters (e.g., floods, earthquakes, and tsunamis).

Standard: Identify disaster preparedness procedures at home, at school, and in the community.

Standard: Describe ways to seek assistance if worried, abused, or threatened.

Standard: Explain the dangers of having weapons at school, at home, and in the community.[1] Footnote: [1] See Education Code (EC) Sections 49330 and the Glossary for the legal definition of a weapon.

Standard: Explain the importance of wearing helmets, pads, mouth guards, water safety vests, and other safety equipment during athletic and outdoor activities.

Standard: Analyze how emotions contribute to both safe and violent behaviors.

Standard: Examine the influence of violence in media and technology on health behavior.

Standard: Explain that most young people do not use violence to deal with problems.

Standard: Identify accurate sources of information about injury prevention and safety.

Standard: Demonstrate how to access emergency services and communicate effectively with emergency personnel.

Standard: Identify safe people and places to go to if feeling unsafe or threatened (e.g., school counselor, police department, fire department).

Standard: Identify trusted adults to report to if people are in danger of hurting themselves or others.

Standard: Demonstrate how to dial 9-1-1 or other emergency numbers and how to provide appropriate information.

Standard: Demonstrate the ability to read and follow labels of common household products concerning dangers and safe use, storage, and proper disposal.

Standard: Demonstrate the ability to use refusal skills in risky situations.

Standard: Practice effective conflict resolution techniques with others.

Standard: Report bullying, harassment, and other dangerous situations.

Standard: Demonstrate refusal skills to avoid gang involvement.

Standard: Demonstrate what to say and do when witnessing bullying.

Standard: Evaluate strategies to avoid potentially dangerous situations.

Standard: Examine the consequences of bullying and harassment.

Standard: Analyze the benefits of using nonviolent means to resolve conflicts.

Standard: Evaluate how following family, school, and community rules can impact safety.

Standard: Make a personal commitment to use appropriate protective gear while engaging in activities.

Standard: Make a personal commitment to stay away from people involved in gang activity.

Standard: Demonstrate strategies to avoid bullying and other types of harassment.

Standard: Practice disaster preparedness procedures at home and at school.

Standard: Use appropriate protective gear and equipment.

Standard: Follow safety rules and laws at home, at school, and in the community.

Standard: Demonstrate escape strategies for cases of inappropriate touching or attempted abduction.

Standard: Demonstrate the ability to execute an escape plan for incidents of fires, floods, earthquakes, and other natural disasters.

Standard: Encourage specific measures to improve home or school safety.

Standard: Offer friendship and support to someone who was bullied.

Standard: Encourage others' safety behaviors (e.g., wearing bicycle helmets and seat belts).

Standard: Compare and refine multiple algorithms for the same task and determine which is the most appropriate. Descriptive Statement: Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)

Standard: Create programs that use variables to store and modify data. Descriptive Statement: Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction). For example, students could create a game to represent predators and prey in an ecosystem. They could declare a "score" variable, assign it to 0 at the start of the game, and add 1 (increment) the score each time the predator captures its prey. They could also declare a second "numberOfLives" variable, assign it to 3 at the start of the game, and subtract 1 (decrement) each time a prey is captured. They could program the game to end when "numberOfLives" equals 0. (CA NGSS: 5-LS2-1) (CA CCSS for Mathematics 5.OA.3) Alternatively, when students create programs to draw regular polygons, they could use variables to store the line size, line color, and/or side length. Students can extend learning by creatively combining a variety of polygons to create digital artwork, comparing and contrasting this to another work of art made by the use of different art tools and media, such as watercolor or tempera paints. (CA CCSS for Mathematics 3.G.1) (VAPA Visual Arts 3.1.4)

Standard: Create programs that include events, loops, and conditionals. Descriptive Statement: Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times. For example, students could program an interactive map of the United States of America. They could use events to initiate a question when the user clicks on a state and conditionals to check whether the user input is correct. They could use loops to repeat the question until the user answers correctly or to control the length of a "congratulations" scenario that plays after a correct answer. (HSS.5.9) Alternatively, students could write a math fluency game that asks products of two one-digit numbers and then uses a conditional to check whether or not the answer that was entered is correct. They could use a loop to repeatedly ask another question. They could use events to allow the user to click on a green button to play again or a red button to end the game. (CA CCSS for Mathematics 3.OA.7) Additionally, students could create a program as a role-playing game based on a literary work. Loops could be used to animate a character's movement. When reaching a decision point in the story, an event could initiate the user to type a response. A conditional could change the setting or have the story play out differently based on the user input. (CA CCSS for ELA/Literacy RL.5.3)

