35 views

Uploaded by lyndon_baker_1

National Curriculum Benchmarks

- CAT 2012 Preparation Tips _ Reading Comprehension Made Easy
- Student Edition WAudio TOC
- English for Pharmacy Writing and Oral Communication
- Reading Comprehension Using Story Grammar
- Action Research
- Sq3R Reading
- Rnv Set 3 With Answers
- Helping Your Child
- Developing the Language and Reading Competence of the First Year Cbea Students at the Cagayan State University Andrews Campus
- Planeacion 3º Segunda Semana
- engl 115 course outline 2013
- english 115 syllabus january 2014
- Reading and Writing
- 10 Tips for solving reading comprehension _ 300+ Solved Questions.pdf
- 6th Grade Advanced Language Arts Syllabus and Pacing Guide 2012-13
- rc guide
- 1 Reflecting on Reading
- christvocab yc0311
- ct745-marotto-stephanie-langlit-lessonplans-2
- Questions for the Final Exam-práctica y Reflexión

You are on page 1of 44

and Benchmarks

Listening/Speaking Number, Operations and Science as Inquiry

Reading Computation Physical Science and

Writing Geometry, Measurement Technology

Literature and Transformation Earth and Space Science

Patterns and Algebra Life and Environmental

Statistics and Probability Science

Marine Science

Department of Education

Federated States of Micronesia

2008

Development and Background of the National Standards and Benchmarks

These standards and benchmarks were developed by the Standards Development Working Group in

Pohn¬pei, FSM between January 25 and February 3, 2006. The group consisted of representatives from

the FSM Department of Health, Education and Social Services, each of the four state Departments of

Education, and Pacific Resources for Education and Learning. BSSP revised and edited the standards and

benchmarks prior to publication.

These materials were reviewed at State level and adopted by the FSM Association of Chief State School

Officers (FACSSO) in March 2008.

| iii

Table of Contents

Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Grade 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Benchmarks for All High Schools. . . . . . . . . . . . . . . . . . . . . . 8

Benchmarks for Students in College Preparatory Programs. . . . . . . . . . . 8

Language Arts: Vernacular. . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Benchmarks for All High Schools. . . . . . . . . . . . . . . . . . . . . . 14

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Grade 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

iv | Table of Contents

Benchmarks for Students in College Preparatory Programs. . . . . . . . . . 22

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Grade 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Benchmarks for All High Schools. . . . . . . . . . . . . . . . . . . . . . 33

Benchmarks for Students in College Preparatory Programs. . . . . . . . . . 34

| 1

marks - English Language Arts

English Language Arts studies. English is not used as the Medium of

Instruction until grade 3 in Kosrae, grade 4 in

The group recommends having National Standards Chuuk and Pohnpei, and Grade 5 in Yap State.

for both English Language and the Vernacular Lan- Therefore, the group clustered grades 4-5 and

guage. If there are only National English Language agreed to language benchmarks that all FSM

Standards, it gives the impression to teachers and students could meet by the end of 5th grade.

the community that Vernacular Language Arts is ♦♦ Grades 6, 7, and 8 were benchmarked at each

not a priority of the FSM National Government. grade level because the group recognized these

The group also recommends having clustered as the critical grades where students are asked

benchmarks in order to allow more flexibility for the to acquire language proficiency skills in both

States to define, in State standards, more specific English and the local language.

grade level benchmarks that will ensure all students

meet both National and State Standards. Standard 1

The group agreed to have four Language Arts Stan-

dards and cluster the benchmarks in the following Listening/Speaking

formats:

Students will become competent speakers, listeners,

ECE-3, 4-5, 6, 7, 8, and 9-12 for general education and viewers, constructing literal and interpretive

and for those in college preparatory programs. meaning from what they hear and view, and com-

The recommendations were based on the following: municating effectively for a variety of purposes and

to a variety of audiences.

♦♦ ECE-3 was clustered because each state ap-

proaches language development in the early Standard 2

grades differently. Because of the variety of

early language learning approaches, it would be

difficult to benchmark by separate grade levels. Reading

However the group felt they could agree to lan- Students will demonstrate competence in reading

guage benchmarks that all FSM students could skills and strategies to comprehend a variety of texts

meet by the end of 3rd grade. and media for social, academic, and career-related

♦♦ Grades 4-5 were clustered because the group purposes.

recognized that each State has different poli-

cies on the introduction of English Language

2 | National Curriculum Standards and Benchmarks

building skills to modify new words to fit their

needs, such as by changing ‘grateful’ to ‘ungrate-

Writing ful’)

Students will demonstrate competence in writing, ♦♦ ELA.1.3.4 Ask a range of questions to gather

applying general skills and strategies and using the information, using correct question formation.

writing process to communicate effectively for a (For example, students will be able to ask ques-

variety of purposes and to a variety of audiences. tions in class, such as, ‘What does ‘Once upon a

time’ mean?’ or ‘Where can I find how to spell

Standard 4 Pohnpei?’)

Literature 2. Reading

Students will study literature (oral and written) ♦♦ ELA.2.3.1 Use a variety of grade appropri-

from their own culture as well as selected literary ate strategies to decode high frequency words.

works from other cultures. They will develop the (For example, students will know how to decode

ability to understand other cultures and gain in- words where the medial vowel is altered by the

sights into their own, relate to others and recognize final silent e, such as tap and tape or bit and bite)

universal and unique qualities in others.

♦♦ ELA.2.3.2 Use pictures to build vocabulary.

(For example, students will be able to correctly

Grade 3 guess the meaning of new words by using picture

clues.)

By the end of grade 3, students will be able to:

♦♦ ELA.2.3.3 Use tools and techniques to locate

1. Listening and Speaking information. (For example, students will be able

to find words in a dictionary by using alphabeti-

♦♦ ELA.1.3.1 Respond to oral and visual com- cal order or find information in a book by using

munication with groups of words. (For example, the index.)

students will be able to speak in phrases and

sentences to describe events in a picture book.) ♦♦ ELA.2.3.4 Read for enjoyment a variety of

grade appropriate texts. (For example, students

♦♦ ELA.1.3.2 Follow and respond to three step will voluntarily choose to read a favorite story

instructions and directions, using verbal and book, picture book, reference book or comic.)

non-verbal cues (For example, students will be

able to follow instructions such as, ‘Open your ♦♦ ELA.2.3.5 Comprehend what is read orally.

book at page 3, find a picture of a cat and color it (For example, students will be able to read a

brown.’) text aloud and demonstrate their understanding

by retelling or answering questions about the

♦♦ ELA.1.3.3 Demonstrate ability to express content.)

ideas, needs, feelings and questions orally and

build vocabulary. (For example, students will be

able to say why they like or dislike a story, using

| 3

able to engage in conversations, discussions and

♦♦ ELA.3.3.1 Use knowledge of phonics to spell debates and demonstrate understanding of plays,

common content words. (For example, students presentations and illustrated talks by comment-

will be able to use knowledge of phonemes and ing and discussing and asking and answering

English spelling conventions to spell common questions.)

words.)

♦♦ ELA.1.5.2 Speak appropriately for different

♦♦ ELA.3.3.2 Illustrate an experience and write audiences and purposes. (For example, students

a brief description of it using sentences. (For will be able to deliver, with focused organization,

example, students will be able to draw or retell clarity and accuracy, descriptions, presentations,

an event and write a description in sequence, narratives and informal talks to peers, adults and

describing the setting, characters and events in others.)

detail, using correct sentence structure.)

♦♦ ELA.1.5.3 Demonstrate comprehension

♦♦ ELA.3.3.3 Build vocabulary using word through retelling. (For example, students will be

families. (For example, students will be able to able to listen to and accurately recall and analyze

apply common prefixes and suffixes to form information and convey that information to oth-

the correct words in their writing, such as walk, ers in a logical and coherent way.)

walked and walking or lock and unlock)

♦♦ ELA.1.5.4 Apply knowledge of verbal and

non verbal language to build vocabulary. (For

4. Literature example, students will be able to understand new

♦♦ ELA.4.3.1 Listen to a variety of literary vocabulary by recognizing roots (such as the root

genres and relate them to personal experiences. cycl meaning circle or wheel in bicycle, cyclone

(For example, students will be able to listen to and cyclical) or interpreting accompanying ges-

genres such as fairy tales, poems, fables, short tures, body language and tone of voice.)

stories and non-fictional accounts and describe

how they remind them of their own personal 2. Reading

experiences.)

♦♦ ELA.2.5.1 Identify a variety of word strate-

♦♦ ELA.4.3.2 Illustrate a part of a literary text gies to build meaning. (For example, students

to show understanding. (For example, students will be able to show how to determine mean-

will be able to draw, paint or model, in detail, ing using context clues and knowledge of word

events and characters from a text and write roots, prefixes and suffixes.)

descriptions, labels and comments)

♦♦ ELA.2.5.2 Read and respond to a variety

of texts. (For example, students will be able to

Grade 5 read a variety of texts including reports, narra-

By the end of grade 5, students will be able to: tives, descriptions and explanations and respond

appropriately such as by demonstrating under-

standing or following instructions.)

1. Listening and Speaking

♦♦ ELA.2.5.3 Ask and answer questions at dif-

♦♦ ELA.1.5.1 Respond to oral and visual com-

4 | National Curriculum Standards and Benchmarks

ferent cognitive levels. (For example, students that are appropriate for their purpose.)

will be able to compose and answer ques-

♦♦ ELA.3.5.4 Demonstrate writing skills by

tions that relate to Bloom’s cognitive levels:

revising and editing own writing and those of

1.Knowledge; 2. Comprehension; 3. Application;

others. (For example, students will be able to

4. Analysis; 5. Synthesis; 6. Evaluation.)

demonstrate the writing process skills of draft-

♦♦ ELA.2.5.4 Use appropriate strategies to ana- ing, editing, re-drafting and publishing.)

lyze and summarize information. (For example,

students will be able to use strategies such as 4. Literature

critical reading and reading beyond the literal to

analyze texts and use strategies such as note-tak- ♦♦ ELA.4.5.1 Read, listen to or view a variety

ing and using graphic organizers to summarize.) of children’s literature and retell it to peers. (For

example, students will be able to read, listen to

♦♦ ELA.2.5.5 Use text structure to read with or view stories, poetry, dramas and other forms

fluency. (For example, students will be able to of literature and retell with sufficient detail.)

read aloud with good expression by following

the specific text structure such as line breaks and ♦♦ ELA.4.52 Discuss the moral of a story or

verses in a poem.) piece of literature and compare it to their own

cultural values. (For example, students will be

♦♦ ELA.2.5.6 Read a variety of level appropri- able to state their point of view and participate

ate texts for a variety of purposes. (For example, in discussions.)

students will be able to read narratives, reports,

descriptions, maps, charts and graphs in order ♦♦ ELA.4.5.3 Illustrate the sequence of key

to find information, follow directions, critically events in a story. (For example, students will be

analyze or for pleasure.) able to identify and sequence elements of plot

such as problem, conflict, crisis, climax and reso-

lution.)

3. Writing

♦♦ ELA.4.5.4 Describe the characteristics of a

♦♦ ELA.3.5.1 Use grade appropriate pre-writing

variety of genres. (For example, students will be

strategies before writing. (For example, students

able to describe the differences between poetry,

will be able to identify purpose and audience,

legend and non-fiction.)

brainstorm, plan and organize ideas and use a

variety of prompts and organizers.) ♦♦ ELA.4.5.5 Demonstrate comprehension

through oral retelling of a simple story, para-

♦♦ ELA.3.5.2 Use reference materials to gather

phrasing and summarizing orally.

information to support writing. (For example,

students will be able to use dictionaries, thesau-

ruses, encyclopedia, non-fiction reference books Grade 6

and the internet to find information relevant to

By the end of grade 6, students will be able to:

their writing task.)

♦♦ ELA.3.5.3 Write for specific purposes. (For 1. Listening and Speaking

example, students will be able to write letters,

reports, descriptions, accounts and narratives ♦♦ ELA.1.6.1 Listen and critically respond to oral

| 5

and visual communication. (For example, stu- solve problem, find information, follow direc-

dents will be able to draw conclusions and com- tions, critically analyze or for pleasure.)

ment critically on speeches, reports and dramas.)

♦♦ ELA.1.6.2 Interact in conversations and 3. Writing

discussions of medium complexity. (For example, ♦♦ ELA.3.6.1 Use grade appropriate strategies

students will be able to participate in paired and in the writing process. (For example, students

group discussions.) will be able to identify purpose and audience,

♦♦ ELA.1.6.3 Deliver oral presentations on brainstorm, plan and organize ideas.)

topics of medium complexity. (For example, ♦♦ ELA.3.6.2 Use reference materials to sum-

students will be able to explain, recount, describe marize, paraphrase and take notes. (For example,

and demonstrate.) students will be able to process relevant informa-

♦♦ ELA.1.6.4 Listen to and use a range of vo- tion from textbooks, magazines and newspapers

cabulary to describe or explain something from and write summaries.)

the local environment. ♦♦ ELA.3.6.3 Write for a specific purpose and

audience using correct sentence structure and

2. Reading grammatical conventions.

word strategies to build meaning. (For example, 4. Literature

students will be able to determine meaning us- ♦♦ ELA.4.6.1 Compare and contrast differ-

ing context clues and knowledge of word roots, ent forms of literature. (For example, students

prefixes, suffixes, synonyms and antonyms.) will be able to write book reviews for a range of

♦♦ ELA.2.6.2 Apply a variety of strategies to genres.)

build comprehension. (For example, students ♦♦ ELA.4.6.2 Demonstrate understanding of a

will be able to activate prior knowledge, predict, character’s behavior and attitudes. (For example,

visualize and analyze text.) students will be able to explain a character’s ac-

♦♦ ELA.2.6.3 Use reference materials to gather tions, motives and traits.)

information. (For example, students will be able ♦♦ ELA.4.6.3 Write and present a piece of

to locate information from library and internet narrative of medium complexity that relates to

resources.) familiar objects, events, experiences and themes.

♦♦ ELA.2.6.4 Locate and use features of

textbooks such as chapter titles, sub-headings

and chapter summaries, to summarize, compare,

Grade 7

contrast and draw conclusions. By the end of grade 7, students will be able to:

ate texts for a variety of purposes. (For example,

students will be able to read narratives, reports, ♦♦ ELA.1.7.1 Listen, view, and respond to oral

descriptions, maps, charts and graphs in order to and visual communications. (For example, stu-

6 | National Curriculum Standards and Benchmarks

and distinguish between fact and opinion.)

♦♦ ELA.3.7.1 Use grade appropriate strategies

♦♦ ELA.1.7.2 Speak appropriately for different to organize thoughts before writing. (For ex-

purposes and audiences. (For example, students ample, students will be able to identify purpose

will be able to report to peers and talk to a com- and audience, brainstorm, plan and organize

munity group or parents at a school event.) ideas and produce concept maps.)

♦♦ ELA.1.7.3 Demonstrate comprehension ♦♦ ELA.3.7.2 Identify and use prewriting strate-

through recounting, paraphrasing and summa- gies to help in the writing process. (For example,

rizing orally. students will be able to brainstorm, plan and

♦♦ ELA.1.7.4 Make presentations on topics of organize ideas and produce outlines.)

medium complexity. (For example, students will ♦♦ ELA.3.7.3 Apply writing process skills and

be able to express opinions and discuss the prob- strategies to compose a piece of writing that

ability of future events.) builds vocabulary. (For example, students will

be able to edit and revise using dictionaries and

2. Reading thesauruses to improve vocabulary.)

♦♦ ELA.2.7.1 Use a variety of grade appropriate ♦♦ ELA.3.7.4 Use reference materials to take

strategies to build word meaning. (For example, notes.

students will be able to determine meaning

using context clues and knowledge of word 4. Literature

roots, prefixes, suffixes, synonyms, antonyms and

homonyms.) ♦♦ ELA.4.7.1 Listen to, read or view and

respond to a variety of grade appropriate genres.

♦♦ ELA.2.7.2 Use a variety of strategies to build (For example, students will be able to critically

comprehension. (For example, students will be analyze genres such as poems, dramas, fables,

able to activate prior knowledge, predict, visual- myths, legends, science-fiction and biographies.)

ize and analyze text, distinguish between literal

and figurative meaning and identify main ideas ♦♦ ELA.4.7.2 Describe the effect and function

and significant details.) of common types of figurative language. (For

example, students will be able to describe the

♦♦ ELA.2.7.3 Combine ideas from different impact of simile, metaphor, personification, im-

reading sources to form judgments and opinions. agery, hyperbole, alliteration and onomatopoeia.)

♦♦ ELA.2.7.4 Read a variety of grade appropri- ♦♦ ELA.4.7.3 Describe the cultural differences

ate texts and materials. (For example, students between a piece of literary text of medium com-

will be able to read navigation charts, lunar plexity and personal experience.

calendars, newspapers, magazines and internet

pages.) ♦♦ ELA.4.7.4 Write and present different forms

of literary works of medium complexity. (For ex-

ample, students will be able to write plays, songs,

poems, myths and legends.)

| 7

Grade 8 3. Writing

By the end of grade 8, students will be able to: ♦♦ ELA.3.8.1 Use grade appropriate strate-

gies to organize thoughts before writing. (For

1. Listening and Speaking example, students will be able to identify topics,

purpose and audience brainstorm and use con-

♦♦ ELA.1.8.1 Listen, view and respond to cept maps and other organizers.)

oral and visual communication. (For example,

students will be able to summarize, analyze, ♦♦ ELA.3.8.2 Demonstrate competence in

interpret, evaluate and criticize.) writing, using correct grammatical and mechani-

cal conventions of composition appropriate to

♦♦ ELA.1.8.2 Debate topics of medium com- the purpose for writing. (For example, students

plexity. will be able to write well-organized and correct

♦♦ ELA.1.8.3 Evaluate personal effectiveness research reports, persuasive texts, descriptions

in group discussions and make corrections as and letters that meet their purpose.)

necessary. (For example, students will be able ♦♦ ELA.3.8.3 Use reference materials to re-

to conduct a self evaluation using criteria or search and report. (For example, students will be

rubrics.) able to use dictionaries, encyclopedia, newspa-

♦♦ ELA.1.8.4 Obtain information and maintain pers, thesauruses, computers and the internet.)

exchange by oral questioning and comment on

complex topics. (For example, students will be 4. Literature

able to conduct questionnaires, surveys or inter-

views and present, explain and debate complex ♦♦ ELA.4.8.1 Listen to, read or view and

topics.) respond to a narrative or poem. (For example,

students will be able to make a written or oral

review of a reading or theatre performance.)

2. Reading

♦♦ ELA.4.8.2 Recognize and identify the com-

♦♦ ELA.2.8.1 Identify and use a variety of plex elements of plot. (For example, students will

strategies to extend word meaning. (For example, be able to recognize and identify foreshadowing

students will be able to correctly apply prefixes (the writer’s use of hints or clues about what will

and suffixes in order to adapt words for different happen next) inciting forces (the event that trig-

purposes.) gers conflict) conflict, crisis, climax and resolu-

♦♦ ELA.2.8.2 Build comprehension of texts. tion.)

(For example, students will be able to ask ques- ♦♦ ELA.4.8.3 Dramatize, record and write about

tions, predict, identify main ideas and supporting the effects of culture and historical periods on

details, analyze, summarize and draw logical literature and vice-versa.

conclusions.)

♦♦ ELA.4.8.4 Write and present an analysis that

♦♦ ELA.2.8.3 Read a variety of printed and me- shows the cultural differences between a piece of

dia materials for different purposes and discuss complex literary text and personal experiences.

opinion of what was read.

♦♦ ELA.4.8.5 Apply knowledge of literal and

8 | National Curriculum Standards and Benchmarks

figurative meanings to build vocabulary. (For grammar and mechanical conventions appropri-

example, students will be able to interpret ate to high school level.

metaphor and allegory to enhance their written

♦♦ ELA.hs.9 Use peer-coaching strategies to

vocabulary.)

proof read and improve on the writing of final

drafts.

♦♦ ELA.hs.10 Ask questions as a way to broaden

and enrich learning.

Benchmarks for All High Schools ♦♦ ELA.hs.11 Apply skills to participate in real

By the end of high school, all students will: life situations.

ulary, including content area vocabulary, learned recall important information and critique from a

through reading and word study. variety of perspectives including cultural.

skills to function appropriately in daily life. in group discussions and make adjustments as

necessary to improve.

♦♦ ELA.hs.3 Use a variety of strategies and

skills to independently conduct research and ♦♦ ELA.hs.14 Use active listening skills to stay

write a three to five page paper on a topic of engaged and understand what others are saying.

interest. ♦♦ ELA.hs.15 Speak appropriately for different

♦♦ ELA.hs.4 Analyze and evaluate context to purposes and audiences, summarize and criti-

see how the author’s message was influenced by cally respond to alternative perspectives on social

real-life situations in society and culture. issues.

those factors that commonly affect the use of

language, such as gender, social class, family

relationships and ethnicity.

Benchmarks for Students in College

♦♦ ELA.hs.6 Compare history, form (discourse,

word order, grammar), function (purpose, text Preparatory Programs

type, genre), and value of the vernacular lan- In addition to the benchmarks for all students, stu-

guage and that of the English language, depend- dents who are in the college preparatory programs

ing upon States’ policies. should meet relevant benchmarks. These are best

♦♦ ELA.hs.7 Write a composition that dem- measured by end of course assessments.

onstrates effective use of descriptive language to ♦♦ Use new grade-appropriate vocabulary, including

clarify and enhance meaning and ideas. (For ex- higher level content area vocabulary, needed to

ample, make effective use of adjectives, adverbs, understand classical literature.

similes and metaphors)

♦♦ Read to experience a variety of literature, acquire

♦♦ ELA.hs.8 Write with a good command of knowledge and learn new skills.

| 9

ming, scanning and using context clues to find

written and implied meanings and confirm

predictions.

♦♦ Use a variety of skills and strategies to indepen-

dently gather information from different sources

as part of a research project.

♦♦ Write a research paper on a given topic, using

primary and secondary sources and including

an introduction, literature review with citations,

research method and summary.

♦♦ Write a variety of compositions, such as descrip-

tive, expository, informative or argumentative,

that demonstrate effective use of language to

clarify and enhance meaning and ideas.

♦♦ Write with a good command of grammar and

mechanical conventions appropriate for students

preparing to enter college.

♦♦ Ask higher level, probing questions that elicit

synthesis and evaluation as a way to broaden and

enrich learning.

♦♦ View a presentation or show, recall important

information, critique from a variety of perspec-

tives and develop high quality presentations..

♦♦ Use active listening skills to understand what

others are saying and stay engaged, ask mean-

ingful questions and summarize what has been

heard.