Standard: Decompose problems into smaller, manageable tasks which may themselves be decomposed. Descriptive Statement: Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene. (CA CCSS for ELA/Literacy W.3.3, W.4.3, W.5.3) Alternatively, students could create a program to allow classmates to present data collected in an experiment. For example, if students collected rain gauge data once per week for 3 months, students could break down the program tasks: 1) ask the user to input 12 weeks' worth of data, 2) process the data (e.g., add the first four entries to calculate the rain amount for month 1, convert to metric system measurements), and 3) direct the creation or resizing of objects (e.g., one rectangular chart bar for each month) to represent the total number of rainfall for that month. (CA NGSS: 3-ETS-1-2) (CA CCSS for Mathematics 3.MD.2)

Standard: Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features. Descriptive Statement: Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)

Standard: Use an iterative process to plan and develop a program by considering the perspectives and preferences of others. Descriptive Statement: Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. For example, students could collaborate with a partner to plan and develop a program that graphs a function. They could iteratively modify the program based on feedback from diverse users, such as students who are color blind and may have trouble differentiating lines on a graph based on the color. (CA CCSS for Mathematics 5.G.1, 5.G.2) Alternatively, students could plan as a team to develop a program to display experimental data. They could implement the program in stages, generating basic displays first and then soliciting feedback from others on how easy it is to interpret (e.g., are labels clear and readable?, are lines thick enough?, are titles understandable?). Students could iteratively improve their display to make it more readable and to better support the communication of the finding of the experiment. (NGSS.3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)

Standard: Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs. Descriptive Statement: Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages. For example, when making a program to model the life cycle of a butterfly, students could modify and reuse an existing program that describes the life cycle of a frog. Based on their research, students could identify and use Creative Commons-licensed or public domain images and sounds of caterpillars and butterflies. Students give attribution by properly citing the source of the original piece as necessary. (CA NGSS: 3-LS-1-1) (CA CCSS for ELA/Literacy W.3.8, W.4.8, W.5.8) Alternatively, when creating a program explaining the structure of the United States goverment, students find Creative Commons-licensed or public domain images to represent the three branches of government and attribute ownership of the images appropriately. If students find and incorporate an audio file of a group playing part of the national anthem, they appropriately give attribution on the project page. (HSS.3.4.4)

Standard: Test and debug a program or algorithm to ensure it accomplishes the intended task. Descriptive Statement: Programs do not always run properly. Students need to understand how to test and make necessary corrections to their programs to ensure they run properly. Students successfully identify and fix errors in (debug) their programs and programs created by others. Debugging strategies at this level may include testing to determine the first place the solution is in error and fixing accordingly, leaving "breadcrumbs" in a program, and soliciting assistance from peers and online resources. For example, when students are developing a program to control the movement of a robot in a confined space, students test various inputs that control movement of the robot to make sure it behaves as intended (e.g., if an input would cause the robot to move past a wall of the confined space, it should not move at all). (CA NGSS: 3-5-ETS1-3) Additionally, students could test and debug an algorithm by tracing the inputs and outputs on a whiteboard. When noticing "bugs" (errors), students could identify what was supposed to happen and step through the algorithm to locate and then correct the error.

Standard: Perform different roles when collaborating with peers during the design, implementation, and review stages of program development. Descriptive Statement: Collaborative computing is the process of creating computational artifacts by working in pairs or on teams. It involves asking for the contributions and feedback of others. Effective collaboration can often lead to better outcomes than working independently. With teacher guidance, students take turns in different roles during program development, such as driver, navigator, notetaker, facilitator, and debugger, as they design and implement their program. For example, while taking on different roles during program development, students could create and maintain a journal about their experiences working collaboratively. (CA CCSS for ELA/Literacy W.3.10, W.4.10, W.5.10) (CA NGSS: 3-5-ETS1-2)

Standard: Describe choices made during program development using code comments, presentations, and demonstrations. Descriptive Statement: People communicate about their code to help others understand and use their programs. Explaining one's design choices gives others a better understanding of one's work. Students may explain their step-by-step process of creating a program in a presentation or demonstration of their personal code journals. They describe how comments within code organize thought and process during the develpment of the program. For example, students could describe the decision to have the score in a game flash when it can be rounded to 100 by writing a comment in the code. (CA CCSS for Mathematics 3.NBT.1) Alternatively, students could present their overall program development experience and justify choices made by using storyboards, annotated images, videos, and/or journal entries. (CA CCSS for ELA/Literacy SL.3.4, SL.4.4, SL.5.4, SL.3.5, SL.4.5, SL.5.5) (CA NGSS: 3-5-ETS1-1, 3.5-ETS1-2, 3.5-ETS1-3)