♦♦ Speak appropriately for different purposes and

audiences, such as an address, debate or other

oral presentation, presenting coherent arguments

and critiques.

10 | National Curriculum Standards and Benchmarks

marks - Language Arts: Vernacular

Language Arts: Vernacular Standard 4

Students will study oral and written literature from

Listening & Speaking their own culture as well as selected literary works

from other cultures and will develop the ability to

Students will be competent speakers, listeners, and gain insights into their own culture while under-

Students will be competent speakers, listeners and standing and relating to others.

viewers in the vernacular, able to construct literal

and interpretive meaning from what they hear and

view and to communicate effectively for a variety of Grade 3

purposes and to different audiences.

By the end of grade 3, students will be able to:

Reading ♦♦ VLA.1.3.1 Listen and respond to comments

and questions with appropriate explanation and

Students will demonstrate competence in the ap- ask questions to clarify meanings.

plication of relevant skills and strategies to read a

variety of printed materials in the vernacular for ♦♦ VLA.1.3.2 Listen to and follow instructions

social, academic and career-related purposes. and directions.

♦♦ VLA.1.3.3 Interpret and describe the mean-

Standard 3 ing of posters and signs.

♦♦ VLA.1.3.4 Listen to and paraphrase the

Writing content of brief messages.

Students will demonstrate the ability to write, ap- ♦♦ VLA.1.3.5 Actively participate in and con-

plying the general skills and strategies of the writing tribute to group discussions.

process, to communicate effectively for a variety of ♦♦ VLA.1.3.6 Use information to solve prob-

purposes and to different audiences. lems..

| 11

and counting including honorific language as

appropriate. ♦♦ VLA.3.3.1 Write paragraphs of at least 5

sentences or short compositions that show some

♦♦ VLA.1.3.8 Prepare and present simple oral attempt to use descriptive language to clarify and

reports to classmates. enhance ideas.

♦♦ VLA.3.3.2 Write for an intended audience

2. Vernacular Reading and purpose.

♦♦ VLA.2.3.1 Read the alphabet and whole ♦♦ VLA.3.3.3 Write with a command of the

numbers in vernacular. (For example, students grammatical and mechanical conventions ap-

will be able to distinguish between letter names propriate to the level.

and phonemes and count up to 1000.)

♦♦ VLA.3.3.4 Use revising and editing skills to

♦♦ VLA.2.3.2 Use a variety of skills to decode improve clarity of writing.

vernacular texts.

♦♦ VLA.3.3.5 Demonstrate the ability to use

♦♦ VLA.2.3.3 Use vocabulary development skills appropriate vocabulary in describing a variety of

to build meaning in vernacular. (For example, activities.

students will be able to use context clues, word

origin and root to understand new words.)

4. Vernacular Literature

♦♦ VLA.2.3.4 Demonstrate and understand the

purpose of reading, identifying main ideas and ♦♦ VLA.4.3.1 Demonstrate knowledge and

significant details. (For example, students will be understanding of the stories read.

able to read for personal enjoyment and enrich- ♦♦ VLA.4.3.2 Demonstrate understanding that

ment.) people respond differently to stories read.

♦♦ VLA.2.3.5 Connect information presented in ♦♦ VLA.4.3.3 Demonstrate the ability to com-

reading with real life experiences and situations. pare contents of a story read to personal experi-

♦♦ VLA.2.3.6 Use tools and techniques to locate ence and real life situations.

information. (For example, students will be able ♦♦ VLA.4.3.4 Read fiction and non-fiction from

to find words in a dictionary by using alphabeti- a variety of genres. (For example, students will

cal order or find information in a book by using be able to read fiction and non-fiction including

the index.) fairy tales, fables, legends, myths, poems, dramas,

♦♦ VLA.2.3.7 Apply different reading strategies information books and biographies.)

to aid transition from ‘learn to read’ to ‘read to ♦♦ VLA.4.3.5 Recognize basic literary elements

learn’. including setting, characters, plot, dialogue and

♦♦ VLA.2.3.8 Read a variety of simple texts flu- themes.

ently. ♦♦ VLA.4.3.6 Make inferences regarding the

motives of characters and the consequences of

their actions.

12 | National Curriculum Standards and Benchmarks

♦♦ VLA.4.3.7 Read and identify specific parts of ♦♦ VLA.2.5.5 Make inferences from informa-

a story and share responses with peers. tion read.

3. Vernacular Writing

♦♦ VLA.3.5.1 Take notes in local languages.

Grade 5 ♦♦ VLA.3.5.2 Write letters and short composi-

By the end of grade 5, students will be able to: tions in local languages.

♦♦ VLA.3.5.3 Identify and use grammatical pat-

1. Vernacular Listening and Speaking terns of language appropriate to grade level.

♦♦ VLA.1.5.1 Use information presented orally ♦♦ VLA.3.5.4 Use precise words to convey

in the vernacular to solve problems and make meanings.

decisions. ♦♦ VLA.3.5.5 Revise and edit their own writing

♦♦ VLA.1.5.2 Listen and respond to comments and the writing of others.

and questions with appropriate clarity.

♦♦ VLA.1.5.3 Prepare and present oral reports 4. Vernacular Literature

to classmates and other audiences. ♦♦ VLA.4.5.1 Understand that people respond

♦♦ VLA.1.5.4 Actively participate in and con- differently to literature.

tribute to group discussions. ♦♦ VLA.4.5.2 Demonstrate knowledge and un-

♦♦ VLA.1.5.5 Use oral language in storytelling, derstanding of the importance of the literature

the counting system and honorific language to read.

strengthen oral traditions. ♦♦ VLA.4.5.3 Identify specific aspects of a piece

♦♦ VLA.1.5.6 Interpret oral communication, of literature and relate the actions of characters

such as plays, skits and debates. to their own experience.

♦♦ VLA.4.5.4 Understand plot development.

2. Vernacular Reading (For example, students will be able to identify

and describe cause and effect and conflict and

♦♦ VLA.2.5.1 Recognize and comprehend words resolution.)

and sentence structures.

♦♦ VLA.4.5.5 Understand the characteristics of

♦♦ VLA.2.5.2 Read a variety of reference mate- a variety of genres. (For example, students will be

rials. able to distinguish the characteristics of fiction

♦♦ VLA.2.5.3 Identify the elements of a story, and non-fiction including fairy tales, fables, leg-

including setting, characters, plot, dialogue, ends, myths, poems, dramas, information books

theme and use of figurative language. and biographies.)

from graphs and charts.

| 13

important activities in local language.

By the end of grade 8, students will be able to:

♦♦ VLA.3.8.2 Write compositions and reports in

local language.

1. Vernacular Listening and Speaking

♦♦ VLA.3.8.3 Identify and use grammatical pat-

♦♦ VLA.1.8.1 Prepare and present oral reports, terns of language appropriate to grade level.

based on collected data, to a variety of audiences.

♦♦ VLA.3.8.4 Use precise words to convey

♦♦ VLA.1.8.2 Use oral language in storytell- meanings.

ing the counting system and honorific language

to strengthen oral traditions at the appropriate ♦♦ VLA.3.8.5 Revise and edit their own writing

place or occasion. and the writing of others.

♦♦ VLA.1.8.3 Use information for problem solv- ♦♦ VLA.3.8.6 Conduct research or surveys on

ing and decision-making. assigned topics, using primary and secondary

sources of information, and write a report.

♦♦ VLA.1.8.4 Perform the role of panelists in

panel discussions. 4. Vernacular Literature

♦♦ VLA.1.8.5 Do simple role playing and “stu-

♦♦ VLA.4.8.1 Understand that people respond

dent take over”.

differently to literature.

personal experience and seek to answer them

♦♦ VLA.2.8.1 Recognize and comprehend words through materials written in the vernacular.

and sentence structure.

♦♦ VLA.4.8.3 Explain how the motives of char-

♦♦ VLA.2.8.2 Read and make inferences from acters in fiction are similar to and different from

information read from a variety of reference those in their own life.

materials.

♦♦ VLA.4.8.4 Understand complex, extended

♦♦ VLA.2.8.3 Identify the elements of a com- dialogues and how they relate to a story.

plex story, including setting, characters, plot,

dialogue, theme and use of figurative language ♦♦ VLA.4.8.5 Recognize cultural similarities

and literary devices such as irony. and differences between a piece of literature and

their own cultural perspective.

♦♦ VLA.2.8.4 Read and interpret information

from graphs and charts. ♦♦ VLA.4.8.6 Recognize complex elements

of plot in vernacular literature. (For example,

♦♦ VLA.2.8.5 Conduct research or surveys on students will be able to identify crisis, conflict,

assigned topics, using primary and secondary climax and resolution as well as the inciting

sources of information. force and foreshadowing.)

♦♦ VLA.4.8.7 Identify the main and subordinate

3. Vernacular Writing characters in complex vernacular literature.

14 | National Curriculum Standards and Benchmarks

By the end of high school, all students will be able 4. Vernacular Literature

to:

♦♦ VLA.4.hs.1 Relate personal response to the

text with that intended by the author.

1. Vernacular Listening and Speaking

♦♦ VLA.4.hs.2 Make abstract connections be-

♦♦ VLA.1.hs.1 Demonstrate the skills needed to

tween their own life and the characters, events,

participate in real-life situations such as inter-

motives and causes of conflict in text.

views, community activities, panel discussions

and negotiations. ♦♦ VLA.4.hs.3 Analyze the effectiveness of

complex elements of plot. (For example, students

♦♦ VLA.1.hs.2 View a variety of presentations,

will be able to evaluate the effectiveness of crisis,

recall important information and critique from a

conflict, climax and resolution as well as the

cultural perspective.

inciting force and foreshadowing in a complex

plot.)

2. Vernacular Reading

♦♦ VLA.4.hs.4 Practice a reader’s right and re-

♦♦ VLA.2.hs.1 Read and research to acquire sponsibility to bring personal and cultural values

understanding, knowledge and skills. to bear on the study of literature.

♦♦ VLA.2.hs.2 Analyze and evaluate context to ♦♦ VLA.4.hs.5 Recognize that cultures view

see how the author’s message was influenced by situations from varying perspectives and evolve

real-life situations in society and culture. different patterns of interaction.

♦♦ VLA.2.hs.3 Demonstrate the ability to use ♦♦ VLA.4.hs.6 Identify the simple and complex

skills and strategies for reading and compre- interactions between main and subordinate char-

hending informational texts. acters.

♦♦ VLA.4.hs.7 Identify and explain literary ele-

3. Vernacular Writing ments, including alliteration, allusion, character-

♦♦ VLA.3.hs.1 Use vocabulary that stimulates the ization, exaggeration, hyperbole and figurative

imagination of the reader. language.

variety of transitional devices. (For example,

students will be able to use words and phrases as

connectives to make possible a smooth transition

from one idea to the next.)

♦♦ VLA.3.hs.3 Use technology to collect informa-

tion through research analyze information and

write a composition that demonstrates effec-

tive use of descriptive language to clarify and

| 15

C

Mathematics

National Standards and Bench-

marks - Mathematics

Standard 4

Standard 1

Statistics and Probability

Number, Operations and Computation Students understand how to interpret data using

Students understand the number system, the mean- methods of exploratory data analysis, develop and

ing of operations and how they relate to each other evaluate inferences, predictions and arguments that

and are able to use computational tools and strate- are based on data and understand and apply basic

gies effectively. notions of chance and probability.

Standard 2 Grade 3

By the end of grade 3, students will:

Geometry, Measurement and Transforma-

tion 1. Number, Operations and Computa-

Students understand geometry, measurement and tion

spatial relationships including units and systems of

♦♦ Mth.1.3.1 Use English and local systems to

measurement and develop and use techniques, tools,

count, read, write and compare whole numbers

and formulas for measuring the properties of objects

up to 1,000.

and relationships among the properties and use

transformations and symmetry to analyze math- ♦♦ Mth.1.3.2 Understand base-ten by identify-

ematical situations. ing the place value of numbers up to 1,000.

♦♦ Mth.1.3.3 Demonstrate an understanding

Standard 3 of the basic operations (+, - , x, ÷), and how they

relate to each other.

Patterns and Algebra ♦♦ Mth.1.3.4 Represent whole numbers and

Students understand various types of patterns and operations in a variety of ways using physical

functional relationships, use symbolic forms to rep- models, diagrams, and number expressions.

resent, model, and analyze mathematical situations ♦♦ Mth.1.3.5 Use the basic operations to add

and collect, organize, and represent data to answer and subtract 2- and 3-digit numbers.

questions.

16 | National Curriculum Standards and Benchmarks

tiply and divide 1, 2 and 3-digit numbers by a

Grade 4

single digit number. By the end of grade 4, students will:

♦♦ Mth.1.3.7 Use a variety of strategies includ-

ing the understanding of number and operations 1. Number, Operations and Computa-

to solve problems and explain the reasoning used tion

to reach the solution.

♦♦ Mth.1.4.1 Understand base-ten by identi-

fying the place value of whole numbers up to

2. Geometry, Measurement and Trans- 1,000 and decimal numbers down to 100ths.

formation

♦♦ Mth.1.4.2 Demonstrate the ability to read,

♦♦ Mth.2.3.1 Recognize, classify, identify, and write and compare simple fractions and decimals

draw common shapes using English and local in English and the local counting system.

language terms.

♦♦ Mth.1.4.3 Represent whole numbers, frac-

♦♦ Mth.2.3.2 Describe similarities and differ- tions and decimals and operations involving

ences between common shapes. them, in a variety of ways using physical models,

diagrams and number expressions.

♦♦ Mth.2.3.3 Demonstrate the understanding

of standard & non-standard units of measure- ♦♦ Mth.1.4.4 Perform the basic operations to

ment. add, subtract, multiply and divide whole num-

bers and decimals and add and subtract fractions

♦♦ Mth.2.3.4 Use common instruments to mea-

with like denominators.

sure & compare objects. (For example, students

will be able to use a ruler, watch or balance with ♦♦ Mth.1.4.5 Use a variety of methods and ways

standard and non-standard units of measure- to round and estimate whole numbers, decimals

ment.) and fractions.

♦♦ Mth.1.4.6 Use a variety of strategies includ-

3. Patterns and Algebra ing the understanding of decimals and fractions

♦♦ Mth.3.3.1 Describe and create patterns and to solve problems and explain the reasoning used

find the next term using numbers, objects and to reach the solution.

other materials.

2. Geometry, Measurement and Trans-

♦♦ Mth.3.3.2 Identify and use the inverse rela-

tionships between operations to solve problems. formation

♦♦ Mth.2.4.1 Identify and classify two and three

4. Statistics and Probability dimensional shapes.

There are no benchmarks for this standard at this ♦♦ Mth.2.4.2 Describe similarities and differ-

level ences between one, two and three dimensional

geometric figures.

♦♦ Mth.2.4.3 Demonstrate understanding of

| 17

common units in the English and metric sys- ♦♦ Mth.1.5.3 Continue to develop fluency to

tems by choosing appropriate units to measure do the basic operations to add, subtract, multiply

common objects and quantities. and divide whole numbers, decimals and simple

fractions.

♦♦ Mth.2.4.4 Use standard and non-standard

units to determine length, volume and weight ♦♦ Mth.1.5.4 Use rounding and estimation to

and describe the characteristics of each type of solve problems.

measurement.

♦♦ Mth.1.5.5 Choose and use appropriate

♦♦ Mth.2.4.5 Use the understanding of geom- computational procedures and tools to solve

etry, measurement and transformation to solve problems. (For example, students will be able

problems and explain the reasoning used to to use pencil and paper, mental computation or

reach the solution. calculators.)

♦♦ Mth.1.5.6 Use a variety of strategies in-

3. Patterns and Algebra cluding making a model, working backwards,

♦♦ Mth.3.4.1 Use patterns and functions to rep- drawing a diagram or guessing and checking to

resent and solve real world situations and explain solve problems and explain the reasoning used to

the reasoning used to reach the solution. reach the solution.

formation

♦♦ Mth.4.4.1 Collect, organize, display and

describe data systematically. ♦♦ Mth.2.5.1 Recognize and classify triangles

and quadrilaterals based on their properties of

♦♦ Mth.4.4.2 Read and interpret data using angle and side.

pictographs, tables or charts.

♦♦ Mth.2.5.2 Use the common units of the

English and metric systems and carry out simple

unit conversion within the systems. (For exam-

Grade 5 ple, students will be able to convert centimeters

to meters or inches to feet.)

By the end of grade 5, students will:

♦♦ Mth.2.5.3 Develop and use formulas to

determine perimeter and area.

1. Number, Operations and Computa-

tion ♦♦ Mth.2.5.4 Measure length, area, volume and

weight accurately using appropriate tools.

♦♦ Mth.1.5.1 Demonstrate the ability to read,

write and compare more complex decimals and ♦♦ Mth.2.5.5 Use a variety of strategies to solve

fractions. measurement problems and explain the reason-

ing used to reach the solution.

♦♦ Mth.1.5.2 Represent fractions as proper and

improper fractions, mixed numbers and deci-

mals..

18 | National Curriculum Standards and Benchmarks

♦♦ Mth.3.5.1 Represent and record patterns By the end of grade 6, students will:

using tools such as charts, tables and graphs.

♦♦ Mth.3.5.2 Use words and simple algebraic 1. Number, Operations and Computa-

expressions to describe quantities and situations. tion

♦♦ Mth.3.5.3 Represent and investigate how a ♦♦ Mth.1.6.1 Compare, order, round and group

change in one variable relates to the change in natural numbers.

the second variable. (For example, students will

be able to make a graph to show the height of a ♦♦ Mth.1.6.2 Demonstrate fluency in the basic

plant over time.) operations of adding, subtracting, multiply-

ing and dividing whole numbers, fractions and

♦♦ Mth.3.5.4 Investigate and describe situations decimals.

involving inverse relationships. (For example,

students will be able to demonstrate that the ♦♦ Mth.1.6.3 Identify the characteristics of

larger the denominator in a fraction the smaller prime numbers and composite numbers and

the quantity.) decompose composite numbers into factor pairs

and prime factors using exponents.

4. Statistics and Probability: ♦♦ Mth.1.6.4 Use models and pictures to repre-

sent ratio and proportions and solve problems.

♦♦ Mth.4.5.1 Collect data using observations,

measurements, surveys or experiments.

2. Geometry, Measurement and Trans-

♦♦ Mth.4.5.2 Organize data using tables and

formation

charts and construct pictographs, bar graphs and

line graphs. ♦♦ Mth.2.6.1 Add and subtract customary units

of length, mass, capacity and time.

♦♦ Mth.4.5.3 Identify events as likely or

unlikely and give a description of the degree ♦♦ Mth.2.6.2 Perform slides, flips, turns and

of likelihood in informal terms. (For example, rotations and indicate the motion, position and

students will be able to state whether an event is direction applied.

certain, unlikely, very unlikely or impossible.)

♦♦ Mth.2.6.3 Use formulas to compute the

♦♦ Mth.4.5.4 Estimate and describe prob- perimeter and area of polygons.

abilities in simple experiments involving coins,

♦♦ Mth.2.6.4 Describe, compare and classify

spinners, dice or objects in a bag.

geometrical figures using mathematical termi-

nology. (For example, students will be able to use

terms such as number of edges and faces, num-

ber and size of angles and number of vertices.)

| 19

ways, (For example, students will be able to rep- tions and percentages.

resent patterns in numeric, algebraic, pictorial, ♦♦ Mth.1.7.4 Represent numbers in a variety

oral and graphic form.) of ways including expanded form and scientific

♦♦ Mth.3.6.2 Model and solve real world notation.

problems using various representations such as ♦♦ Mth.1.7.5 Use the properties of numbers

graphs and tables. including zero, identity, commutative, associative

♦♦ Mth.3.6.3 Locate whole numbers, fractions and distributive, to solve problems.

and decimals on a number line. ♦♦ Mth.1.7.6 Use the order of operations to

♦♦ Mth.3.6.4 Solve simple algebraic expressions. evaluate expressions.

♦♦ Mth.1.7.7 Round numbers to estimate solu-

4. Statistics and Probability tions and check the reasonableness of results.

♦♦ Mth.4.6.1 Analyze and interpret data,

including range, median, mode, mean and fre- 2. Geometry, Measurement and Trans-

quency and present information to an audience. formation

♦♦ Mth.4.6.2 Make predictions that are based ♦♦ Mth.2.7.1 Identify and draw points, lines,

on experimental or theoretical probabilities and line segments, angles and rays.

determine their reasonableness.

♦♦ Mth.2.7.2 Use pi , represented as both

♦♦ Mth.4.6.3 Formulate and solve problems a decimal (3.14) and fraction (22/7), to find the

that involve collecting and analyzing data to circumference and area of circles.

reach conclusions and make generalizations.

♦♦ Mth.2.7.3 Use appropriate English and

metric units to develop reasonable estimates of

Grade 7 measures.

By the end of grade 7, students will: ♦♦ Mth.2.7.4 Describe symmetry, reflections

and translations with appropriate notation.

1. Number, Operations and Computa-

tion 3. Patterns and Algebra

♦♦ Mth.1.7.1 Understand and represent inte- ♦♦ Mth.3.7.1 Describe relationships and func-

gers, adding and subtracting them in real world tions using word and symbols.

situations. (For example, students will be able to ♦♦ Mth.3.7.2 Write and solve one-step equa-

add and subtract negative and positive numbers tions.

to solve problems related to temperature, eleva-

tion and accounting.) ♦♦ Mth.3.7.3 Locate points on the coordinate

plane.

♦♦ Mth.1.7.2 Locate whole numbers, fractions,

20 | National Curriculum Standards and Benchmarks

♦♦ Mth.4.7.1 Propose and support conclusions ♦♦ Mth.2.8.2 Identify similar and congruent

by summarizing data. (For example, after com- figures including lines of symmetry and diago-

pleting a survey, students will be able to propose nals.

and support the conclusion that over half the ♦♦ Mth.2.8.3 Use formulas to find areas of

books students read in a year are read in April quadrilaterals, triangles and circles, and the

and May.) surface area and volume of cylinders and prisms

♦♦ Mth.4.7.2 Formulate questions or hypoth- using appropriate units of measure.

eses based on initial data collection and describe ♦♦ Mth.2.8.4 Use the Pythagorean Theorem to

further studies to explore them. find lengths of sides of right triangles.

♦♦ Mth.2.8.5 Solve simple problems involv-

Grade 8 ing rates and derived measures. (For example,

By the end of grade 8, students will: students will be able to solve problems involving

miles per hour or cost per yard.)