Standard: Describe how computing devices connect to other components to form a system. Descriptive Statement: Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers). For example, students could describe the relationship among the heart, lungs, muscles, blood, and oxygen during physical activity and then compare this to how a mouse, keyboard, printer, and desktop computer connect and interact to allow for input, processing, and output. (P.E.3.4.7) Alternatively, when describing how light reflected from objects enters the eye and is then transferred to the brain to construct a visual image, students could compare this to a computing system that uses programming to construct a visual image when data is transferred and constructed/reconstructed through a keyboard, camera, or other components. (CA NGSS: 4-PS4-2)

Standard: Demonstrate how computer hardware and software work together as a system to accomplish tasks. Descriptive Statement: Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)

Standard: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. Descriptive Statement: Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on. For example, students could prepare for and participate in a collaborative discussion in which they identify and list computing system problems and then describe common successful fixes. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could write informative/explanatory texts, create a poster, or use another medium of communication to examine common troubleshooting strategies and convey these ideas and information clearly. (CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)

Standard: Explain that the amount of space required to store data differs based on the type of data and/or level of detail. Descriptive Statement: All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data. For example, students could create an image using a standard drawing app. They could save the image in different formats (e.g., .png, .jpg, .pdf) and compare file sizes. They should also notice that different file sizes can result in differences in quality or resolution (e.g., some pictures could be more pixelated while some could be sharper). Alternatively, in an unplugged activity, students could represent images by coloring in squares within a large grid. They could model how a larger grid requires more storage but also represents a clearer image (i.e., higher resolution).

Standard: Organize and present collected data visually to highlight relationships and support a claim. Descriptive Statement: Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set. For example, students could create and administer electronic surveys to their classmates. Possible topics could include favorite books, family heritage, and after school activities. Students could then create digital displays of the data they have collected such as column histogram charts showing the percent of respondents in each grade who selected a particular favorite book. Finally, students could make quantitative statements supported by the data such as which books are more appealing to specific ages of students. As an extension, students could write an opinion piece stating a claim and supporting it with evidence from the data they collected. (CA CCSS for Mathematics 3.MD.3, 4.MD.4, 5.MD.2) (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, students could represent data in tables and graphical displays to describe weather experienced in the last several years. They could select the type of graphical display based on the specific data represented (e.g., daily high/low temperatures on a scatter plot, average temperatures for a month across years in a column chart). Students could then make a claim about expected weather in future months based on the data. (CA NGSS: 3-ESS2-1)

Standard: Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas. Descriptive Statement: The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas. For example, students can be provided a scenario in which they are city managers who have a specific amount of funds to improve a city in California. Students can collect data of a city concerning land use, vegetation, wildlife, climate, population density, services and transportation (HSS.4.1.5) to determine and present what area needs to be focused on to improve a problem. Students can compare their data and planned use of funds with peers, clearly communicating or predict outcomes based on data collected. (CA CCCS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could record the temperature at noon each day to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly, the data would be incomplete and ideas being communicated could be inaccurate. Students may also record the day of the week on which the data was collected, but this would have no relevance to whether temperatures are higher or lower. In order to have sufficient and accurate data on which to communicate the idea, students might use data provided by a governmental weather agency. (CA NGSS: 3-ESS2-1)

Standard: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. Descriptive Statement: New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)

Standard: Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users. Descriptive Statement: The development and modification of computing technology is driven by people's needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)

Standard: Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts. Descriptive Statement: Computing technologies enable global collaboration and sharing of ideas. Students solicit feedback from a diverse group of users and creators and explain how this input improves their computational artifacts. For example, students could seek feedback from classmates via user surveys, in order to create an idea and then make a claim as to how to improve the overall structure and function of their computational artifact. Using the feedback students could write an opinion piece supporting their claim. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, with guidance from their teacher, students could use video conferencing tools, shared documents, or other online collaborative spaces, such as blogs, wikis, forums, or website comments, to gather and synthesize feedback from individuals and groups about programming projects. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)

Standard: Describe reasons creators might limit the use of their work. Descriptive Statement: Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely. For example, students could take part in a collaborative discussion regarding reasons why musicians who sell their songs in digital format choose to license their work so that they can earn money for their creative efforts. If others share the songs without paying for them, the musicians do not benefit financially and may struggle to produce music in the future. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could review the rights and reproduction guidelines for digital artifacts on a publicly accessible media source. They could then state an opinion with reasons they believe these guidelines are in place. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)

Standard: Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination. Descriptive Statement: Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity in which they physically act this out. For example, students could design a structure using building blocks or other materials with the intention of re-engineering it in another location, just as early Americans did after the intercontinental railroad was constructed in the 1850s (HSS.4.4.1, 4.4.2). Students could deconstruct the designed structure, place materials into specific containers (or plastic bags/brown paper bags/etc.), and develop instructions on how to recreate the structure once each container arrives at its intended destination. (CA NGSS: 3-5-ETS1) For example, students could cut up a map of the United States by state lines. Students could then place the states in envelopes and transmit the "packets" through a physical network, represented by multiple students spreading out in arms reach of at least two others. At the destination, the student who receives the packets resassembles the individual states back into a map of the United States. (HSS 5.9) Alternatively, students could perform a similar activity with a diatonic scale, cutting the scale into individual notes. Each note, in order, should be placed into a numbered envelope based on its location on the scale. These envelopes can be transmitted across the network of students and reassembled at the destination. (VAPA Music 4.1.2)

Standard: Describe physical and digital security measures for protecting personal information. Descriptive Statement: Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners. For example, students could engage in a collaborative discussion orally or in writing regarding topics that relate to personal cybersecurity issues. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students, such as the necessity of backing up data to guard against loss, how to create strong passwords and the importance of not sharing passwords, or why we should keep operating systems updated and use anti-virus software to protect data and systems. Students could also discuss physical measures that can be used to protect data including biometric scanners, locked doors, and physical backups. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)

Standard: Create patterns to protect information from unauthorized access. Descriptive Statement: Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access. For example, students could create encrypted messages via flashing a flashlight in Morse code. Other students could decode this established language even if it wasn't meant for them. To model the idea of protecting data, students should create their own variations on or changes to Morse code. This ensures that when a member of that group flashes a message only other members of their group can decode it, even if other students in the room can see it. (CA NGSS: 4-PS4-3) Alternatively, students could engage in a CS Unplugged activity that models public key encryption: One student puts a paper containing a written secret in a box, locks it with a padlock, and hands the box to a second student. Student 2 puts on a second padlock and hands it back. Student 1 removes her lock and hands the box to student 2 again. Student 2 removes his lock, opens the box, and has access to the secret that student 1 sent him. Because the box always contained at least one lock while in transit, an outside party never had the opportunity to see the message and it is protected.

Standard: Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing

Standard: Use a select number of general academic and domain-specific words to create precision while speaking and writing.

Standard: Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing.

Standard: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

Standard: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases

Standard: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

Standard: Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register.

Standard: Write short literary and informational text (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.

Standard: Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.

Standard: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Standard: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content, with light support.

Standard: Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content, with substantial support.

Standard: Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content, with moderate support.

Standard: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).

Standard: Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).

Standard: Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).

Standard: Select a variety of appropriate affixes for accuracy and precision (e.g., She's walking. I'm uncomfortable. They left reluctantly).

Standard: Select a few frequently used affixes for accuracy and precision (e.g., She walks, I'm unhappy).

Standard: Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . .. , I'm unhappy).

Standard: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Standard: Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That's a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, elaborate on an idea, and so on.

Standard: Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think ...), as well as open responses, in order to gain and/or hold the floor.

Standard: Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counterarguments, and so on.

Standard: Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience, with light support.

Standard: Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher), with substantial support.

Standard: Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience, with moderate support.

Standard: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

Standard: Demonstrate active listening of read-alouds and oral presentations by asking and answering basic questions, with prompting and substantial support.

Standard: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support.

Standard: Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.

Standard: Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade level texts, with substantial support.

Standard: Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate support.

Standard: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Standard: Use knowledge of frequently used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

Standard: Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.

Standard: Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence), with prompting and light support.

Standard: Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and substantial support.

Standard: Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough), with prompting and moderate support.

Standard: Analyzing language choices Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.

Standard: Distinguish how different words with similar meanings produce different effects on the audience (e.g., describing a character's actions as whined versus said).

Standard: Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.

Standard: Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with light support.

Standard: Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with substantial support.

Standard: Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, and so on), with moderate support.

Standard: Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.

Standard: Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.

Standard: Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.

Standard: Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts.

Standard: Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts.

Standard: Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.

Standard: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.

Standard: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.

Standard: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., since, next, for example) to comprehending texts and writing texts with increasing cohesion.

Standard: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.

Standard: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.

Standard: Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate to the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.

Standard: Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room).

Standard: Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar activity or process (e.g., They walked to the soccer field).

Standard: Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, and so on) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field).

Standard: Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted).

Standard: Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).