1. Number, Operations and Computa- ♦♦ Mth.2.8.6 Use proportional reasoning and

tion indirect measurements to draw inferences,

such as measuring the thickness of a book and

♦♦ Mth.1.8.1 Represent, compare, order and use dividing by the number of pages to estimate the

numbers in a variety of forms, including integer, thickness of one page.

fraction, decimal, percentage and exponents, in

mathematical problem-solving situations. 3. Patterns and Algebra

♦♦ Mth.1.8.2 Demonstrate fluency in comput-

♦♦ Mth.3.8.1 Write and solve two-step linear

ing with rational numbers, fractions, decimals,

equations and one-step inequalities.

percentages and integers.

♦♦ Mth.3.8.2 Graph linear functions in two

♦♦ Mth.1.8.3 Square whole numbers, rational

variables using a table of ordered pairs.

numbers and integers and find square roots of

perfect squares. (For example, students will be ♦♦ Mth.3.8.3 Use symbolic algebra and ad-

able to find the square root of 1, 2, 4, 9, etc.) ditional techniques, such as tables, guess and

check and diagrams, to represent situations and

♦♦ Mth.1.8.4 Use ratio, proportion, and per-

to solve problems, especially those that involve

centage in problem solving.

linear relationships.

problems using various representations, such as

formation

graphs and tables and understand the purpose

♦♦ Mth.2.8.1 Use a compass, protractor and and utility of each representation.

straight edge to draw two-dimensional figures

and do constructions (For example, students will

be able to bisect an angle or line segment, create

| 21

the order of operations when calculating with

♦♦ Mth.4.8.1 Find, describe, and interpret rational numbers.

mean, median, mode and range and determine

which measure is best to use in a particular situ- ♦♦ Mth.1.hs.6 Use ratios, proportions and per-

ation. cent to represent the relationship between two

quantities and solve problems.

♦♦ Mth.4.8.2 Read and interpret tables, charts

and graphs and make inferences based on the ♦♦ Mth.1.hs.7 Add, subtract, multiply, and divide

data. numbers with positive and negative exponents.

♦♦ Mth.4.8.3 Use sampling and other data ♦♦ Mth.1.hs.8 Estimate a reasonable solution to

collection tools to gather and analyze data and a problem.

make conclusions and predictions. ♦♦ Mth.1.hs.9 Use rounding and estimation to

♦♦ Mth.4.8.4 Compute simple probabilities solve real-world situations and recognize the

using appropriate methods such as lists and tree limitations.

diagrams or through experimental or simulation

activities. 2. Geometry, Measurement and Trans-

formation

Benchmarks for All High Schools ♦♦ Mth.2.hs.1 Apply an understanding of the

All high school students will: English and metric systems of measurement to

solve problems.

(Based on the shared requirement that all students

complete at least Algebra I.) ♦♦ Mth.2.hs.2 Use formulas, including appropri-

ate units of measure, to determine the surface

1. Number, Operations and Computa- area and volume of selected prisms, cylinders

and pyramids.

tion

♦♦ Mth.2.hs.3 Apply the Pythagorean Theorem

♦♦ Mth.1.hs.1 Demonstrate the inverse relation-

to solve problems involving right triangles.

ship between square numbers and square roots.

♦♦ Mth.2.hs.4 Perform transformations includ-

♦♦ Mth.1.hs.2 Compare and order rational num-

ing reflection, rotation and translation and

bers and square roots using a number line.

describe the size, position and orientation of the

♦♦ Mth.1.hs.3 Solve problems with squares and resulting shapes.

square roots, limited to square roots of square

numbers. 3. Patterns and Algebra

♦♦ Mth.1.hs.4 Represent numbers in a variety ♦♦ Mth.3.hs.1 Represent a variety of patterns,

of forms including factors, multiples, exponents, including recursive patterns, with tables, graphs,

primes, composites, fractions, decimals and per- words and symbolic rules.

centages and change from one form to another.

♦♦ Mth.3.hs.2 Represent mathematical situa-

♦♦ Mth.1.hs.5 Apply an understanding of ad- tions as algebraic expressions and equations and

22 | National Curriculum Standards and Benchmarks

describe algebraic expressions using words. ♦♦ Mth.4.hs.4 Calculate probabilities for simple

events under different relationships, including

♦♦ Mth.3.hs.3 Solve single-variable equations

independent, dependent, with replacement and

and inequalities using rational numbers.

without replacement.

♦♦ Mth.3.hs.4 Use tables and graphs to represent

linear relationships involving equalities and in-

equalities with two variables and solve problems.

Mth.3.hs.5 Justify the steps used in simpli-

♦♦

fying expressions and solving equations and Benchmarks for Students in College

inequalities.

Preparatory Programs

♦♦ Mth.3.hs.6 Identify functions as linear or

The earlier benchmarks define the important

nonlinear and contrast their properties from

knowledge and skills in which all young people in

tables, graphs or equations.

FSM should demonstrate proficiency. The following

♦♦ Mth.3.hs.7 Represent data involving linear outcomes reflect some of the additional knowledge

relationships from tables as graphs and equa- and skills that students in high school college prepa-

tions and vice versa. ratory programs should demonstrate, as and if they

complete the following mathematics courses.

♦♦ Mth.3.hs.8 Solve linear equations and

inequalities with two variables using algebraic

methods, manipulatives or models. Algebra 2

♦♦ Mth.3.hs.9 Determine the slope of a line ♦♦ Apply arithmetic properties to operate on and

when given the graph of a line, two points on simplify expressions that include radicals and

the line, or the equation of the line. other real numbers.

♦♦ Mth.3hs.10 Select and use a variety of strate- ♦♦ Use the complex number system, the notation

gies including concrete modeling, pictorial for complex numbers, and the definition of “i” to

representation, and algebraic manipulation to solve problems in standard form.

add, subtract, multiply, divide and factor first and ♦♦ Add, subtract, multiply, and divide complex

second degree binomials and trinomials in one numbers.

variable.

♦♦ Use the inverse relationship between exponents

and logarithms to solve exponential and loga-

4. Statistics and Probability

rithmic problems.

♦♦ Mth.4.hs.1 Analyze and interpret data using

♦♦ Use advanced formulas or functions to solve

mean, median, mode, range and frequency.

problems.

♦♦ Mth.4.hs.2 Design a study, collect data, and

♦♦ Apply the properties of arithmetic and geomet-

select the appropriate representation to make

ric sequences and series to solve problems.

conclusions and generalizations.

♦♦ Use exponential functions to solve problems

♦♦ Mth.4.hs.3 Judge the validity of reported

involving exponential growth and decrease.

data, conclusions and generalizations.

| 23

including polynomial, absolute value, exponen- ♦♦ Use right triangle trigonometric ratios to

tial, and logarithmic, to identify the function’s determine an unknown length of a side or the

graph. measure or an angle.

♦♦ Use the appropriate terminology and notation to ♦♦ Solve problems using the formulas for perim-

define functions and their properties, including eter, circumference, area and volume of two-

domain, range, function composition, inverses, and three- dimensional figures and solids and

zeros and asymptotes. determine the effect of dimension changes to

♦♦ Describe the relationship among relations and perimeter, area and volume.

functions. ♦♦ Use reasoning to create and defend geometric

♦♦ Solve equations and inequalities involving abso- conjectures.

lute values. ♦♦ Use the concept of corresponding parts to prove

♦♦ Solve systems of linear equations and inequali- that triangles and other polygons are congruent

ties in two or three variables using a variety or similar.

of strategies, such as substitution, graphing or ♦♦ Explain properties and characteristics of angle

matrices. bisectors, perpendicular bisectors and parallel

♦♦ Solve equations containing radicals and expo- lines.

nents. ♦♦ Use the relationship between pairs of angles

♦♦ Factor polynomials representing perfect squares, (complementary, supplementary, vertical,

the difference in squares, perfect square trinomi- exterior, interior) to determine unknown angle

als, the sum and difference of cubes and general measures or definitions of properties.

trinomials. ♦♦ Apply the concepts of special right triangles to

♦♦ Apply quadratic equations to solve real-world real-world situations.

situations and complex number problems. ♦♦ Use the relationships among properties of circles

♦♦ Use the binomial theorem to expand binomial (chords, secants, tangents, arcs, circumference,

expression. radius, diameter, inscribed polygons) to solve

problems.

♦♦ Use the fundamental counting principles for

combinations and permutations to determine ♦♦ Use coordinate geometry to produce formulas

probability. and prove theorems for the midpoint of a line

segment, the distance formula and forms of

♦♦ Calculate probabilities of events under different equations of lines and circles.

relationships such as inclusion, disjoint, comple-

mentary, independent, and dependent, with ♦♦ Describe the concept of rigid motion on figures

replacement and without replacement. in the coordinate plane, including rotation,

translation and reflection.

♦♦ Use the right triangle relationships of trigono-

metric ratio, cosine, sine and tangent to solve ♦♦ Use concrete objects, pictorial representations,

problems. computer software or graphing calculators to

solve geometric problems.

24 | National Curriculum Standards and Benchmarks

functions and their inverse.

♦♦ Express complex numbers in standard and polar

form and convert from one to another.

Calculus

♦♦ Add, subtract, multiply, divide, and find powers

of complex numbers in polar form. ♦♦ Recognize limits from graphs and tables.

♦♦ Use vector operations, including dot product and ♦♦ Find limits of sums, differences, products, quo-

cross product, the law of sines and the law of tients and rational functions.

cosines to solve problems. ♦♦ Understand continuity in terms of limits and

♦♦ Calculate linear and angular velocity. functions.

♦♦ Find the sine, cosine, tangent, cotangent, secant ♦♦ Find the derivatives of functions, including

and cosecant of an angle in standard position. polynomial, rational, trigonometric, logarithmic,

inverse, composite and exponential functions.

♦♦ Use the relationship among the six trigonomet-

ric functions to translate among them. ♦♦ Find the derivatives of implicitly-defined func-

tions.

♦♦ Recognize the trigonometric functions of bench-

mark angles. ♦♦ Find points of inflection of functions.

♦♦ Translate between radians and degrees. ♦♦ Use implicit differentiation to find the derivative

of an inverse function.

♦♦ Find the value of any trigonometric function

and inverse trigonometric function and solve ♦♦ Use integration by substitution or change of

trigonometric equations variable to evaluate integrals.

♦♦ Use the fundamental trigonometric identities, ♦♦ Use Riemann sums, the trapezoidal rule and

including the sum and difference formulas, technology to approximate definite integrals of

double-angle formulas and half-angle formulas functions represented algebraically, geometrically

to solve problems or by tables of values.

tions, including finding velocity functions from

♦♦ Solve trigonometric equations and inverse trigo- acceleration functions, finding position functions

nometric equations that include all solutions or from velocity functions and applications to mo-

solutions with restricted domains tion along a line.

♦♦ Use the trigonometric functions in the form y = ♦♦ Use definite integrals to find the area between a

ASin (Bx+C) + D to determine various proper- curve and the x-axis, the average value of a func-

ties of the function including domain, range, tion over a closed interval and the volume of a

period, phase shift and amplitude. solid with known cross-sectional area.

♦♦ Identify real-world phenomena that can be rep- ♦♦ Apply the intermediate value theorem and ex-

resented by a trigonometric function in the form treme value theorem on a function over a closed

y = ASin (Bx + C) + D. interval.

| 25

that is, interpret a definite integral of the rate

of change of a quantity over an interval as the

change of the quantity over the interval.

♦♦ Describe the concept of a derivative geometri-

cally, numerically, analytically and verbally.

♦♦ Find second derivatives and derivatives of higher

order.

♦♦ Prove the mean value theorem.

♦♦ Find average and instantaneous rates of change.

♦♦ Use first and second derivatives to describe the

behavior of functions.

26 | National Curriculum Standards and Benchmarks

marks - Science

Science

Standard 1 Standard 4

Students will understand the nature and processes Students will understand the development, charac-

of scientific inquiry and use the modes of scientific teristics, processes and interactions of living things

inquiry and habits of mind to learn about the world and the natural environment.

around them.

Standard 5

Standard 2

Marine Science

Physical Science and Technology Students will understand the importance of protect-

Students will understand the structure, properties ing marine environments to sustain island life. They

and changes of matter as well as sources, uses, con- will learn about the technological, ecological and

servation and changes of energy. They will under- societal changes that have a direct impact on the

stand the nature of science and technology and the local and global environment.

relationship of science and technology to society.

Grade 3

Standard 3 By then end of grade 3, students will:

Students will understand the characteristics and ♦♦ Sci.1.3.1 Make observations about objects

process of earth and space systems. and events and share their findings with others.

♦♦ Sci.1.3.2 Compare and group objects by

identifying their properties.

| 27

♦♦ Sci.1.3.3 Use simple measuring tools and ♦♦ Sci.3.3.3 Describe activities in their lives

equipment to gather information. that are affected by changes in the skies.

♦♦ Sci.1.3.4 Work individually or in teams to ♦♦ Sci.3.3.4 Recognize the patterns of sunrise,

collect, compare and share information, data and sunset, moonrise and moonset.

ideas.

♦♦ Sci.3.3.5 Observe and describe objects in

♦♦ Sci.1.3.5 Identify cause and effect relation- the skies such as the phases of the moon.

ships.

♦♦ Sci.3.3.6 Use models to represent relative

♦♦ Sci.1.3.6 Investigate events that interest size and distance of the sun, moon and earth.

them both in and out of the classroom.

♦♦ Sci.1.3.7 Use a variety of methods to record 4. Life and Environmental Science

information. ♦♦ Sci.4.3.1 Explain that humans go through

a life cycle of infancy, childhood, adolescence,

2. Physical Science and Technology adulthood and old age and identify differences in

external human features such as body size, body

♦♦ Sci.2.3.1 Describe the physical properties

shape and color of hair.

of objects and how materials undergo physical

changes. ♦♦ Sci.4.3.2 Describe obtaining food and

deriving energy from it, protecting against injury

♦♦ Sci.2.3.2 Identify things in the environ-

and reproducing as the basic requirements for

ment that show motion.

life.

♦♦ Sci.2.3.3 Identify changes in energy and

♦♦ Sci.4.3.3 List and describe the five senses.

ways energy can be conserved.

♦♦ Sci.4.3.4 Observe and identify common va-

♦♦ Sci.2.3.4 Recognize that matter can exist in

rieties of plants and animals around the school,

different forms or states.

home and elsewhere in the local environment,

♦♦ Sci.2.3.5 Identify and describe some tech- such as a forest, reef or swamp.

nological changes in our islands.

♦♦ Sci.4.3.5 Explain how offspring of familiar

♦♦ Sci.2.3.6 Use available materials to build animals compare to one another and to their

simple measuring tools for measuring length, parents

area, volume, mass, time and temperature.

♦♦ Sci.4.3.6 Explain that different plants and

animals have features that help them survive in

3. Earth and Space Science different kinds of environments.

♦♦ Sci.3.3.1 Compare and contrast rocks and

the types of soil, mud and sand in the environ- 5. Marine Science

ment.

♦♦ Sci.5.3.1 Name and describe living things

♦♦ Sci.3.3.2 Identify and give examples of that are found in the ocean, reefs and swamps.

water in three different forms, solid, liquid and

gas.

28 | National Curriculum Standards and Benchmarks

Grade 4 temperature.

♦♦ Sci.3.4.3 Explain how volcanoes erupt.

By then end of grade 4, students will:

♦♦ Sci.3.4.4 Compare and contrast rocks,

1. Science as Inquiry minerals and fossils.

♦♦ Sci.1.4.1 Ask appropriate questions and ♦♦ Sci.3.4.5 Discuss the characteristics of the

gather information. Earth’s atmosphere and identify some of the

instruments scientists use to observe the skies.

♦♦ Sci.1.4.2 Use drawings, charts and graphs

to communicate experimental information. ♦♦ Sci.3.4.6 Differentiate between the causes

of currents and waves.

♦♦ Sci.1.4.3 Investigate by using a variety of

sources to acquire information. 4. Life and Environmental Science

♦♦ Sci.1.4.4 Compare and contrast similarities

♦♦ Sci.4.4.1 Recognize that cells are the basic

and differences between things they collect and

structures in both plants and animals.

observe.

♦♦ Sci.4.4.2 Identify causes and kinds of pol-

♦♦ Sci.1.4.5 Record and communicate data clearly.

lution in their environment and suggest ways to

prevent such pollution.

2. Physical Science and Technology

♦♦ Sci.4.4.3 Recognize factors that cause or

♦♦ Sci.2.4.1 Demonstrate energy by pushing contribute to rapid changes in the environment

and pulling on different objects. and describe the impact of such rapid changes

♦♦ Sci.2.4.2 Describe the sources of energy on animal and plant life.

including the sun and foods.

5. Marine Science

♦♦ Sci.2.4.3 Identify how animals get energy

from food chains and food webs. ♦♦ Sci.5.4.1 Describe the variety of life forms

found in the sea and in fresh water.

♦♦ Sci.2.4.4 Explain how plants get the energy

they need to grow. ♦♦ Sci.5.4.2 Describe free-swimming animals

in tropical oceans, reefs and swamps.

♦♦ Sci.2.4.5 Describe ways that advances in

technology can improve living standards. ♦♦ Sci.5.4.3 Compare and contrast ways their

ancestors used the oceans to sustain life on

3. Earth and Space Science islands with ways currently used.

cloud formation.

♦♦ Sci.3.4.2 Explain atmospheric phenomena

including tropical storms, typhoons and torna-

dos as a result of differences in air pressure and

| 29

of the earth’s atmosphere.

By then end of grade 5, students will:

♦♦ Sci.3.5.3 Name, label and model the rela-

tive distance between the planets in the Solar

1. Science as Inquiry System.

♦♦ Sci.1.5.1 Compare and contrast different ♦♦ Sci.3.5.4 Identify phases of the moon and

plants and animals across and within kingdoms. describe what causes these phases.

♦♦ Sci.1.5.2 Explain cause and effect relation- ♦♦ Sci.3.5.5 Identify the major structural com-

ships in nature, for example, that a lack of rain ponents of the earth, such as core, mantle and

results in plants being stressed and sometimes crust.

dying).

♦♦ Sci.3.5.6 Give examples of how our ances-

♦♦ Sci.1.5.3 Solve simple problems that re- tors used stars, ocean currents and wind to

quire manipulation of objects and ideas. navigate in the open seas.

♦♦ Sci.1.5.4 Demonstrate persistence in solv-

ing problems. 4. Life and Environmental Science

♦♦ Sci.1.5.5 Use replication to determine ♦♦ Sci.4.5.1 Identify the main parts of cells

reliability of information gathered from simple and differentiate between animal and plant cells.

scientific experiments.

♦♦ Sci.4.5.2 Classify plants with or without

seeds and animals with or without a backbone.

2. Physical Science and Technology

♦♦ Sci.4.5.3 Describe how animals depend on

♦♦ Sci.2.5.1 Describe and give examples of the plants to survive and carry on their life functions

three states of matter. and how plants depend on animals for continua-

♦♦ Sci.2.5.2 Explain that matter can have dif- tion of their life cycles.

ferent physical and chemical properties. ♦♦ Sci.4.5.4 List and explain some of the

♦♦ Sci.2.5.3 Identify changes in matter occur- negative human activities that have long-term

ring as a result of natural processes. effects on plants and animals.

♦♦ Sci.2.5.4 Identify and describe ways that ♦♦ Sci.4.5.5 Differentiate between producers,

energy can be transformed from one form to consumers, herbivores, carnivores, omnivores,

another. scavengers and decomposers and their roles for

life cycles to be sustained.

♦♦ Sci.2.5.5 Identify ways that society depends

on and benefits from advances in technology. 5. Marine Science

3. Earth and Space Science ♦♦ Sci.5.5.1 List and describe agencies and

programs in the FSM that support the protec-

♦♦ Sci.3.5.1 Describe the effect of the sun’s tion of marine environments.

and moon’s gravity on ocean tides.

30 | National Curriculum Standards and Benchmarks

♦♦ Sci.5.5.2 Identify practices that are contrib- 3. Earth and Space Science

uting to the depletion of ocean resources.

♦♦ Sci.3.6.1 Describe the conditions in our

atmosphere that cause changes in the weather.

Grade 6 ♦♦ Sci.3.6.2 Relate seasonal changes to the

By then end of grade 6, students will: Earth’s rotation on its axis and revolution around

the Sun.

1. Science as Inquiry ♦♦ Sci.3.6.3 Describe how wind is generated.

♦♦ Sci.1.6.1 Solve simple problems that re- ♦♦ Sci.3.6.4 Describe the water cycle including

quire replication or manipulation of objects and the processes of evaporation, condensation and

ideas. precipitation.

♦♦ Sci.1.6.2 Compare and contrast simple ♦♦ Sci.3.6.5 Explain changes in the atmo-

quantitative and qualitative data. sphere that effect life on Earth.

♦♦ Sci.1.6.3 Identify possible causes of an

observed or represented effect. 4. Life and Environmental Science

♦♦ Sci.1.6.4 Use simple measuring tools and ♦♦ Sci.4.6.1 Explain and describe the proper-

equipment to solve science problems. ties and characteristics of microscopic organisms.

♦♦ Sci.1.6.5 Use drawings, graphs and charts ♦♦ Sci.4.6.2 List and classify types of trash in

to analyze and communicate experimental infor- the environment.

mation.

♦♦ Sci.4.6.3 Explore the careers that relate to

waste management.

2. Physical Science and Technology

♦♦ Sci.4.6.4 Identify materials that can be

♦♦ Sci.2.6.1 Describe the kinds and properties recycled.

of metals found locally on the islands and their

uses.

5. Marine Science

♦♦ Sci.2.6.2 Analyze the simple process of

oxidation of metals and methods to minimize ♦♦ Sci.5.6.1 Describe food chains and food

rusting. webs in ocean and shore environments.

♦♦ Sci.2.6.3 Explain the physical and chemical ♦♦ Sci.5.6.2 Identify organisms found in dif-

properties of matter. ferent marine areas such as in tidal pools and

deep water and describe the body structures that

♦♦ Sci.2.6.4 Use tools for observing and mea- allow them to live in those areas.

suring properties of matter.

♦♦ Sci.5.6.3 Identify examples of interdepen-

♦♦ Sci.2.6.5 Identify and demonstrate some dence among organisms in the ocean.

ways lenses are used in school and the environ-

ment.

| 31

By then end of grade 7, students will: ♦♦ Sci.3.7.1 Describe the Milky Way Galaxy

and identify our Solar System as part of that

galaxy.

1. Science as Inquiry

♦♦ Sci.3.7.2 Compare and contrast the various

♦♦ Sci.1.7.1 Communicate experimental theories of the formation of our islands.

results verbally as well as in charts, graphs and

drawings. ♦♦ Sci.3.7.3 Describe the formation of atolls,

coral reefs and lagoons and give examples.

♦♦ Sci.1.7.2 Use tools and problem solving

strategies to gather, analyze and interpret data. ♦♦ Sci.3.7.4 Distinguish between fringing and

barrier reefs.

♦♦ Sci.1.7.3 Observe and explain that differ-

ent phenomena (such as fire, flood, typhoon,

etc.) could be natural or manmade but natural 4. Life and Environmental Science

processes usually allow for ecological recovery. ♦♦ Sci.4.7.1 Describe ways that can help solve

♦♦ Sci.1.7.4 Identify actions and outcomes of a some of the pollution problems throughout the

controlled experiment. region.

♦♦ Sci.1.7.5 Analyze experimental informa- ♦♦ Sci.4.7.2 Give examples and describe dif-

tion, draw simple inferences and develop gener- ferent ways living things reproduce.

alizations from scientific data. ♦♦ Sci.4.7.3 List and explain the conditions

necessary for life on earth.

2. Physical Science and Technology ♦♦ Sci.4.7.4 Illustrate and explain the carbon

♦♦ Sci.2.7.1 Give examples and contrast re- dioxide-oxygen cycle.

newable and non- renewable sources of energy. ♦♦ Sci4.7.5 Explain how humans can help

♦♦ Sci.2.7.2 Describe friction, its affect on maintain life on earth.

motion and the result on moving objects.

♦♦ Sci.2.7.3 Describe ways to honor tradition- 5. Marine Science

al technologies, as well as incorporate modern ♦♦ Sci.5.7.1 Identify causes of pollution in

technologies that improve our lives. local marine environments and suggest ways to

♦♦ Sci.2.7.4 Describe the composition of mat- minimize or prevent such pollution.

ter in terms of atoms, molecules, elements and ♦♦ Sci.5.7.2 Participate meaningfully in local

compounds. practices that encourage conservation of marine

♦♦ Sci.2.7.5 Describe the properties of light resources.

and how light reacts when it strikes various ♦♦ Sci.5.7.3 Describe some of the ways that

surfaces. marine resources are being used to develop the

FSM economy.

32 | National Curriculum Standards and Benchmarks

♦♦ Sci.2.8.7 Identify everyday applications of

By then end of grade 8, students will:

electric and magnetic forces such as attractions

in electric circuits.

1. Science as Inquiry

♦♦ Sci.1.8.1 Formulate hypothesis based on 3. Earth and Space Science

careful observations and design an investigation

♦♦ Sci.3.8.1 Describe how the earth’s move-

that includes controls and variables.

ment, properties of water and the differential

♦♦ Sci.1.8.2 Conduct checks of reliability of heating of land, water and air cause weather

information gathered from observed phenom- phenomena.

ena and formulate explanations based on data

♦♦ Sci.3.8.2 Discuss traditional knowledge

gathered through scientific explorations.

about moon phases and tides and describe how

♦♦ Sci.1.8.3 Report data accurately and with- this influences island life, such as fishing prac-

out bias, including findings that contradict their tices and the harvesting of crabs.

hypothesis.

♦♦ Sci.3.8.3 Describe how landforms are

♦♦ Sci.1.8.4 Ask valid, testable questions about worn down and shaped by gravity, water, wind,

the world around them. weather, erosion and living things.

♦♦ Sci.1.8.5 Create and use models in different ♦♦ Sci.3.8.4 Describe the composition of rocks

contexts. as different combinations of minerals and iden-

tify different rock types including sedimentary,

2. Physical Science and Technology igneous and metamorphic.

♦♦ Sci.2.8.1 Describe matter as composed of ♦♦ Sci.3.8.5 Describe the life cycle of stars and

small particles in motion and identify some of the sun as a star.

the properties resulting from this assumption. ♦♦ Sci.3.8.6 Describe how the gravitational

♦♦ Sci.2.8.2 Describe some of the uses of pull of the sun holds Earth and other planets in

energy in mechanical and living systems and their orbits and how the gravitational pull of the

explain the conversion of one form to another. planets keeps their moons in orbit around them.

♦♦ Sci.2.8.3 Describe the origin of sound in ♦♦ Sci.3.8.7 Describe tides, seasons and lunar

vibrations. phases by using suitable models of the solar

system and the motion of objects within it.

♦♦ Sci.2.8.4 Identify different kinds of motion

and the effect of force on direction and speed. 4. Life and Environmental Science

♦♦ Sci.28.5 Describe the apparent color of

♦♦ Sci.4.8.1 Investigate environmental

objects as a result of reflection and absorption of

problems such as water, air and land pollution,

different colors of light.

deforestation and soil erosion.

♦♦ Sci.2.8.6 Describe the effects of gravity on

♦♦ Sci.4.8.2 Investigate and implement tradi-

| 33

tional practices in one major area of stewardship, ♦♦ Sci.1.hs.3 Describe how a testable hypoth-

such as farming, waste disposal, recycling or food esis may need to be revised to guide a scientific

preparation. investigation.

♦♦ Sci.4.8.3 Classify plants and animals into ♦♦ Sci.1.hs.4 Report on a scientific research

groups based on similarities and differences. activity using appropriate methodology and

format.

♦♦ Sci.4.8.4 Describe technology’s role in

selective breeding of certain organisms. ♦♦ Sci.1.hs.5 Prepare an independent research

paper on a scientific problem for public sharing.

♦♦ Sci.4.8.5 Identify the components of cells

and describe their functions. ♦♦ Sci.1.hs.6 Describe examples of major shifts

in science’s understanding of the world, for ex-

♦♦ Sci.4.8.6 Identify examples of interdepen-

ample, theories of plate tectonics and the atomic

dence among organisms and flows of energy in

structure of matter.

food chains and food webs.

♦♦ Sci.1.hs.7 Describe some of the interactions

5. Marine Science of science, technology and society.

♦♦ Sci.5.8.2 Identify and describe the effects

♦♦ Sci.2.hs.1 Describe the basic assumptions

on marine life of environmental changes to

of atomic theory and relate the properties of

shorelines.

materials to their atomic structure.

♦♦ Sci.5.8.3 Describe the impact of human

♦♦ Sci.2.hs.2 Identify and describe properties

activities on marine environments.

and classifications of energy and its ability to do

♦♦ Sci.5.8.4 Explain how human actions have work and describe the importance of energy in

resulted in decreasing populations of marine physical and living systems.

animals such as turtles.

♦♦ Sci.2.hs.3 Identify applications of the prin-

ciples of motion, gravitational and electromag-

Benchmarks for All High Schools netic forces in their lives.

All High School students will: ♦♦ Sci.2.hs.4 Describe some of the positive and

negative impacts of modern food production and

1. Science as Inquiry distribution technologies.

♦♦ Sci.2.hs.5 Cite examples of new products

♦♦ Sci.1.hs.1 Design and safely implement an

made possible by the creation of new materials

experiment, including the appropriate use of

by technology.

tools and techniques to organize, analyze and

validate data. ♦♦ Sci.2.hs.6 Describe some of the complex

relationships between science and technology as

♦♦ Sci.1.hs.2 Interpret data to validate general-

they relate to manufacturing.

izations.

34 | National Curriculum Standards and Benchmarks

earth’s plates and the relationship between these

♦♦ Sci.3.hs.1 Describe the composition of the movements and changes in the oceans.

major layers of the earth.

The previous benchmarks identify learning expec-

♦♦ Sci.3.hs.2 Describe the composition of the tations for all high school students. Following are

major objects in the universe such as stars and benchmarks of learning for students who take col-

planets. lege preparatory science classes in high school. The

♦♦ Sci.3.hs.3 Describe the structure and com- process skills that are to be included in all courses

position of the Earth’s atmosphere. are listed first. These are followed by benchmarks for

the specific science courses.

♦♦ Sci.3.hs.4 Explain factors that determine

climate and give examples of types of climate.

♦♦ Sci.4.hs.1 Describe relationships and the

Benchmarks for Students in College

interdependence of organisms within biomass. Preparatory Programs

♦♦ Sci.4.hs.2 Describe how species have Students will:

evolved over time to adapt to change.

♦♦ Describe how a testable hypothesis may need to

♦♦ Sci.4.hs.3 Describe how the study of DNA be revised to guide a scientific investigation.

can explain kinship among species.

♦♦ Design and safely implement an experiment,

♦♦ Sci.4.hs.4 Identify the processes used to including the appropriate use of tools and tech-

utilize energy within organisms, such as photo- niques to organize, analyze and validate data.

synthesis and respiration.

♦♦ Defend and support conclusions, explanations

♦♦ Sci.4.hs.5 Identify and describe man’s use of and arguments based on logic, scientific knowl-

natural resources and the need to manage and edge and evidence from data.

protect them.

♦♦ Determine the connections among hypotheses,

5. Marine Science scientific evidence and conclusions.

♦♦ Communicate the components of a scientific

♦♦ Sci.5.hs.1 Describe various marine ecosys-

investigation, using appropriate techniques.

tems and identify similarities between land and

marine ecosystems. ♦♦ Engage in and explain the importance of peer

review in science.

♦♦ Sci.5.hs.2 Identify and describe changes in

the marine environment. ♦♦ Revise, as needed, conclusions and explanations

based on new evidence.

♦♦ Sci.5.hs.3 Use data to describe and design

effective ways of managing or sustaining marine ♦♦ Describe the importance of ethics and integrity

resources and the measures taken by the FSM to in scientific investigation.

conserve marine resources.

| 35

♦♦ Explain how scientific explanations must meet a ♦♦ Explain the organization of life on Earth using

set of established criteria to be considered valid. the modern classification system.

♦♦ Explain how scientific advancements and emerg- ♦♦ Explain the theories of evolution and natural

ing technology have influenced society. selection and cite evidence that supports these

theories.

♦♦ Compare the risks and benefits of potential solu-

tions to technological issues. ♦♦ Explain the structural properties of DNA and

the role of DNA in heredity and protein synthe-

Biology Course Benchmarks sis.

used to determine the traits of possible offspring.

♦♦ Understand the unity, diversity and interrela-

tionships between organisms, including their ♦♦ Explain chromosomal mutations, their possible

relationships to cycles of matter and energy in causes and their effects on genetic variation.

the environment. ♦♦ Name and describe the components of the

♦♦ Describe biogeochemical cycles within ecosys- human body from cell to system and how they

tems. work together.

photosynthesis and cellular respiration and that

result in cycling of energy. Students will:

♦♦ Explain how matter and energy flow through ♦♦ Explain how conservation of energy is applied to

living systems and the physical environment. various systems.

♦♦ Explain dynamic equilibrium in organisms, ♦♦ Explain how elements are arranged in the peri-

populations and ecosystems and explain the ef- odic table and analyze trends among elemental

fect of equilibrium shifts. properties.

♦♦ Describe different cell parts, their functions and ♦♦ Explain how atoms bond using valence electrons.

how they are specialized into different tissue and

♦♦ Describe nuclear reactions and how they pro-

organs.

duce energy.

♦♦ Explain how cells are specialized in different

♦♦ Describe the basic assumptions of the atomic

tissues and organs.

theory.

♦♦ Differentiate between the processes of mitosis

♦♦ Relate the properties of materials to their atomic

and meiosis.

structure.

♦♦ Describe how homeostatic balance occurs in

♦♦ Distinguish between physical and chemical

cells and organisms.

properties.

♦♦ Describe the components and functions of a

♦♦ Describe elements and compounds.

variety of macromolecules active in biological

systems. ♦♦ Distinguish between mixtures and pure sub-

36 | National Curriculum Standards and Benchmarks

♦♦ Relate local technologies, including the utiliza- ♦♦ Trace the energy transformations within physical

tion and preservation of materials, to either and biological systems.

causing or controlling changes in matter.

♦♦ Relate observed properties and changes in mat- Physical Science/Physics Course Bench-

ter to the behavior of molecules and atoms as marks

described in the atomic and kinetic molecular

Students will:

theories.

♦♦ Explain and provide examples of electromag-

♦♦ Discuss atomic mass and its experimental deter-

netic radiation and sound using a wave model.

mination.

♦♦ Use vectors to explain force and motion.

♦♦ Explain the mole concept and Avogadro’s num-

ber. ♦♦ Provide examples of entropy.

♦♦ Describe molar mass. ♦♦ Describe the periodicity of the elements.

♦♦ Convert between moles and mass of a given ♦♦ Calculate the efficiency of energy transfer within

sample of a chemical compound. biological and physical systems.

♦♦ Name and write chemical formulas and balance ♦♦ Describe the structure of matter including at-

chemical equations. oms, protons, neutrons and electrons.

♦♦ Describe endothermic and exothermic reactions. ♦♦ Explain how atoms interact by transferring or

sharing electrons.

♦♦ Describe the basic characteristics of acids, bases,

salts and organic and inorganic compounds. ♦♦ Describe the nature of solids, liquids and gases

by examining molecular structures.

♦♦ Calculate the efficiency of energy transfer within

physical and biological systems. ♦♦ Describe the importance of carbon bonding.

♦♦ Find the mass of an element in a given com- ♦♦ Describe nuclear reactions and how they pro-

pound. duce energy.

♦♦ Describe empirical formulas of compounds. ♦♦ Explain how atoms bond using valence electrons.

♦♦ Calculate empirical formulas. ♦♦ Understand the nature of matter and energy,

forms of energy, including waves and energy

♦♦ Calculate the molecular formula of a compound,

transformations.

given its empirical formula and molar mass.

♦♦ Explain how the law of conservation of energy is

♦♦ Identify and describe properties and classifica-

applied to various systems.

tions of energy and its ability to do work.

♦♦ Compare transverse and longitudinal waves and

♦♦ Measure work and heat resulting from energy

their properties.

transformations.

♦♦ Explain and provide examples of electromag-

♦♦ Describe possible ways or uses of technology to

netic radiation and sound using a wave model.

37 | National Curriculum Standards and Benchmarks FSCSSO | 37

♦♦ Understand the relationship between force, mass ♦♦ Describe the size and shape of the Earth.

and motion of objects and know the major natu-

♦♦ Describe the different rates at which geological

ral forces of gravitational, electric and magnetic.

processes occur.

♦♦ Apply the laws of motion to determine the ef-

♦♦ Distinguish between minerals and rocks.

fects of forces on the linear motion of objects.

♦♦ Classify rocks.

♦♦ Use vectors to explain force and motion.

♦♦ Describe the relative distribution of oceans and

Marine Science Course Benchmarks continents.

water.

♦♦ Identify common marine organisms and place

them in the scientific classification system for ♦♦ Investigate different kinds of soil and determine

organisms. their locations in rock layers.

♦♦ Discuss problems that affect marine environ- ♦♦ Determine the properties of lakes, rivers and

ments resulting from human actions. ground water.

♦♦ Describe some of the technologies used on ♦♦ Investigate how fossils are incorporated into

islands to protect marine resources. sedimentary rocks.

♦♦ Discuss the nature of tropical fisheries in the ♦♦ Describe the plate tectonics theory.

FSM and challenges in their management. ♦♦ Identify basic hydrological properties and

♦♦ Compare traditional marine resource manage- processes and see how features of the planet

ment practices to Western practices. interact.

♦♦ Describe the relationships between marine ♦♦ Determine that water cycles to and from the

plant and animal reproduction with reference to oceans, atmosphere and Earth through processes

phases of the moon and seasons. of evaporation, condensation, precipitation, sur-

face run-off and percolation into the soil.

♦♦ Identify local poisonous fishes and methods of

detecting ciguatera toxin in fish. ♦♦ Describe the processes of weathering, erosion,

deposition, and lithification or compaction that

♦♦ Discuss the benefits of marine resources to local shape the surface of the Earth.

cultures and sustaining life, as well as to the

economic development of the nation. ♦♦ Recognize that on continents surface water is

found in lakes, streams and rivers and in the

♦♦ Identify pollution controls in the FSM and form of ice.

design a plan to support the implementation of

these controls. ♦♦ Describe ground water and investigate how rain,

dew, fog and clouds form through the process of

evaporation, condensation, and precipitation.

Earth Science Course Benchmarks

♦♦ Investigate how smoke affects cloud, fog and

Students will: dust formation.

38 | National Curriculum Standards and Benchmarks

♦♦ Investigate the movement of air.

♦♦ Describe the formation of their island and

region environment.

♦♦ Identify human impact on local and regional

environments.

♦♦ Explain the formation of weather fronts and

how they behave

♦♦ Identify and describe global wind patterns.

♦♦ Identify and describe changes in their own envi-

ronment, in the FSM and the world.

♦♦ Identify and describe global changes that affect

FSM island life.

♦♦ Predict how changes on Earth’s surface will af-

fect local ecosystems.

♦♦ Identify and describe local examples of how liv-

ing things affect the non-living environment and

vice versa.

| 39

Notes

Layout design by V. Ilham, Printed and Published by the ADB Basic Social Services Project 2008

- CAT 2012 Preparation Tips _ Reading Comprehension Made EasyUploaded byp4patelkeyur
- Student Edition WAudio TOCUploaded byJerryArjona
- English for Pharmacy Writing and Oral CommunicationUploaded byVu Hau
- Reading Comprehension Using Story GrammarUploaded bySharlene Williams
- Action ResearchUploaded byRam Amin Candelaria
- Sq3R ReadingUploaded byGurpreet Kaur
- Rnv Set 3 With AnswersUploaded byLuqmanul Hakim
- Helping Your ChildUploaded bymaklp
- Developing the Language and Reading Competence of the First Year Cbea Students at the Cagayan State University Andrews CampusUploaded byIJSTR Research Publication
- Planeacion 3º Segunda SemanaUploaded byPaola Domínguez
- engl 115 course outline 2013Uploaded byapi-245079922
- english 115 syllabus january 2014Uploaded byapi-245079922
- Reading and WritingUploaded byJM Heramiz
- 10 Tips for solving reading comprehension _ 300+ Solved Questions.pdfUploaded byRiniRajawat
- 6th Grade Advanced Language Arts Syllabus and Pacing Guide 2012-13Uploaded bygeeuhhmaxx
- rc guideUploaded bytotochakraborty
- 1 Reflecting on ReadingUploaded byAngelina Carena Najwa
- christvocab yc0311Uploaded byapi-310188443
- ct745-marotto-stephanie-langlit-lessonplans-2Uploaded byapi-352954423
- Questions for the Final Exam-práctica y ReflexiónUploaded byAlexandria Thomas
- scorereportUploaded byapi-282908059
- how_to_teach_reading_like_a_pro.pdfUploaded byMadalina Stefania Bargaoanu
- nov 17-21 lesson plansUploaded byapi-247283340
- Eng 1 Exam Midterm_1st Sem_2012Uploaded byRemedios Iquiña Reodava
- criticalthinkingrecordsUploaded byapi-300833949
- PPTX Version 2Uploaded byGillian Mei
- Ela Pd Presentation AbridgedUploaded byResa Rahmawatie
- final exam on instruction teaching.docxUploaded byQueenie Butalid
- hard of hearing notesUploaded byapi-288159071
- reading with audio using slickUploaded byapi-314847014

- InsightsUploaded bylyndon_baker_1
- Competency Framework for TeachersUploaded bySugandh Bhatia
- Community Services Capability FrameworkUploaded bylyndon_baker_1
- ASIO LeadershipUploaded bylyndon_baker_1
- capability-leadership-entire.pdfUploaded bylyndon_baker_1
- Apif OverviewUploaded bylyndon_baker_1
- 3065_en.pdfUploaded bylyndon_baker_1
- Skills Shortage and MismatchUploaded bylyndon_baker_1
- Scqf Employer Guide Mar 2017 WebUploaded bylyndon_baker_1
- QualsUploaded bylyndon_baker_1
- Outcomes and objectivesUploaded bylyndon_baker_1
- ELGPN Guidelines Tool No 6 WebUploaded bylyndon_baker_1
- Employer Levelling Tool WebUploaded bylyndon_baker_1
- Learning OutcomesUploaded bylyndon_baker_1
- Application of learning outcomes approaches.pdfUploaded bylyndon_baker_1
- 111332 Competence Framework for Vet ProfessionsUploaded byKrisdaryadiHadisubroto
- The_Family_Handyman_January_2015_USA.pdfUploaded bylyndon_baker_1
- Family HandymanUploaded bylyndon_baker_1
- Softcut LeafletUploaded bylyndon_baker_1
- Introduction ReliefUploaded bylyndon_baker_1
- Complete SheltonUploaded bylyndon_baker_1
- 06 Linocut PrintingUploaded bylyndon_baker_1
- Linoleum Block Printing Update September 2015Uploaded bylyndon_baker_1
- White LineUploaded bylyndon_baker_1
- PrintmakingTechniques.pdfUploaded bylyndon_baker_1
- Block Printing CatalogUploaded bylyndon_baker_1
- Coin PouchUploaded bylyndon_baker_1
- Linesman BagUploaded bylyndon_baker_1
- Wallet Pattern.pdfUploaded bylyndon_baker_1

- ASSESSMENT CRITERIA.docxUploaded byIrma Rodriguez Quintana
- anti bias lesson 1Uploaded byapi-328802804
- thebigpicture-userguidev1Uploaded byChow Mun Fai
- UNIT 7.docxUploaded bySharifah Aisyaton Al-Sagoff
- barnes positioning theory.pdfUploaded byleyendo2011
- english policyUploaded byapi-237848631
- Industrial Training Report.docxUploaded byJessica X Krystal
- Funretrospectives - SamplesUploaded bysyksteaz
- Skill Path Oct 2007Uploaded bypradeepta1292299
- English - Lesson Plan Spoken Language StudyUploaded bymalhiavtarsingh
- Practical Steps on Soul Winning(1)Uploaded byadelani_oni
- Assignment Lis1Uploaded byShretta Hope
- oobleck plansUploaded byapi-237787503
- integration into arts lesson plan new 2Uploaded byapi-388943110
- bc_sem_1Uploaded byankit_shettigar
- 2011-12-19 Rothstein Scott AMUploaded bymatthendley
- week 4- intasc standard 9- professional learning and ethical practiceUploaded byapi-302364454
- reflection_tools.pdfUploaded byVictoria Melissa Cortejos Pulido
- Conversation TipsUploaded byInformation Point Kapurthala
- The Little Guide to Amazing ConversationUploaded byJunior Fagundes
- Year 1 English Plan CharthouseUploaded byDalilah Aliah
- The Art of ConversationUploaded bySYed Hasan
- solomUploaded byapi-320988168
- Hedda.thresherUploaded byReezwanah Wozir
- UG 6Uploaded byPrakriti Goel
- franklin unit planUploaded byapi-215846054
- Moving From Storming to NormingUploaded bybahamasorg
- NetiquetteUploaded byVirginia Canabal
- Characteristics of an Excellent FacilitatorUploaded byAsadullah Baloch
- Field Study 4Uploaded byJohn Ross Ramos