Standard: Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example, to express cause/ effect (e.g., The deer ran because the mountain lion came) or to make a concession (e.g., She studied all night even though she wasn't feeling well).

Standard: Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. ? The Gold Rush that began in the 1850s brought a lot of people to California) to create precise and detailed sentences.

Standard: Condense clauses in simple ways (e.g., through simple embedded clauses, as in, The woman is a doctor. She helps children. ? The woman is a doctor who helps children) to create precise and detailed sentences.

Standard: Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing, as in, The dog ate quickly. The dog choked. ? The dog ate so quickly that it choked) to create precise and detailed sentences.

Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Standard: Students assess and maintain a level of physical fitness to improve health and performance.

Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Perform simple balance stunts with a partner while sharing a common base of support.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Change direction quickly to maintain the spacing between two players.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Change direction quickly to increase the spacing between two players.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Determine the spacing between offensive and defensive players based on the speed of the players.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe the appropriate body orientation to serve a ball, using the underhand movement pattern.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe the appropriate body orientation to strike a ball, using the forehand movement pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Kick a ball to a moving partner, using the inside of the foot.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Kick a stationary ball from the ground into the air.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Punt a ball dropped from the hands.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Strike, with a paddle or racket, a lightweight object that has been tossed by a partner.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Serve a lightweight ball to a partner, using the underhand movement pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Strike a gently tossed ball with a bat, using a side orientation.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Keep a foot-dribbled ball away from a defensive partner.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Keep a hand-dribbled ball away from a defensive partner.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Manipulate an object by using a long-handled implement.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Stop a kicked ball by trapping it with the foot while standing still.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Volley a tossed lightweight ball, using the forearm pass.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Throw and catch an object with a partner while both partners are moving.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Throw overhand at increasingly smaller targets, using proper follow-through.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Throw a ?ying disc for distance, using the backhand movement pattern.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Catch a ?y ball above the head, below the waist, and away from the body.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the similar movement elements of the underhand throw and the underhand volleyball serve.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Distinguish between punting and kicking and describe the similarities and differences.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Compare and contrast dribbling a ball without a defender and with a defender.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the differences in manipulating an object when using a long-handled implement and when using a short-handled implement.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify key body positions used for volleying a ball.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Perform a series of basic square-dance steps

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Perform a routine to music that includes even and uneven locomotor patterns.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Design a routine to music that includes even and uneven patterns.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Jump a self-turned rope.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the difference between offense and defense.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe ways to create more space between an offensive player and a defensive player.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate in appropriate warm-up and cool-down exercises for particular physical activities.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Demonstrate the correct body position for pushing and pulling large objects.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify the correct body alignment for performing lower-body stretches.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the principles of physical ?tness: frequency, intensity, time, and type.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Set personal short-term goals for aerobic endurance, muscular strength and endurance, and ?exibility and monitor progress by measuring and recording personal ?tness scores.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify healthful choices for meals and snacks that help improve physical performance.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain why the body needs water before, during, and after physical activity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain why the body uses a higher percentage of carbohydrates for fuel during high- intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the purpose of warm-up and cool-down periods.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify two characteristics of physical activity that build aerobic capacity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Determine the intensity of personal physical activity by using the concept of perceived exertion.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Calculate personal heart rate per minute by recording heartbeats for ten-second intervals and 15-second intervals.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain why a strong heart is able to return quickly to its resting rate after exertion.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modi?ed push-ups or traditional push-ups, and triceps push-ups.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Hang by the hands from an overhead bar with the hips and knees each at a 90-degree angle.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Describe the difference between muscular strength and muscular endurance.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain why muscular endurance or muscular strength activities do not increase muscle mass in preadolescent children.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Recognize how strengthening major muscles can improve performance at work and play.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Describe the correct form to push and pull heavy objects.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip ?exors, triceps, back, shoulders, hip adductors, hip abductors, and calves.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the value of increased ?exibility when participating in physical activity.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the effect of regular, sustained physical activity on the body's ability to consume calories and burn fat for energy.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Measure and record changes in aerobic capacity and muscular strength, using scienti?cally based health-related physical ?tness assessments.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Meet minimum requirements for health-related physical ?tness, using scienti?cally based health-related physical ?tness assessments.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Set a personal goal to improve an area of health-related physical ?tness and work toward that goal in nonschool time.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Collect data and record progress toward attainment of a personal ?tness goal.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Accept responsibility for one's own performance without blaming others.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Respond to winning and losing with dignity and respect.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Include others in physical activities and respect individual differences in skill and motivation.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Accept an opponent's outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities.